Hale, Shannon. 2008. RAPUNZEL’S REVENGE. New York: Bloomsbury U.S.A. Children’s Books. ISBN 139781599900704
In this graphic novel we find Rapunzel living a lonely life in a beautiful villa. Rapunzel has dreams of a man and woman holding her as a young child and “didn’t understand then why (she) felt the way (she) did.” Rapunzel’s only friend is Mason a guard. “He taught (her) tricks when he thought Mother wasn’t looking.” It was on Rapunzel’s twelfth birthday that she discovered what was on the other side of the wall. It was then she discovered the oppressive and dreary conditions and the secret of her life. She found her real mother and her dreams became clear to her at that time. This made her step mother, “Gothel” angry for not appreciating all she had, Rapunzel was taken deep in the woods and locked in the top of tree. Rapunzel lived imprisoned in the tree for four long years. She dreamed of escaping and finding her “real” mother. She read books and entertained herself with her extremely long hair. Making it into a swing and doing the rope tricks she had learned from Mason. Then the day came when Gothel had enough and left her to die in the tree. Rapunzel quickly took action to escape using her long, long hair. She quickly meets up with Jack and they go together to find the Gothel’s Villa and her real mother. Rapunzel “had a thought to teach Mother Gothel that she can’t be a bully.” Rapunzel has her hair and Jack has a goose that lays golden eggs and the two of have a plan or several plans. Rapunzel uses her hair to fight off others to get her, Jack and his goose, out of trouble. Jack uses his quick wit and experience from being on the run to help along the way. The two face one obstacle after another. The reader finds that girl power can be very useful. In the end Jack uses his magic bean to destroy the Villa. (You knew there had to be a bean somewhere.) Mother Gothol is destroyed b and y her own magic and Rapunzel is reunited with her mother and learns the details of her life. As the story ends , Rapunzel cuts her hair and the goose lays a golden egg and Jack gets the girl. It is a” happily ever after” ending.
Rapunzel’s Revenge is a graphic novel that has a Wild West fairy tale theme. The characters are familiar to all who have read fairy tales. Rapunzel and her long hair and Jack of Jack in the Beanstalk are a great pair. Rapunzel even as a young girl knew what had happened was wrong and wanted to right the wrong. She not only wants to find her mother but teach Mother Gothol a lesson. If Rapunzel succeeds in her quest to” teach Mother Gothol that she can’t be a bully” then it means she has accomplished a lot more. There was magic involved with Mother Gothol and her “growth magic spells”, a goose that lays golden eggs, and the magic bean. As the wonderful illustrations reveal there are huge beasts in the forest another example of magic. The illustrations were so bright and vivid in the detail and action. The emotions of the characters were further explained through the details in the facial expressions the use of color. The gray of the jail, the browns used in the saloon and the sepia look when Old Man Jasper reveals he is the town witch all let the reader know these are important events in Rapunzel and Jack’s quest to find Gothol Villa. There is a happy ending with Mother Gothol being “ swallowed upby her own magic”, Rapunzel brings back the mines and color to the land, she has her mother back and of course Jack gets the girl. This story has all the wonderful things that fairy tales are made of.
Reviews & Awards
Booklist 09/01/08 Publishers Weekly starred 08/04/08
Horn Book 04/01/09 School Library Journal starred 09/01/08
Horn Book starred 11/01/08 Kirkus Reviews
Library Media Connection starred 11/01/08
Booklist (September 1, 2008 (Vol. 105, No. 1))- Grades 5-8. 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
" Booklist -Rich with humor and excitement, Rapunzel's Revenge is an alternate version of a classic that will become a fast favorite of young readers."
Publisher's Weekly, STARRED REVIEW * "With its can-do heroine, witty dialogue and romantic ending, this graphic novel has something for nearly everybody."
School Library Journal, STARRED REVIEW * "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."
Kirkus Reviews "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."
I thought this book was funny and wonderfully written. I love the fairy tale characters and the Wild West theme that Shannon Hale used. The character of Rapunzel had spent her life very sheltered but when it came to survival and getting the revenge she wanted her “girl power” kicked in. She was smart and resourceful. Making her hair work for her and then in the end giving it up sent a subtle message I thought. Use what you have but it is your intelligence and heart (knowing right from wrong) that sometimes carries you through the difficult times in life not your hair. As a first grade teacher I would show this book as an example of a graphic novel. Graphic novels are a new genre for first grader, and for me. I would do a shorten re-tell of the book ( practice story telling) and highlight how the author took fairy tale characters from another fairy tale and paired them together. I would have older students explain why they think that Shannon Hale choose Jack. I found her web- site, http://www.squeetus.com/stage/books_rap.html to be very good. Shannon Hale’s web-site has many suggestions for bringing this graphic novel alive. She also discusses the importance of graphic novels.
The illustrations are so bright and action packed that I think my students would enjoy just looking at the pictures. This is a great way to hook a reluctant reader.
Sunday, April 25, 2010
Saturday, April 17, 2010
Shannon Hale- Princess Academy
Hale, Shannon. 2005. PRINCESS ACADEMY. New York: Scholastic. ISBN: 139780439888110
Miri is a fourteen year old girl that spent her whole life on Mount Eskel living with her loving father and sister, Marda. Miri’s mother had died one week after giving birth to her and although Miri had no memory of her mother “she thought of that week when she held by her mother as the precious thing she owned.” Miri grew up wondering why her father would not let her work in quarry like the other children and her sister. She felt there must be something wrong with her. The quarry workers had a special talent called “quarry- speech” and Miri wanted so much to know how it worked. Miri and the other girls in the village were informed by a messenger of the king that Mount Eskel would be the “home of his future bride” of the prince. All the girls of the village between the ages of twelve and seventeen will be taken to the academy “for the purpose of preparing the potential young ladies” in the event they were chosen as the princess. It is at the academy that Miri finds her purpose in life. She finds through hard work she can learn and use “quarry- talk” to help the other girls. She finds strength in learning to read. She finds that being a princess is not her dream, but staying on the mountain and bringing her dream of opening an academy for anyone in her village who wants to learn. Miri is like the delicate mountain flower that she is named after –“a tiny pink flower that bloomed out of the cracks in the rocks.” Miri had so many doubts and obstacles to overcome to see herself as an asset to her family and village.
Shannon Hale does a wonderful job in describing the characters. She is able to express a mother’s love for their child when she describes how her “mother would not let go of her tiny baby.” The quarry-speech being like “singing “to a friend working near in the mines gives the reader an understanding of how Miri hears the talk. As Miri lay on the floor far away from the fire we are invited to share in “her dreams of becoming academy princess” and how they “wrapped around her and eased the chill.” All these ways that show the reader that Miri had a special quality about her that enabled her to rise above the cruel and harsh treatment that the “mountain” girls were receiving. Miri would sit and twirl the miri flower and think “What would she wish for?” “She looked to the east, where the yellow green slopes and flat places of Mount Eskel climbed into the gray blue peak. To the north a chain of mountains bounded away into forever- purple, blue, then gray.” It paints a beautiful peaceful picture. You can see why Miri has a hard time thinking about what to wish for. The linder is such a critical element in the setting of this story and yet you feel as the people must have felt it was just a part of their life and nothing more. The girls have the same group dynamics as girls still today. There is the jealousy, friendships, mean-spirited, and underlying admiration and a feeling of survival they all share.
Miri was able to truly find what made her happy and did not compromise her happiness just to be a “princess.” She put hurt feelings aside to help all the girls when needed and in the end by being true to her all the girls got what they wanted. THE PRINCESS ACADEMY is a fantasy story that has so much to teach the reader. It is almost like quarry- talk if you are willing to really listen.
Reviews & Awards
Booklist 06/01/05 Newbery Medal/Honor 01/23/06
Bulletin of the Center for Children's Books 09/01/05 Notable/Best Books (A.L.A.) 01/01/06
Horn Book 04/01/06 School Library Journal starred 10/01/05
Kirkus Review starred 07/15/05
Booklist (June 1, 2005 (Vol. 101, No. 19)- Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.
Horn Book (Spring 2006)-When the royal priests of Danland divine the prince's future bride will be from remote Mount Eskel, a princess academy is established to prepare the candidates. Miri, short in stature, soon proves herself to be a natural leader. Hale's writing is clear and her descriptions vivid. Her imaginary world, peopled by strong yet vulnerable characters, is quietly memorable.
Kirkus Review starred (July 15, 2005)- There are many pleasures to this satisfying tale: a precise lyricism to the language ("The world was as dark as eyes closed" or "Miri's laugh is a tune you love to whistle") and a rhythm to the story that takes its tropes from many places, but its heart from ours.
Publishers Weekly (August 8, 2005)-Readers enchanted by Hale's Goose Girl are in for an experience that's a bit more earthbound in this latest fantasy-cum-tribute to girl-power.
I really liked this book. The way Shannon Hale developed the character of Miri , from a tiny baby almost giving us the feeling of sickliness to a young woman who makes important changes to her village. She is an inspiration to a child who might be struggling with feeling like an outsider and not knowing where she fits in. The story has such a strong message of how a young girl can rise above the pettiness of others, the cruel and harsh behavior of adults and be the light that makes a difference. It is a fantasy that holds so many real emotions and examples of being strong and depending on you for inner strength. I like the message that education makes a difference and shows the importance of learning even when we do not see why or how it will help.
My connection for this book is once again having a recommendation for an older student that might open dialogue and start to make a difference through “talking about a book we read. The fourth grade through high school student can get something from this book. It would be interesting to have students find the events in Miri’s life that are like the events that can happen today.
Miri is a fourteen year old girl that spent her whole life on Mount Eskel living with her loving father and sister, Marda. Miri’s mother had died one week after giving birth to her and although Miri had no memory of her mother “she thought of that week when she held by her mother as the precious thing she owned.” Miri grew up wondering why her father would not let her work in quarry like the other children and her sister. She felt there must be something wrong with her. The quarry workers had a special talent called “quarry- speech” and Miri wanted so much to know how it worked. Miri and the other girls in the village were informed by a messenger of the king that Mount Eskel would be the “home of his future bride” of the prince. All the girls of the village between the ages of twelve and seventeen will be taken to the academy “for the purpose of preparing the potential young ladies” in the event they were chosen as the princess. It is at the academy that Miri finds her purpose in life. She finds through hard work she can learn and use “quarry- talk” to help the other girls. She finds strength in learning to read. She finds that being a princess is not her dream, but staying on the mountain and bringing her dream of opening an academy for anyone in her village who wants to learn. Miri is like the delicate mountain flower that she is named after –“a tiny pink flower that bloomed out of the cracks in the rocks.” Miri had so many doubts and obstacles to overcome to see herself as an asset to her family and village.
Shannon Hale does a wonderful job in describing the characters. She is able to express a mother’s love for their child when she describes how her “mother would not let go of her tiny baby.” The quarry-speech being like “singing “to a friend working near in the mines gives the reader an understanding of how Miri hears the talk. As Miri lay on the floor far away from the fire we are invited to share in “her dreams of becoming academy princess” and how they “wrapped around her and eased the chill.” All these ways that show the reader that Miri had a special quality about her that enabled her to rise above the cruel and harsh treatment that the “mountain” girls were receiving. Miri would sit and twirl the miri flower and think “What would she wish for?” “She looked to the east, where the yellow green slopes and flat places of Mount Eskel climbed into the gray blue peak. To the north a chain of mountains bounded away into forever- purple, blue, then gray.” It paints a beautiful peaceful picture. You can see why Miri has a hard time thinking about what to wish for. The linder is such a critical element in the setting of this story and yet you feel as the people must have felt it was just a part of their life and nothing more. The girls have the same group dynamics as girls still today. There is the jealousy, friendships, mean-spirited, and underlying admiration and a feeling of survival they all share.
Miri was able to truly find what made her happy and did not compromise her happiness just to be a “princess.” She put hurt feelings aside to help all the girls when needed and in the end by being true to her all the girls got what they wanted. THE PRINCESS ACADEMY is a fantasy story that has so much to teach the reader. It is almost like quarry- talk if you are willing to really listen.
Reviews & Awards
Booklist 06/01/05 Newbery Medal/Honor 01/23/06
Bulletin of the Center for Children's Books 09/01/05 Notable/Best Books (A.L.A.) 01/01/06
Horn Book 04/01/06 School Library Journal starred 10/01/05
Kirkus Review starred 07/15/05
Booklist (June 1, 2005 (Vol. 101, No. 19)- Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.
Horn Book (Spring 2006)-When the royal priests of Danland divine the prince's future bride will be from remote Mount Eskel, a princess academy is established to prepare the candidates. Miri, short in stature, soon proves herself to be a natural leader. Hale's writing is clear and her descriptions vivid. Her imaginary world, peopled by strong yet vulnerable characters, is quietly memorable.
Kirkus Review starred (July 15, 2005)- There are many pleasures to this satisfying tale: a precise lyricism to the language ("The world was as dark as eyes closed" or "Miri's laugh is a tune you love to whistle") and a rhythm to the story that takes its tropes from many places, but its heart from ours.
Publishers Weekly (August 8, 2005)-Readers enchanted by Hale's Goose Girl are in for an experience that's a bit more earthbound in this latest fantasy-cum-tribute to girl-power.
I really liked this book. The way Shannon Hale developed the character of Miri , from a tiny baby almost giving us the feeling of sickliness to a young woman who makes important changes to her village. She is an inspiration to a child who might be struggling with feeling like an outsider and not knowing where she fits in. The story has such a strong message of how a young girl can rise above the pettiness of others, the cruel and harsh behavior of adults and be the light that makes a difference. It is a fantasy that holds so many real emotions and examples of being strong and depending on you for inner strength. I like the message that education makes a difference and shows the importance of learning even when we do not see why or how it will help.
My connection for this book is once again having a recommendation for an older student that might open dialogue and start to make a difference through “talking about a book we read. The fourth grade through high school student can get something from this book. It would be interesting to have students find the events in Miri’s life that are like the events that can happen today.
The First Part Last- Angela Johnson
Johnson, Angla.2003. THE FIRST PART LAST. NewYork: Simon& Schuster Children’s. ISBN: 068984922
Angela Johnson’s novel,THE FIRST PART LAST, is a great example for young people of how the best laid plans can change forever in the blink of an eye or a moment in the night. Bobby went from a typical high school boy “(skipping) school with (his) running buddies, grabbing a couple slices of pizza and catching a matinee” to celebrate his sixteenth birthday to hearing he is going to be a father in less than 12 hours. Bobby’s girlfriend, Nia tells him the news and nothing is ever typical or carefree again. Bobby and Nia were the couple that was responsible and looking forward to a future that included college. Their future became doctor visits and decisions about the future of their unborn child. Bobby is with Nia every step of the way. Listening to others and making decisions that sixteen year olds should not have to make. Bobby and Nia do come to the decision to put the child up for adoption and try to move forward with their plans. Decisions made, life settled until tragedy strikes and life changes again. Bobby is home with his “daughter “who is eleven days old and he is a single father. He names the child “Feather” and holds on to what he has left of his lost love “Nia.”
The story is told in an alternating “now” and “then” format. Bobby lets the reader know how life has changed for him now and how he got there from “then.” The ending was unexpected. Complications during childbirth are a reality but not one that many teens consider as a possibility. Teen pregnancy affects many young people. Bobby and Nia are characters that are believable and the decisions they have to make are part of the reality of an unexpected pregnancy. Angela Johnson reveals the male point of view and allows the reader to see how a young man can deal with the consequences of a night and the tragedy that occurred. When Bobby is faced with the decision of giving up his child the one living reminder of the girl he loved he makes a decision that changes his life forever. When Bobby is asked “Do you know what raising a baby entails?” his answer is the moment he goes from being a boy to a father. Bobby says “No, I don’t know anything about raising a kid. I’m sixteen and none of those people on the wall look like the kind of family me and Feather’s gonna be. But I’m doing it.” This book is a must read for high school children and possibly even in middle school aged children. It is written in their language and in a young person’s reality. Hanging out, skipping school, knowing you should use birth control and looking to your future are all things middle- school to high school kids can relate to. The book is thought provoking and can create dialogue between male and female students in a way that a teacher or a parent could not. The story leaves the reader wanting Bobby to succeed in all he does in his life and in Feather’s life.
Reviews & Awards
Book Links (A.L.A.) 01/01/09 Publishers Weekly starred 06/16/03
Booklist starred 09/01/03
Coretta Scott King Award/Honor 01/12/04
Horn Book 10/01/03
Booklist starred (September 1, 2003 (Vol. 100, No. 1))
Gr. 6-12. Bobby, the teenage artist and single-parent dad in Johnson's Coretta Scott King Award winner, Heaven (1998), tells his story here.
Horn Book (July/August, 2003)
While this prequel to the Coretta Scott King Award-winning Heaven isn't bereft of humor (Nia's parents' home is "so neat and clean you could probably make soup in the toilet"), what resonates are the sacrifices Bobby makes for Feather's sake.
Kirkus Review (June 1, 2003)
. By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy. The somewhat pat ending doesn't diminish the impact of this short, involving story. It's the tale of one young man and his choices, which many young readers will appreciate and enjoy. (Fiction. YA)
This book is written for grade 7 and up. I am not able to use it directly in teaching first grade but as a teacher I am asked by parents about books for their older children more often than I realized. After reading this book I found myself recommending it to our librarian and her teenage daughter. She in turned told her circle of friends and they read it also. The problem of teen pregnancy is not going away and the uncomfortable times parents have in talking to their children are not going away either. This book allows dialogue between parents and children and peer to peer. I can see this book being used in middle-school and above to bring in a male’s perspective and lessons on character. I do believe this is a must read for our older children who will be facing the choices that “growing up” presents.
Angela Johnson’s novel,THE FIRST PART LAST, is a great example for young people of how the best laid plans can change forever in the blink of an eye or a moment in the night. Bobby went from a typical high school boy “(skipping) school with (his) running buddies, grabbing a couple slices of pizza and catching a matinee” to celebrate his sixteenth birthday to hearing he is going to be a father in less than 12 hours. Bobby’s girlfriend, Nia tells him the news and nothing is ever typical or carefree again. Bobby and Nia were the couple that was responsible and looking forward to a future that included college. Their future became doctor visits and decisions about the future of their unborn child. Bobby is with Nia every step of the way. Listening to others and making decisions that sixteen year olds should not have to make. Bobby and Nia do come to the decision to put the child up for adoption and try to move forward with their plans. Decisions made, life settled until tragedy strikes and life changes again. Bobby is home with his “daughter “who is eleven days old and he is a single father. He names the child “Feather” and holds on to what he has left of his lost love “Nia.”
The story is told in an alternating “now” and “then” format. Bobby lets the reader know how life has changed for him now and how he got there from “then.” The ending was unexpected. Complications during childbirth are a reality but not one that many teens consider as a possibility. Teen pregnancy affects many young people. Bobby and Nia are characters that are believable and the decisions they have to make are part of the reality of an unexpected pregnancy. Angela Johnson reveals the male point of view and allows the reader to see how a young man can deal with the consequences of a night and the tragedy that occurred. When Bobby is faced with the decision of giving up his child the one living reminder of the girl he loved he makes a decision that changes his life forever. When Bobby is asked “Do you know what raising a baby entails?” his answer is the moment he goes from being a boy to a father. Bobby says “No, I don’t know anything about raising a kid. I’m sixteen and none of those people on the wall look like the kind of family me and Feather’s gonna be. But I’m doing it.” This book is a must read for high school children and possibly even in middle school aged children. It is written in their language and in a young person’s reality. Hanging out, skipping school, knowing you should use birth control and looking to your future are all things middle- school to high school kids can relate to. The book is thought provoking and can create dialogue between male and female students in a way that a teacher or a parent could not. The story leaves the reader wanting Bobby to succeed in all he does in his life and in Feather’s life.
Reviews & Awards
Book Links (A.L.A.) 01/01/09 Publishers Weekly starred 06/16/03
Booklist starred 09/01/03
Coretta Scott King Award/Honor 01/12/04
Horn Book 10/01/03
Booklist starred (September 1, 2003 (Vol. 100, No. 1))
Gr. 6-12. Bobby, the teenage artist and single-parent dad in Johnson's Coretta Scott King Award winner, Heaven (1998), tells his story here.
Horn Book (July/August, 2003)
While this prequel to the Coretta Scott King Award-winning Heaven isn't bereft of humor (Nia's parents' home is "so neat and clean you could probably make soup in the toilet"), what resonates are the sacrifices Bobby makes for Feather's sake.
Kirkus Review (June 1, 2003)
. By narrating from a realistic first-person voice, Johnson manages to convey a story that is always complex, never preachy. The somewhat pat ending doesn't diminish the impact of this short, involving story. It's the tale of one young man and his choices, which many young readers will appreciate and enjoy. (Fiction. YA)
This book is written for grade 7 and up. I am not able to use it directly in teaching first grade but as a teacher I am asked by parents about books for their older children more often than I realized. After reading this book I found myself recommending it to our librarian and her teenage daughter. She in turned told her circle of friends and they read it also. The problem of teen pregnancy is not going away and the uncomfortable times parents have in talking to their children are not going away either. This book allows dialogue between parents and children and peer to peer. I can see this book being used in middle-school and above to bring in a male’s perspective and lessons on character. I do believe this is a must read for our older children who will be facing the choices that “growing up” presents.
Saturday, March 27, 2010
Historical Fiction- THE MIDWIFE'S APPRENTICE
Cushman,Karen. 1995. THE MIDWIFE’S APPRENTICE. New York. Clarion Books. ISBN 0395692296
Plot Summary
She was known as “Brat” an unknown child wandering around looking for food and a place to sleep. She didn’t even know how old she was, her only clues were “ her scrawny, underfed body did give off a hint of woman, so perhaps she was twelve or thirteen.” She has “no home, no mother, and no name.” She is found one morning by the Midwife Jane Sharp in a “ dung heap” and taken back to her home to work for her. Although “Brat “ does not it at the time her life begins to change. Her only desires are to have food in her belly, a place to sleep and a place in this world. Brat watches and listens and learns about being a mid-wife and becomes the apprentice. A man who is looking for “Alyce” to read to him goes to “Brat” and then realizes it is not Alyce. “ Alyce”, she breathed.” “This then is me, Alyce.” As she learns from “the midwife” she sees her life as having a future. She makes friends with “Will” and finds a little boy only six years old and helps him find a name and a place to go for food and work. He is known as “Edward.” All is well until she is called to be the midwife and fails. Her failure makes her run and leave the life she had made for herself in the village. She begins again at “The Inn.” The Midwife shows up at the inn looking for the girl. Alyce overhears Jane say “ She was as stupid as some I have had.” The midwife continues to explain her disappointment in the fact “she gave up.” When Alyce has choices to make for the first time in her life where she might want to work she finds her future is with the midwife and goes to her for job again. After being turned away and starting to run away she remembered what Jane had said, “ she gave up.” Alyce turned around and stayed. She has a name, work, food in her belly and friends. From nothing and no one to Alyce the Midwifes Aprrentice.
Critical Analysis
Karen Cushman takes what is a cruel time in history, the Midevil Times and gives balance to the good and the evil of the times. She goes into great detail when describing her characters and the settings. She uses physical descriptions as “She was small and pale with a frightened air of an illused child, but her underfed scrawny body did give off a hint of woman.” Karen uses the other characters to continue to paint the picture of “Brat” as the boys from the village throw rocks and torment her because they could. Later while at the fair the merchant gives her a comb so she may “Comb those long curls till they shine.” The settings, names and activities are authentic to the time period. There are detals about spells, syrups ointments and plants used by the midwife that were true to the period. The research that Karen Cushman did makes the characters, settings and events as authentic as possible. The Autor’s Notes gave a lot of information and details about midwifery. A practice that has seen a resurgence in this decade in America. There is a comfort in knowing that midwifery is now regulated and midwifes are licensed.
Awards and Reviews
Newbery Medal (1996)
ALA Best Book for Young Adults
ALA Notable Book for Children
Booklist Editors' Choice
Horn Book Fanfare Selection
School Library Journal, Best Books of the Year
ALA Best Book for Young Adults
School Library Journal, starred review- “With simplicity, wit, and humor, Cushman presents another tale of medieval England.
Booklist, starred review- “This novel is about a strong, young woman in medieval England who finds her own way home. ... Kids will be caught up in this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone."
Connections
This is a book for older children fourth grade and up. It is an interesting time period that has many different beliefs in medicine, family and especially children. This book is a wonderful way to introduce this time period to younger children(4th grade) because Karen Cushman has a good balance of good and bad. There are very detailed descriptions of the dung heap, the dirty surroundings and the scarcity of food and the cruel behaviors of adults and children to children. Karen Cushman has a good web- site www.karencushmanbooks.com with lessons and insight to her research. This book as well as CATHERINE, CALLED BIRDY give an insight to the time periods. Karen’s writing style and ability to describe her characters and settings are great examples for the budding author. She is able to create a visual picture in your mind of how things look, sound and smell through her words.
Plot Summary
She was known as “Brat” an unknown child wandering around looking for food and a place to sleep. She didn’t even know how old she was, her only clues were “ her scrawny, underfed body did give off a hint of woman, so perhaps she was twelve or thirteen.” She has “no home, no mother, and no name.” She is found one morning by the Midwife Jane Sharp in a “ dung heap” and taken back to her home to work for her. Although “Brat “ does not it at the time her life begins to change. Her only desires are to have food in her belly, a place to sleep and a place in this world. Brat watches and listens and learns about being a mid-wife and becomes the apprentice. A man who is looking for “Alyce” to read to him goes to “Brat” and then realizes it is not Alyce. “ Alyce”, she breathed.” “This then is me, Alyce.” As she learns from “the midwife” she sees her life as having a future. She makes friends with “Will” and finds a little boy only six years old and helps him find a name and a place to go for food and work. He is known as “Edward.” All is well until she is called to be the midwife and fails. Her failure makes her run and leave the life she had made for herself in the village. She begins again at “The Inn.” The Midwife shows up at the inn looking for the girl. Alyce overhears Jane say “ She was as stupid as some I have had.” The midwife continues to explain her disappointment in the fact “she gave up.” When Alyce has choices to make for the first time in her life where she might want to work she finds her future is with the midwife and goes to her for job again. After being turned away and starting to run away she remembered what Jane had said, “ she gave up.” Alyce turned around and stayed. She has a name, work, food in her belly and friends. From nothing and no one to Alyce the Midwifes Aprrentice.
Critical Analysis
Karen Cushman takes what is a cruel time in history, the Midevil Times and gives balance to the good and the evil of the times. She goes into great detail when describing her characters and the settings. She uses physical descriptions as “She was small and pale with a frightened air of an illused child, but her underfed scrawny body did give off a hint of woman.” Karen uses the other characters to continue to paint the picture of “Brat” as the boys from the village throw rocks and torment her because they could. Later while at the fair the merchant gives her a comb so she may “Comb those long curls till they shine.” The settings, names and activities are authentic to the time period. There are detals about spells, syrups ointments and plants used by the midwife that were true to the period. The research that Karen Cushman did makes the characters, settings and events as authentic as possible. The Autor’s Notes gave a lot of information and details about midwifery. A practice that has seen a resurgence in this decade in America. There is a comfort in knowing that midwifery is now regulated and midwifes are licensed.
Awards and Reviews
Newbery Medal (1996)
ALA Best Book for Young Adults
ALA Notable Book for Children
Booklist Editors' Choice
Horn Book Fanfare Selection
School Library Journal, Best Books of the Year
ALA Best Book for Young Adults
School Library Journal, starred review- “With simplicity, wit, and humor, Cushman presents another tale of medieval England.
Booklist, starred review- “This novel is about a strong, young woman in medieval England who finds her own way home. ... Kids will be caught up in this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone."
Connections
This is a book for older children fourth grade and up. It is an interesting time period that has many different beliefs in medicine, family and especially children. This book is a wonderful way to introduce this time period to younger children(4th grade) because Karen Cushman has a good balance of good and bad. There are very detailed descriptions of the dung heap, the dirty surroundings and the scarcity of food and the cruel behaviors of adults and children to children. Karen Cushman has a good web- site www.karencushmanbooks.com with lessons and insight to her research. This book as well as CATHERINE, CALLED BIRDY give an insight to the time periods. Karen’s writing style and ability to describe her characters and settings are great examples for the budding author. She is able to create a visual picture in your mind of how things look, sound and smell through her words.
Historical Fiction- NUMBER THE STARS
Lowry, Lois. 1989. NUMBER THE STARS. New York, New York. Bantam Doubleday Dell Books. ISBN 0440403278
Plot Summary.
Annemarie Johansen is a ten year old girl growing up in Copenhagen, Denmark . The year is 1943 and life as she and her best friend Ellen Rossen knew before the war and the Germans taking over their town is just a memory. The girls and families learn to live with the invasion and are getting along with the help of each other until the “Jewish New Year.” Life changes for the girls and their families with these words” This morning, at the synagogue, the rabbi told his congregation that the Nazis have taken the synagogue lists of all the Jews. Where they live, what their names are.” They are “relocating “ the Jews. The families know they must do something and Annemarie senses the importance and danger that her and the Rossen family feel. The Johansen family is able to help the Rossens and a few others escape to Sweden, which has remained neutral. This is only accomplished with the bravery, and courage of a ten year girl, Annemarie who remembers the words of a little boy that said”All of Denmark is his bodyguard.”
The Johansen family is successful in getting the Rossen family and 3 others on a boat that will take them to Sweden when a VERY important envelop is discovered left behind. Annemarie does not what it is or what it means except that it is crucial that her Uncle receive it in order to save her friend. She runs through the woods and encounters the soldiers looking for Jews and even though she is scared her love for her friend gives her the strength to carry on the mission. Annemarie does make it and her Uncle is very relieved, and still Annemarie does not know why.
As she helps milk the cow Annemarie asks about her friend and why the envelop was important. Her Uncle tells her again “ You shouldn’t know this.” But as he thinks more he says to Annemarie, “ I will tell you just a little, because you were so brave.” Annemarie discovered that day that being brave is when “You risk your life”, and “don’t even think about it.” Annemarie and all of Denmark waited for the end of the war and better times again. Thousands of Jews were helped by the “Resistance” and there was a hope again.
The story of Annemarie and her best friend Ellen was so normal for ten year girls. They went to school, ran races, and played paper dolls yet the all this was while surrounded by German soldiers. As the families go through the struggles of day to day life you see how friends and neighbors help each other just as we see today in 2010. Bravery is everywhere and with it brings sadness, and death just as it does today. Annmarie is relatable to children and adults when she tells her sister fairy tales and refers to herself as “Little Red Riding Hood.” It made a visual picture that really helps understand where she found the strength to be brave and how she should behave in the shadows of the soldiers. The year is 1943 and Denmark has surrended to the Gremans a few years before and the reasons Papa gave were true. The story had fun and happy times mixed in with tense moments that had you sitting on the edge of your seat. Would the little “sassy” sister say something she shouldn’t, would the soldiers stop Mama on the train, would the Rossens be caught as they ran through the night each time you find yourself holding your breath for the answer. The Afterword is very interesting and helpful to understand what was the fictional parts and what was based on fact and history. I never knew that a “ handerchief” was really develpoed for keeping the dogs from finding the hidden passengers. The \theme of this story is one that many around the world still have today. “ The gift of a world of human decency- is the one that all countries hunger for still.”
Awards and Reviews
Newberry Medal Award 1990
Kirkus Review starred (1989)- A deftly told story that dramatizes how Danes appointed themselves bodyguards--not only for their king, who was in the habit of riding alone in Copenhagen, but for their Jews.
Publishers Weekly (October 26, 1990)- Set in Nazi-occupied Denmark in 1943, this 1990 Newbery winner tells of a 10-year-old girl who undertakes a dangerous mission to save her best friend. Ages 10-14. (Sept)
School Library Journal (September 1997)- Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery. (Mar. 1989)
Connections:
This book is written for fourth grade and up. The content is geared to children who have more of a background or knowledge of war, and history of other countries. It is a good way to introduce children to the effects of war and loss of freedom. The children in the story are able to tell their story from a ten year olds perspective. The questions and lack of understanding is familiar to children today as it was in 1943. Children are able to understand that this story took place in 1943 and that really was not that long ago. Many schools are still able to have guest speakers that lived through many of the events cited in the book. Our school is one of those that had the privilege of having a guest speaker that really put a face to the facts for the children, This was for our fifth grade students only but I remember walking through the halls hearing the children trying to take it all in and not really believing that events like that could have ever taken place. I would encourage students to research to determine what was fact and what based on factual information but was fiction,
Plot Summary.
Annemarie Johansen is a ten year old girl growing up in Copenhagen, Denmark . The year is 1943 and life as she and her best friend Ellen Rossen knew before the war and the Germans taking over their town is just a memory. The girls and families learn to live with the invasion and are getting along with the help of each other until the “Jewish New Year.” Life changes for the girls and their families with these words” This morning, at the synagogue, the rabbi told his congregation that the Nazis have taken the synagogue lists of all the Jews. Where they live, what their names are.” They are “relocating “ the Jews. The families know they must do something and Annemarie senses the importance and danger that her and the Rossen family feel. The Johansen family is able to help the Rossens and a few others escape to Sweden, which has remained neutral. This is only accomplished with the bravery, and courage of a ten year girl, Annemarie who remembers the words of a little boy that said”All of Denmark is his bodyguard.”
The Johansen family is successful in getting the Rossen family and 3 others on a boat that will take them to Sweden when a VERY important envelop is discovered left behind. Annemarie does not what it is or what it means except that it is crucial that her Uncle receive it in order to save her friend. She runs through the woods and encounters the soldiers looking for Jews and even though she is scared her love for her friend gives her the strength to carry on the mission. Annemarie does make it and her Uncle is very relieved, and still Annemarie does not know why.
As she helps milk the cow Annemarie asks about her friend and why the envelop was important. Her Uncle tells her again “ You shouldn’t know this.” But as he thinks more he says to Annemarie, “ I will tell you just a little, because you were so brave.” Annemarie discovered that day that being brave is when “You risk your life”, and “don’t even think about it.” Annemarie and all of Denmark waited for the end of the war and better times again. Thousands of Jews were helped by the “Resistance” and there was a hope again.
The story of Annemarie and her best friend Ellen was so normal for ten year girls. They went to school, ran races, and played paper dolls yet the all this was while surrounded by German soldiers. As the families go through the struggles of day to day life you see how friends and neighbors help each other just as we see today in 2010. Bravery is everywhere and with it brings sadness, and death just as it does today. Annmarie is relatable to children and adults when she tells her sister fairy tales and refers to herself as “Little Red Riding Hood.” It made a visual picture that really helps understand where she found the strength to be brave and how she should behave in the shadows of the soldiers. The year is 1943 and Denmark has surrended to the Gremans a few years before and the reasons Papa gave were true. The story had fun and happy times mixed in with tense moments that had you sitting on the edge of your seat. Would the little “sassy” sister say something she shouldn’t, would the soldiers stop Mama on the train, would the Rossens be caught as they ran through the night each time you find yourself holding your breath for the answer. The Afterword is very interesting and helpful to understand what was the fictional parts and what was based on fact and history. I never knew that a “ handerchief” was really develpoed for keeping the dogs from finding the hidden passengers. The \theme of this story is one that many around the world still have today. “ The gift of a world of human decency- is the one that all countries hunger for still.”
Awards and Reviews
Newberry Medal Award 1990
Kirkus Review starred (1989)- A deftly told story that dramatizes how Danes appointed themselves bodyguards--not only for their king, who was in the habit of riding alone in Copenhagen, but for their Jews.
Publishers Weekly (October 26, 1990)- Set in Nazi-occupied Denmark in 1943, this 1990 Newbery winner tells of a 10-year-old girl who undertakes a dangerous mission to save her best friend. Ages 10-14. (Sept)
School Library Journal (September 1997)- Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery. (Mar. 1989)
Connections:
This book is written for fourth grade and up. The content is geared to children who have more of a background or knowledge of war, and history of other countries. It is a good way to introduce children to the effects of war and loss of freedom. The children in the story are able to tell their story from a ten year olds perspective. The questions and lack of understanding is familiar to children today as it was in 1943. Children are able to understand that this story took place in 1943 and that really was not that long ago. Many schools are still able to have guest speakers that lived through many of the events cited in the book. Our school is one of those that had the privilege of having a guest speaker that really put a face to the facts for the children, This was for our fifth grade students only but I remember walking through the halls hearing the children trying to take it all in and not really believing that events like that could have ever taken place. I would encourage students to research to determine what was fact and what based on factual information but was fiction,
Friday, March 26, 2010
Historical Fiction- Elijah of Buxton
Curtis, Paul Christopher. 2007. ELIJAH OF BUXTON. New York: Scholastic Press. ISBN 139780439023443
Eleven year old Elijah is the first free- born child in Buxton. Buxton is a settlement in Canada that has been established for slaves that escape America. Elijah never knew any other life than one that had love, family, friends, school and a home. He likes to eavesdrop “on growned folks’ conversations.” He was beginning to catch on that somethings that “Preacher” does “waren’t” good.
The closest that Elijah gets to slavery is when there is a rumor of “slave catchers” are headed to the settlement and when newly escaped slaves arrive in Buxton. Elijah has heard the stories and watches as others work to raise the money to buy their families back. It is not until Mr.LeRoy has his money stolen by the “Preacher” that Elijah really experiences what it means to be “ free- child.” Elijah feels responsible for the money being stolen, as he assured Mr. Leroy that the “Preacher” wouldn’t take his money. With that guilt he rides to America with Mr. LeRoy to right the wrong. With an address in his pocket the two of head to find “ Benjamin Alston. 1509 Wilbur Place.” With luck they locate Mr. Alston but he is not able to help. He does lead them to “East Lee stable.” Along the way Mr. LeRoy dies and leaves Elijah alone. Elijah decides he has to make things right and get the money back. He finds the stable and the “Preacher” and a lot more. The “Preacher “ is dead and the bundles that are moving are captured run-away slaves and a baby. Elijah finally understands what grown up talk means when he realizes he can not help the four chained slaves, but with the mother’s blessing he can save the baby. Elijah comes back to Buxton with a baby that will have the chance to grow up free.
Crictical Analysis
Elijah and his family could be a family of today. The sense of family, friends and community are the same today as in 1860. The children go to school to learn, they give back to their settlement through helping neighbors and have the daily struggles of what is right and wrong. The children work in the fields and fish in the lake and go to school in Buxton. We find out in the Author’s Note in the back of the book, that Buxton is a real place. It has documented history and is now a historic site. Much of the story is based on facts and other events are constructed around people and events that were part of the history. Christopher Paul Curtis uses Canadian and regional dialects throughout the text. The dialect made reading the text a little more difficult at times. There are words and phrases that needed a extra attention to understand at first. As you read the dialect and vocabulary becomes familiar and expected. It made the story more authentic enjoyable.
Awards and Reviews
Newberry Honor Book( 2008)
Coretta Scott King Award (2008)
Booklist (March 1, 2009 (Vol. 105, No. 13))- Especially appealing is the credible-sounding dialect, which lends authority to this tale of a spunky youngster navigating the Buxton Settlement, a haven for former slaves.
Criticas (December 15, 2008)- Curtis's talent for dealing with painful periods of history with grace and sensitivity is as strong as ever.
Booklist starred (September 1, 2007 (Vol. 104, No. 1))- A fine, original novel from a gifted storyteller.
Kirkus Review starred August 15, (2007)- This is Curtis's best novel yet, and no doubt many readers, young and old, will finish and say, "This is one of the best books I have ever read."
Publishers Weekly (September 10, 2007)- The powerful ending is violent and unsettling, yet also manages to be uplifting
Connections
I can see using this book with older students in many areas of the curriculum. The writing style and use of dialect is an excellent example of how it can affect a story. The words and the authentic vocabulary help connect the reader to the story and convey the emotion and strength of the characters. This book can be an introduction to what life was like for those who made it to Canada and how the lives of those who came after and those who were born FREE there. It would make an excellent continuation of the study of that time period in our history. It also can be used in a study on Canada. There is an excellent web-site that can be used to get started on a study of what was fiction and what is based on history in the book. The web-site is http://www.buxtonmuseum.com/. Using this book as an author study or in an Award Winning Book collection works as well. This is a book I can see generating a lot of discussion about what is right and wrong and how choices are made and influenced. I have already recommended this book to a colleague who was developing a unit about Canada.
Eleven year old Elijah is the first free- born child in Buxton. Buxton is a settlement in Canada that has been established for slaves that escape America. Elijah never knew any other life than one that had love, family, friends, school and a home. He likes to eavesdrop “on growned folks’ conversations.” He was beginning to catch on that somethings that “Preacher” does “waren’t” good.
The closest that Elijah gets to slavery is when there is a rumor of “slave catchers” are headed to the settlement and when newly escaped slaves arrive in Buxton. Elijah has heard the stories and watches as others work to raise the money to buy their families back. It is not until Mr.LeRoy has his money stolen by the “Preacher” that Elijah really experiences what it means to be “ free- child.” Elijah feels responsible for the money being stolen, as he assured Mr. Leroy that the “Preacher” wouldn’t take his money. With that guilt he rides to America with Mr. LeRoy to right the wrong. With an address in his pocket the two of head to find “ Benjamin Alston. 1509 Wilbur Place.” With luck they locate Mr. Alston but he is not able to help. He does lead them to “East Lee stable.” Along the way Mr. LeRoy dies and leaves Elijah alone. Elijah decides he has to make things right and get the money back. He finds the stable and the “Preacher” and a lot more. The “Preacher “ is dead and the bundles that are moving are captured run-away slaves and a baby. Elijah finally understands what grown up talk means when he realizes he can not help the four chained slaves, but with the mother’s blessing he can save the baby. Elijah comes back to Buxton with a baby that will have the chance to grow up free.
Crictical Analysis
Elijah and his family could be a family of today. The sense of family, friends and community are the same today as in 1860. The children go to school to learn, they give back to their settlement through helping neighbors and have the daily struggles of what is right and wrong. The children work in the fields and fish in the lake and go to school in Buxton. We find out in the Author’s Note in the back of the book, that Buxton is a real place. It has documented history and is now a historic site. Much of the story is based on facts and other events are constructed around people and events that were part of the history. Christopher Paul Curtis uses Canadian and regional dialects throughout the text. The dialect made reading the text a little more difficult at times. There are words and phrases that needed a extra attention to understand at first. As you read the dialect and vocabulary becomes familiar and expected. It made the story more authentic enjoyable.
Awards and Reviews
Newberry Honor Book( 2008)
Coretta Scott King Award (2008)
Booklist (March 1, 2009 (Vol. 105, No. 13))- Especially appealing is the credible-sounding dialect, which lends authority to this tale of a spunky youngster navigating the Buxton Settlement, a haven for former slaves.
Criticas (December 15, 2008)- Curtis's talent for dealing with painful periods of history with grace and sensitivity is as strong as ever.
Booklist starred (September 1, 2007 (Vol. 104, No. 1))- A fine, original novel from a gifted storyteller.
Kirkus Review starred August 15, (2007)- This is Curtis's best novel yet, and no doubt many readers, young and old, will finish and say, "This is one of the best books I have ever read."
Publishers Weekly (September 10, 2007)- The powerful ending is violent and unsettling, yet also manages to be uplifting
Connections
I can see using this book with older students in many areas of the curriculum. The writing style and use of dialect is an excellent example of how it can affect a story. The words and the authentic vocabulary help connect the reader to the story and convey the emotion and strength of the characters. This book can be an introduction to what life was like for those who made it to Canada and how the lives of those who came after and those who were born FREE there. It would make an excellent continuation of the study of that time period in our history. It also can be used in a study on Canada. There is an excellent web-site that can be used to get started on a study of what was fiction and what is based on history in the book. The web-site is http://www.buxtonmuseum.com/. Using this book as an author study or in an Award Winning Book collection works as well. This is a book I can see generating a lot of discussion about what is right and wrong and how choices are made and influenced. I have already recommended this book to a colleague who was developing a unit about Canada.
Thursday, March 18, 2010
Non-Fiction- THE WALL
Sis, Peter. 2007. THE WALL. New York. Frances Foster Books. ISBN 139780374347017
THE WALL is a graphic memoir that recalls the memories and experiences of Peter Sis as a young child and teen growing up in communist Czechoslovakia. The pages are filled with the thought and dreams of a boy that sees more than his country will allow. His dreams and thoughts are translated into original art. Peter draws and paints as a way to feel freedom even though it must be done in secret. The book contains private photos and journal entries help to better understand the changes he experienced. Peter shows the influence of the Western culture as we see the lines of people waiting to go to a “Beach Boys concert” and he writes” out of the dark came a glimmer of hope.” Freedom,” America to the rescue”, he began to paint dreams again. The emotion of a young boy wanting to wear blue jeans, grow his hair long, and be in a rock band is expressed through the illustrations, while the conflict can be understood in the verse, “Rock music is against the principles of Socialist art.” “The Iron Curtain descends again.” The dreams of a young boy could not be taken away and freedom should never be taken for granted is a message that could only be expressed by the combination of the complex art, personal journal entries and the private photos that put a face to the experience of growing up behind the “Iron Curtain.” This is a must read for anyone who takes for granted the freedoms that we have living in America.
Awards and Reviews
The Robert F. Siebert Medal Caldecott Medal Honor Book
Václav Havel, former president of the Czech Republic “Peter Sís’s book is most of all about the will to live one’s life in freedom and should be required reading for all those who take their freedom for granted.”
Starred, Kirkus Reviews- “A masterpiece for readers young and old.”
Madeleine Albright, former U.S. Secretary of State- “Peter, born to dream and draw, is now also teaching the tragic history of his native Czechoslovakia under communism in this beautiful, poignant, and important work for those of all ages.”
Starred, Publishers Weekly “Younger readers have not yet had a graphic memoir with the power of Maus or Persepolis to call their own, but they do now.”
Milos Forman, Oscar winning-director of Amadeus, One Flew Over the Cuckoo’s Nest
“This stunning book is a MUST for anybody who is curious to learn about the world we live in!”
The Wall is a book that I would recommend for older students. I believe a middle school student would be able to understand what Peter is feeling and experiencing. This graphic memoir would make a great resource or introduction to lessons in history, government, and language arts. This book would be a great way to have students work in groups to examine the different time periods that Czechoslovakia went through and how it today.
I do love the journal entries that Peter Sis included in The Wall and I would share this part of the book with my first grade students. The journal entries were very important to me in understanding his experiences. I can use this as one more example of using journal or diary entries in writing.
THE WALL is a graphic memoir that recalls the memories and experiences of Peter Sis as a young child and teen growing up in communist Czechoslovakia. The pages are filled with the thought and dreams of a boy that sees more than his country will allow. His dreams and thoughts are translated into original art. Peter draws and paints as a way to feel freedom even though it must be done in secret. The book contains private photos and journal entries help to better understand the changes he experienced. Peter shows the influence of the Western culture as we see the lines of people waiting to go to a “Beach Boys concert” and he writes” out of the dark came a glimmer of hope.” Freedom,” America to the rescue”, he began to paint dreams again. The emotion of a young boy wanting to wear blue jeans, grow his hair long, and be in a rock band is expressed through the illustrations, while the conflict can be understood in the verse, “Rock music is against the principles of Socialist art.” “The Iron Curtain descends again.” The dreams of a young boy could not be taken away and freedom should never be taken for granted is a message that could only be expressed by the combination of the complex art, personal journal entries and the private photos that put a face to the experience of growing up behind the “Iron Curtain.” This is a must read for anyone who takes for granted the freedoms that we have living in America.
Awards and Reviews
The Robert F. Siebert Medal Caldecott Medal Honor Book
Václav Havel, former president of the Czech Republic “Peter Sís’s book is most of all about the will to live one’s life in freedom and should be required reading for all those who take their freedom for granted.”
Starred, Kirkus Reviews- “A masterpiece for readers young and old.”
Madeleine Albright, former U.S. Secretary of State- “Peter, born to dream and draw, is now also teaching the tragic history of his native Czechoslovakia under communism in this beautiful, poignant, and important work for those of all ages.”
Starred, Publishers Weekly “Younger readers have not yet had a graphic memoir with the power of Maus or Persepolis to call their own, but they do now.”
Milos Forman, Oscar winning-director of Amadeus, One Flew Over the Cuckoo’s Nest
“This stunning book is a MUST for anybody who is curious to learn about the world we live in!”
The Wall is a book that I would recommend for older students. I believe a middle school student would be able to understand what Peter is feeling and experiencing. This graphic memoir would make a great resource or introduction to lessons in history, government, and language arts. This book would be a great way to have students work in groups to examine the different time periods that Czechoslovakia went through and how it today.
I do love the journal entries that Peter Sis included in The Wall and I would share this part of the book with my first grade students. The journal entries were very important to me in understanding his experiences. I can use this as one more example of using journal or diary entries in writing.
Wednesday, March 17, 2010
Non-Fiction Winter Across America
Simon, Seymour. 1994. WINTER ACROSS AMERICA. New York, NY .Hyperion. ISBN 0786800194
WINTER ACROSS AMERICA is a trip from Alaska to Florida during the winter months. As the book travels across America the reader begins to see the beauty and importance of the coldest season- winter. “Winter is both an ending and beginning.” We see this through the plants and animals. It is the beginning of the migration for many birds, and gray whales. It is the beginning of a quiet resting time for the animals that hibernate such as the “turtles, frogs, and salamanders.” The Joshua tree of the Mojave Desert needs the cold winter season to grow again in the spring. As the reader travels to Florida, winter looks different but serves a refuge to the birds that have migrated to warmer climates. The photographs are beautiful images of winter events. Each of the photographs supports the facts and the vocabulary that is heard more often in the winter months. The picture of the blizzard helps the young reader understand what “the visibility is one-quarter of a mile or less” looks like and how it must feel in the cold, quiet months of winter. “Winter brings rest and renewal. It is a pause in the great, eternal cycle of the seasons.”
Booklist (Vol. 91, No. 6 (November 15, 1994))-“Excellent color photographs, often breathtaking scenes of landscapes and animals, appear throughout the book.”
Kirkus Review (1994)-“A book smart enough to be kept on the reference shelf, but with photos that tempt you to tear them out and frame them.”
Winter across America is a book I will use with my first grade class during our unit on weather and seasons. It will be a resource to use when discussing the differences in the seasons as well as how winter affects plants and animals. Winter Across America is a great way to bring in maps also. This book is written in a way that I can read a page or two or the whole book. The reading level is a little high for most of my students, but the photographs make it is easy for the students to go back and find how winter affects different plants and animals. Other books that I would have available would be:
Cole, Brock. THE WINTER WREN. (Farrar, 1984 ISBN 0374384541.
Brett, Jan. THE MITTEN. (Putnam, 1989 ISBN 039921920X.
Lewis, Rob - HENRIETTA'S FIRST WINTER. (Farrar, 1990 ISBN 0374329516
WINTER ACROSS AMERICA is a trip from Alaska to Florida during the winter months. As the book travels across America the reader begins to see the beauty and importance of the coldest season- winter. “Winter is both an ending and beginning.” We see this through the plants and animals. It is the beginning of the migration for many birds, and gray whales. It is the beginning of a quiet resting time for the animals that hibernate such as the “turtles, frogs, and salamanders.” The Joshua tree of the Mojave Desert needs the cold winter season to grow again in the spring. As the reader travels to Florida, winter looks different but serves a refuge to the birds that have migrated to warmer climates. The photographs are beautiful images of winter events. Each of the photographs supports the facts and the vocabulary that is heard more often in the winter months. The picture of the blizzard helps the young reader understand what “the visibility is one-quarter of a mile or less” looks like and how it must feel in the cold, quiet months of winter. “Winter brings rest and renewal. It is a pause in the great, eternal cycle of the seasons.”
Booklist (Vol. 91, No. 6 (November 15, 1994))-“Excellent color photographs, often breathtaking scenes of landscapes and animals, appear throughout the book.”
Kirkus Review (1994)-“A book smart enough to be kept on the reference shelf, but with photos that tempt you to tear them out and frame them.”
Winter across America is a book I will use with my first grade class during our unit on weather and seasons. It will be a resource to use when discussing the differences in the seasons as well as how winter affects plants and animals. Winter Across America is a great way to bring in maps also. This book is written in a way that I can read a page or two or the whole book. The reading level is a little high for most of my students, but the photographs make it is easy for the students to go back and find how winter affects different plants and animals. Other books that I would have available would be:
Cole, Brock. THE WINTER WREN. (Farrar, 1984 ISBN 0374384541.
Brett, Jan. THE MITTEN. (Putnam, 1989 ISBN 039921920X.
Lewis, Rob - HENRIETTA'S FIRST WINTER. (Farrar, 1990 ISBN 0374329516
Biography- The Boy on Fairfield Street
Krull, Kathleen. 2004. THE BOY ON FAIRFIELD STREET: HOW TED GEISEL GREW UP TO BECOME DR. SUESS. Paintings by Steve Johnson and Lou Fancher, Decorative illustrations by Dr. Suess. New York, Random House. ISBN 139780375855504
The Boy On Fairfield Street, is an inspiring story of Ted Geisel’s childhood days in the Springfield neighborhood where he grew up. Kathleen Krull takes the reader through the good times and the bad times of his life. Ted Geisel never gives up even though he never felt he fit in at home, school or in the work force. “Ted did begin noticing ways he really didn’t fit in around Springfield.” “Nor did Ted always fit in at home.” He was the boy who created fantasy and “whose imagination [was] too wild for adults.” Family dinners, stories about animals at the zoo and his first stuffed animal “Theophrastus” stayed with the boy that broke “the rules” for a lifetime. It was his “love for reading , animals, and justice” that kept Ted Geisel the boy who grew up on Fairfield Street moving forward to becoming an author and illustrator known all over the world. It is not only a story about a boy that found his place in the world, but a story about never giving up your dreams. Ted was a child who had lived through hard times, got very little encouragement yet grew up to have such an impact in the literary world. “His books sold hundreds of millions of copies- bestselling children’s books ever.” “He often credited life on Fairfield Street for all he had accomplished.” The story has characters, setting and problems with real life solutions. Each page paints a picture of Ted’s life on Fairfield Street through the words and the beautiful paintings by Steve Johnson and Lou Fancher. Every other page includes wonderful illustrations that so many of us remember from the Dr. Seuss books. The synopsis at the end of the book completes the story of Ted Geisel’s life and gives the reader the “behind-the –scenes” information about many of his books. It was a $50.00 bet from his publisher that gave us Green Eggs and Ham.
Reviews & Awards
Book Links (A.L.A.) 01/01/07
Horn Book (January/February, 2004) “Fans are sure to enjoy meeting the irrepressible man behind the ever-popular books.”
Library Media Connection (October 2004) - “This book would be a wonderful addition to a library program celebrating the "Seussentennial" and beyond.”
School Library Journal (January 1, 2004)- “This picture-book biography is a winner.”
As I read the biography of Dr. Seuss and the hardships he endured being a German American and being bullied as well as hearing from teachers that he “ would never be successful at art” I knew that this would be a book to teach perseverance and believing in yourself. Dr. Seuss is an author that my children know. Most children know at least one Dr. Seuss book and he becomes my hook for teaching social skills and working through the hard times that all people experience.
As I read the title it reminded me of Tomie Depaolo’s 26 Fairmont Place. Each of these books depicts their home as a significant place. In my first grade class I am going to do a compare and contrast lesson using the two books. I am hoping that this will lead to a writing experience using their address as a starting point to write a memoir. I hope to encourage the children to use more emotion in their writing. It is ok to write about the sad times as well as the happy times as they are a part of life.
The Boy On Fairfield Street, is an inspiring story of Ted Geisel’s childhood days in the Springfield neighborhood where he grew up. Kathleen Krull takes the reader through the good times and the bad times of his life. Ted Geisel never gives up even though he never felt he fit in at home, school or in the work force. “Ted did begin noticing ways he really didn’t fit in around Springfield.” “Nor did Ted always fit in at home.” He was the boy who created fantasy and “whose imagination [was] too wild for adults.” Family dinners, stories about animals at the zoo and his first stuffed animal “Theophrastus” stayed with the boy that broke “the rules” for a lifetime. It was his “love for reading , animals, and justice” that kept Ted Geisel the boy who grew up on Fairfield Street moving forward to becoming an author and illustrator known all over the world. It is not only a story about a boy that found his place in the world, but a story about never giving up your dreams. Ted was a child who had lived through hard times, got very little encouragement yet grew up to have such an impact in the literary world. “His books sold hundreds of millions of copies- bestselling children’s books ever.” “He often credited life on Fairfield Street for all he had accomplished.” The story has characters, setting and problems with real life solutions. Each page paints a picture of Ted’s life on Fairfield Street through the words and the beautiful paintings by Steve Johnson and Lou Fancher. Every other page includes wonderful illustrations that so many of us remember from the Dr. Seuss books. The synopsis at the end of the book completes the story of Ted Geisel’s life and gives the reader the “behind-the –scenes” information about many of his books. It was a $50.00 bet from his publisher that gave us Green Eggs and Ham.
Reviews & Awards
Book Links (A.L.A.) 01/01/07
Horn Book (January/February, 2004) “Fans are sure to enjoy meeting the irrepressible man behind the ever-popular books.”
Library Media Connection (October 2004) - “This book would be a wonderful addition to a library program celebrating the "Seussentennial" and beyond.”
School Library Journal (January 1, 2004)- “This picture-book biography is a winner.”
As I read the biography of Dr. Seuss and the hardships he endured being a German American and being bullied as well as hearing from teachers that he “ would never be successful at art” I knew that this would be a book to teach perseverance and believing in yourself. Dr. Seuss is an author that my children know. Most children know at least one Dr. Seuss book and he becomes my hook for teaching social skills and working through the hard times that all people experience.
As I read the title it reminded me of Tomie Depaolo’s 26 Fairmont Place. Each of these books depicts their home as a significant place. In my first grade class I am going to do a compare and contrast lesson using the two books. I am hoping that this will lead to a writing experience using their address as a starting point to write a memoir. I hope to encourage the children to use more emotion in their writing. It is ok to write about the sad times as well as the happy times as they are a part of life.
Monday, March 8, 2010
Poetry- Come Sunday
“Come on, Sweet Pea. Open up those eyes.” said momma. It was Sunday and Latasha can not wait to go to “Paradise.” Through this book you experience the sights, sounds and smells of going to church with LaTasha. She is able to see the joy in all the little things that make Sunday special. She doesn’t mind the “blue – haired ladies” pinching her cheeks, she “races up to the balcony” to admire the ladies hats, and then mind drifts to her mother’s white gloves. LaTasha is brought back when she hears the music and starts to tap her feet and sing to “rock-a-my- soul.” The joy she has for going to church is revealed in each poem that is written. LaTasha goes from Sunday School, to the offering, and then the prayer at the altar. “I pray at the altar with one eye open” because “I’m hopin’ to catch a miracle.” Then she yells, “Amen” louder than anyone there” because now it is church supper. Evening comes and everyone leaves to go home. She is tired but so happy “I’m glad I spent another day in Paradise.” This delightful story told in a collection of 14 poems and is enhanced by the beautiful watercolor illustrations of Michael Bryant. The paintings and words convey the joy of going to church from LaTasha’s eyes.
Awards:
ALA Notable Book
California Readers California Collection- elementary schools list
Kirkus- “Whatever their religious background, readers will smile at the jubilation”
Publishers Weekly starred review- “In lively and delicious poetry, accompanied by evocative, full- color illustrations”
Detroit Free Press- “Reading Nikki Grimes’ delightful collection of poems …is like taking a trip to church through the eyes and mind of a little girl.”
Come Sunday is a wonderful way for children to see how a story can be told in verse. This is a great way to bring in poetry in the classroom during Black History Month. In the Story of Ruby Bridges her faith is what gets her through a fearful time. After reading about Ruby and how her faith kept her going day after day. Latasha is able to paint a wonderful picture of how important her church and faith is to her as it was to Ruby Bridges and her family. This is a way "to make a connection."(Vardel 2008) I am excited about finding ways to link more picture books to poetry.
Awards:
ALA Notable Book
California Readers California Collection- elementary schools list
Kirkus- “Whatever their religious background, readers will smile at the jubilation”
Publishers Weekly starred review- “In lively and delicious poetry, accompanied by evocative, full- color illustrations”
Detroit Free Press- “Reading Nikki Grimes’ delightful collection of poems …is like taking a trip to church through the eyes and mind of a little girl.”
Come Sunday is a wonderful way for children to see how a story can be told in verse. This is a great way to bring in poetry in the classroom during Black History Month. In the Story of Ruby Bridges her faith is what gets her through a fearful time. After reading about Ruby and how her faith kept her going day after day. Latasha is able to paint a wonderful picture of how important her church and faith is to her as it was to Ruby Bridges and her family. This is a way "to make a connection."(Vardel 2008) I am excited about finding ways to link more picture books to poetry.
Sunday, March 7, 2010
Poetry- Stop Pretending
This book is based on real- life experiences of a younger sister as she deals with the mental illness of her older sister. It begins on Christmas Eve with no warning of what was about to happen to her sister, her family and most of all her. “One day, she was my big sister, so normal and well- behaved, the next she was a stranger” says it best. This is an incredibly moving story of a sister who has to find a way to deal with not only her sister being “crazy” but how others react to her. Friends are lost, birthdays forgotten, family time gone but life went on. The journey is sad and difficult to read at times, yet hard to put it down. In“My Guidance Counselor”, “he said I ought to try putting a smile on my face”, and as “idiotic” as it sounded it worked. The smile was just a beginning of many positive things to come. She begins to live a new normal life and there is a feeling of hope for the family. This is a powerful story, which can help others who suddenly lose the “normal” and feel they are alone. The verses in the book cover only a few months but feels like a lifetime. It is a fast read and many of the poems could stand alone as if they were a “Kodak Moment” in time but it is totality that makes the impact on your spirit. The Author’s Note is a must read. It is inspirational as well as informational.
Awards:
Christopher Award for Best Children’s Book
Claudia Lewis Award for Poetry
Myra Cohn Livingston Award
Gradiva Award for Best Poetry Book
Berliiner Kinder Prize in Germany
American Library Association 2000 Best Book for Young Adults
Boston Globe: “Stop Pretending is a tour de force debut..
It reads faster than a fast –paced novel”
Barnes and Noble- “This is one of the most beautiful and disturbing
books aimed at young people”
Starred Review in Kliatt- “The poetry is compelling. It is so heartfelt: the pain and confusion of a young teenager”
This book could not come at a better time. As a first grade teacher I would have not be able to see how I could use this particular book. That is until now. Mental illness is difficult for everyone in the family and all the caring adults that are in their lives. That includes teachers who may very well be the first one to see the effects of mental illness. As all the attention goes to the child in need the sibling is standing by alone and confused. I have a greater understanding of how this can affect the sibling. Because of this book I will make more of a connection with the sibling and understand better what the parent is going through. As hard as it was for Sonya Sones to go through this experience, I am glad Myra Cohn Livingston pulled her aside and said “Poems like this would be helpful to anyone who has a family member with a problem that’s throwing the rest of the family off- kilter.” This applies even if the family member is only six.
Awards:
Christopher Award for Best Children’s Book
Claudia Lewis Award for Poetry
Myra Cohn Livingston Award
Gradiva Award for Best Poetry Book
Berliiner Kinder Prize in Germany
American Library Association 2000 Best Book for Young Adults
Boston Globe: “Stop Pretending is a tour de force debut..
It reads faster than a fast –paced novel”
Barnes and Noble- “This is one of the most beautiful and disturbing
books aimed at young people”
Starred Review in Kliatt- “The poetry is compelling. It is so heartfelt: the pain and confusion of a young teenager”
This book could not come at a better time. As a first grade teacher I would have not be able to see how I could use this particular book. That is until now. Mental illness is difficult for everyone in the family and all the caring adults that are in their lives. That includes teachers who may very well be the first one to see the effects of mental illness. As all the attention goes to the child in need the sibling is standing by alone and confused. I have a greater understanding of how this can affect the sibling. Because of this book I will make more of a connection with the sibling and understand better what the parent is going through. As hard as it was for Sonya Sones to go through this experience, I am glad Myra Cohn Livingston pulled her aside and said “Poems like this would be helpful to anyone who has a family member with a problem that’s throwing the rest of the family off- kilter.” This applies even if the family member is only six.
Poetry- Toasting Marshmallows
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS CAMPING POEMS. Ill .by Kate Kiesler. New York: Clarion ISBN 061804597-X
Toasting Marshmallows Camping Poems is a collection of thirty poems that take you through a family’s camping adventure through the eyes of the young girl. As with all good camping adventure the perfect spot is found to pitch the tent. “First, smooth dirt. No rocks or roots.” And with a “shake, snap” a “blooming , bright orange “ tent is set among the trees. The poems flow between the family, the animals and the surprises found on and off the path. Sitting by the “Campfire” and toasting the perfect marshmallow in “Toasting Marshmallows” captures the memories of the sights and smells of camping. The book takes the reader through the days and nights of the trip. The trip is over and the young girl and the family come home, but it is not over for the young girl in “Flannel” as she kneels before her dresser and holds the shirt to her face you can almost smell the “pine smell, campfire, forest moss” as she hides her shirt “where no one will find it, and wash away, my memories.” Memories are sure to come back to everyone who has ever spent a night camping. Kate Kiesler’s illustrations and Kristine O’Connell George words create the perfect camping trip. Kate Kiesler’s richly colored paintings create a feeling you are there sitting by the fire or walking through the fields and streams. The illustrations enhance the words in the poems as in “Flashlight”, the words shining out to show the way. The use of concrete poetry in the verses for “Tent”, and “Storm” allows the young reader to experience a new way to experience poetry. Rich colorful pictures, simple and rhythmic words come together to for the perfect camping trip.
Toasting Marshmallows: Camping Poems awards include:
A School Library Journal Best Book of the Year
NCTE Notable Children’s Book in Language Arts
Myra Cohn Livingston Poetry Award CLCSC
Capitol Choices: Noteworthy Books for Children
Children’s Literature Choice 2002
Stephanie Loer, Boston Globe- “Poems convey a wonderful sense of place as a family enjoys the vastness and immediacy of nature while camping.”
Christopher Moning, Children’s Literature- “One can almost see the starlit night, taste the marshmallows, and hear the buzzing insects as words and illustrations combine in this unique collaboration.”
Kirkus- “Altogether, an engaging trip.”
As I began this unit I had only one book in my classroom and it was on a shelf collecting dust. I took it off and began to share with my class and to my surprise they were very excited. Poetry for first graders has to be interactive and relatable to keep their attention. I was very pleased to find that Toasting Marshmallows: Camping Poems elicited so many stories. It seems that everyone had a story to tell. ( another way to encourage oral language) The children loved the artwork and understood how powerful illustrations can be to delivering the message. I went to www.kristinegeorge.com and found a wealth of information and activities to use with my class. The children were fascinated with “Tent” and “Storm” and we have now added “concrete poetry” to our ways to write chart. I found a web site to compliment Toasting Marshmallows and create a new generation of poetry writers. The site www.wild-about-woods.org allows the children to put words in animal shapes and start the creative process.
Toasting Marshmallows Camping Poems is a collection of thirty poems that take you through a family’s camping adventure through the eyes of the young girl. As with all good camping adventure the perfect spot is found to pitch the tent. “First, smooth dirt. No rocks or roots.” And with a “shake, snap” a “blooming , bright orange “ tent is set among the trees. The poems flow between the family, the animals and the surprises found on and off the path. Sitting by the “Campfire” and toasting the perfect marshmallow in “Toasting Marshmallows” captures the memories of the sights and smells of camping. The book takes the reader through the days and nights of the trip. The trip is over and the young girl and the family come home, but it is not over for the young girl in “Flannel” as she kneels before her dresser and holds the shirt to her face you can almost smell the “pine smell, campfire, forest moss” as she hides her shirt “where no one will find it, and wash away, my memories.” Memories are sure to come back to everyone who has ever spent a night camping. Kate Kiesler’s illustrations and Kristine O’Connell George words create the perfect camping trip. Kate Kiesler’s richly colored paintings create a feeling you are there sitting by the fire or walking through the fields and streams. The illustrations enhance the words in the poems as in “Flashlight”, the words shining out to show the way. The use of concrete poetry in the verses for “Tent”, and “Storm” allows the young reader to experience a new way to experience poetry. Rich colorful pictures, simple and rhythmic words come together to for the perfect camping trip.
Toasting Marshmallows: Camping Poems awards include:
A School Library Journal Best Book of the Year
NCTE Notable Children’s Book in Language Arts
Myra Cohn Livingston Poetry Award CLCSC
Capitol Choices: Noteworthy Books for Children
Children’s Literature Choice 2002
Stephanie Loer, Boston Globe- “Poems convey a wonderful sense of place as a family enjoys the vastness and immediacy of nature while camping.”
Christopher Moning, Children’s Literature- “One can almost see the starlit night, taste the marshmallows, and hear the buzzing insects as words and illustrations combine in this unique collaboration.”
Kirkus- “Altogether, an engaging trip.”
As I began this unit I had only one book in my classroom and it was on a shelf collecting dust. I took it off and began to share with my class and to my surprise they were very excited. Poetry for first graders has to be interactive and relatable to keep their attention. I was very pleased to find that Toasting Marshmallows: Camping Poems elicited so many stories. It seems that everyone had a story to tell. ( another way to encourage oral language) The children loved the artwork and understood how powerful illustrations can be to delivering the message. I went to www.kristinegeorge.com and found a wealth of information and activities to use with my class. The children were fascinated with “Tent” and “Storm” and we have now added “concrete poetry” to our ways to write chart. I found a web site to compliment Toasting Marshmallows and create a new generation of poetry writers. The site www.wild-about-woods.org allows the children to put words in animal shapes and start the creative process.
Tuesday, February 23, 2010
Traditional Literature- Seven Blind Mice
Ed Young’s Seven Blind Mice is a folktale about seven colorful mice that come upon a “strange Something at their pond." “What it is it?” they cried. On Monday the Red Mouse went to look and said,” It is a pillar.” No one believed him so they each went to see. Green Mouse saw a snake, Yellow Mouse saw a spear, and so it went that each of the mice seeing something different. White Mouse looks and says “Now I see.” He sees each of the parts that the other mice see, but he also sees the parts all put together as “an elephant.” The mice all agree as they see it too. The Mouse Moral:” Knowing in part may make a fine tale, but wisdom comes from seeing the whole." The Indian fable The Blind Men and the Elephant is re-told in Ed Young’s Seven Blind Mice in a way that can reach the younger reader. The men become mice of many colors and the time passes by the days of the week letting the young child understand in a more concrete way the time it took to see each part. The choice of collage pictures set against the black ground is simplistic yet conveys how the mouse sees each part. The story moves from page to page with just the right amount of text. The illustrations allow the young reader to see details and how they could be interpreted as a spear, a rope or even a snake.
Awards and Reviews:
Winner of the Caldecott Honor Award -1992
Kirkus Review starred (1992) Exquisitely crafted: a simple, gracefully honed text, an appealing story, real but unobtrusive values and levels of meaning, and outstanding illustrations and design--all add up to a perfect book.
Horn Book starred (September, 1992)- The spareness of the text is echoed in the splendid collages. Immensely appealing.
Booklist starred (Vol. 88, No. 15 (April 1, 1992))- What does one see? Curved lines? Tails? Mice? At once profound and simple, intelligent and playful, this picture book is the work of an artist who understands the medium and respects his audience.
I have always used this book as a way to review color words, ordinal numbers, and days of the week more than an example of traditional literature. I am glad to have looked at this book again as a way to teach folktales, perspective, parts to whole, and of course the moral of “wisdom coming from seeing the whole.” I think that has been my Ah Ha moment for me with this book. It is one more part to a unit on traditional literature that I didn’t really explore with my students. I am adding schoolyard rhymes and more fables and folktales to my list of fairy tales.
Awards and Reviews:
Winner of the Caldecott Honor Award -1992
Kirkus Review starred (1992) Exquisitely crafted: a simple, gracefully honed text, an appealing story, real but unobtrusive values and levels of meaning, and outstanding illustrations and design--all add up to a perfect book.
Horn Book starred (September, 1992)- The spareness of the text is echoed in the splendid collages. Immensely appealing.
Booklist starred (Vol. 88, No. 15 (April 1, 1992))- What does one see? Curved lines? Tails? Mice? At once profound and simple, intelligent and playful, this picture book is the work of an artist who understands the medium and respects his audience.
I have always used this book as a way to review color words, ordinal numbers, and days of the week more than an example of traditional literature. I am glad to have looked at this book again as a way to teach folktales, perspective, parts to whole, and of course the moral of “wisdom coming from seeing the whole.” I think that has been my Ah Ha moment for me with this book. It is one more part to a unit on traditional literature that I didn’t really explore with my students. I am adding schoolyard rhymes and more fables and folktales to my list of fairy tales.
Sunday, February 21, 2010
Traditional Literature- SCHOOLYARD RHYMES
Sierra, Judy. Knopf. 2005. SCHOOLYARD RHYMES. Ill. by Melissa Sweet. New York: Random House.
ISBN 0375825169
Schoolyard Rhymes is a collection of 50 jump rope, hand-clapping, and ball bouncing fun and silly chants and rhymes. The collection contains many familiar songs and chants such as Miss Mary Mack, “Cinderella”, and "Teddy Bear, Teddy Bear" that brings a smile or giggle. I was surprised to find additional verses that I had not heard, such as “But she can smoke, smoke, smoke Her daddy’s pipe, pipe, pipe.", in Miss Mary Mack. Melissa Sweet's illustrations made reading this book even more enjoyable. The watercolor and pen illustrations gave great detail to the characters.
She captures the fun and silliness of the rhymes. Many pages had verses written very small as it formed the jump rope,went around the picture frames and tree trunks. I found myself intrigued by the tiny print and how is was apart of the illustration. As much as I enjoyed reading the schoolyard rhymes , I thought about what would happen if the school children began chanting some the lines such as “Teacher, teacher don’t be so dumb,” and “Teacher, teacher, don’t be so mean,” (pg. 17) “Liar, liar pants on fire”,(pg.20) would it bring children running to tattle. Children need a chance to hear and say funny, silly things and know that is okay in the right circumstances.
Reviews:
Horn Book (September/October, 2005) –“Kids will enjoy this celebration of naughtiness and childhood fun.
Horn Book starred (Spring 2006) - Sweet goes for a comic style with her watercolor and pencil art.”
School Library Journal (October 1, 2005)-“This is a definite winner, as it will be enormously popular with children.-Lee Bock, Glenbrook Elementary School, Pulaski, WI Copyright 2005 Reed Business Information.”
I really enjoyed re-visiting schoolyard rhymes. I realized that the children are not saying silly chants on the playground. I am going to introduce my class to some of the jump rope chants during exercise time. Along with learning “Cinderella dressed in yella” they will have to learn to jump rope. This will be a fun way to continue the traditional literature unit to include rhymes, chants and songs. This is another way to connect with the students. First graders love when their teacher can be silly and hopefully learn that some words are ok in a rhyme or chant. This is what traditional literature is all about sharing from one generation to another in hopes that one day the children will remember the day they learned about “Cinderella”,or “Coca-Cola went to town”, the day the lemon and pickle knocked on the door, and pass it down to another generation.
ISBN 0375825169
Schoolyard Rhymes is a collection of 50 jump rope, hand-clapping, and ball bouncing fun and silly chants and rhymes. The collection contains many familiar songs and chants such as Miss Mary Mack, “Cinderella”, and "Teddy Bear, Teddy Bear" that brings a smile or giggle. I was surprised to find additional verses that I had not heard, such as “But she can smoke, smoke, smoke Her daddy’s pipe, pipe, pipe.", in Miss Mary Mack. Melissa Sweet's illustrations made reading this book even more enjoyable. The watercolor and pen illustrations gave great detail to the characters.
She captures the fun and silliness of the rhymes. Many pages had verses written very small as it formed the jump rope,went around the picture frames and tree trunks. I found myself intrigued by the tiny print and how is was apart of the illustration. As much as I enjoyed reading the schoolyard rhymes , I thought about what would happen if the school children began chanting some the lines such as “Teacher, teacher don’t be so dumb,” and “Teacher, teacher, don’t be so mean,” (pg. 17) “Liar, liar pants on fire”,(pg.20) would it bring children running to tattle. Children need a chance to hear and say funny, silly things and know that is okay in the right circumstances.
Reviews:
Horn Book (September/October, 2005) –“Kids will enjoy this celebration of naughtiness and childhood fun.
Horn Book starred (Spring 2006) - Sweet goes for a comic style with her watercolor and pencil art.”
School Library Journal (October 1, 2005)-“This is a definite winner, as it will be enormously popular with children.-Lee Bock, Glenbrook Elementary School, Pulaski, WI Copyright 2005 Reed Business Information.”
I really enjoyed re-visiting schoolyard rhymes. I realized that the children are not saying silly chants on the playground. I am going to introduce my class to some of the jump rope chants during exercise time. Along with learning “Cinderella dressed in yella” they will have to learn to jump rope. This will be a fun way to continue the traditional literature unit to include rhymes, chants and songs. This is another way to connect with the students. First graders love when their teacher can be silly and hopefully learn that some words are ok in a rhyme or chant. This is what traditional literature is all about sharing from one generation to another in hopes that one day the children will remember the day they learned about “Cinderella”,or “Coca-Cola went to town”, the day the lemon and pickle knocked on the door, and pass it down to another generation.
Tuesday, February 16, 2010
Traditional Literature- Rough Face Girl
In this Native American variant of Cinderella we find three sisters living with their poor father in a village on the shores of Lake Ontario. The youngest sister was made to sit by the fire and feed the flames by the older hard- hearted sisters. After years of sitting by the fire the youngest sister’s face and hands are scarred and her black hair is charred. The girls of the village want to marry the Invisible Being as he is “a great, rich, powerful, and supposedly handsome Invisible Being”. The older sisters take all their father has so they can dress in the finest to go and marry the Invisible Being. The sisters fail to see the Invisible Being and return to the village ashamed. The youngest daughter asked for buckskin, beads and shoes like her sisters so she could go and marry the Invisible Being but her father had nothing left but old shoes and broken shells. She walked to the shore and told the Invisible Being‘s sister “I have come to marry the Invisible Being”. The sister could see she had a good and kind heart. The youngest sister was able to see the Invisible Being. As she bathed the in the lake to scars vanished from her skin and her hair grew long and glossy again. She became as beautiful on the outside as she was on the inside. This story has the good/bad sister element that goes across cultures. The youngest sister is treated cruelly but continues to have a good and kind heart. Her reward is the ability to see the Invisible Being. This variant of Cinderella allows the reader through the words and the illustrations to experience the spiritual beliefs of the Native American culture depicted in this story. The illustrations of the Invisible being in the sky brought in nature, animals and space. David Shannon’s watercolor illustrations set the mood and the drama of the events that happened from page to page. The art and text create a wonderful layout for reading this book aloud to a group of children.
The School Library Journal review- “ … a splendid read aloud.”, Kirkus –“ …a strong distinctive with art to match.”, Booklist- “libraries will find this a well-used picture book.”
The Rough-Face Girl is a book I have used every year during the Traditional Literature study. I have used many variants of Cinderella as well as the traditional versions and created charts to compare the different versions. I have not included illustrator or country of origin on my charts but want to add those two areas for next year. I teach first grade and after reading several versions, my first grade students create their own story. I have many retells but I am always amazed by how many children come up with a new Cinderella character and have followed the Cinderella story pattern.
The School Library Journal review- “ … a splendid read aloud.”, Kirkus –“ …a strong distinctive with art to match.”, Booklist- “libraries will find this a well-used picture book.”
The Rough-Face Girl is a book I have used every year during the Traditional Literature study. I have used many variants of Cinderella as well as the traditional versions and created charts to compare the different versions. I have not included illustrator or country of origin on my charts but want to add those two areas for next year. I teach first grade and after reading several versions, my first grade students create their own story. I have many retells but I am always amazed by how many children come up with a new Cinderella character and have followed the Cinderella story pattern.
Sunday, February 7, 2010
The Invention of Hugo Cabret
Selznick, Brian. 2007. THE INVENTION OF HUGO CABRET. New York, N.Y.: Scholastic Press. ISBN 0439813786
Hugo Cabret is a twelve year boy that becomes an orphan after his father’s death. He is taken by his uncle who lives and works as a timekeeper in a Parisian train station. The uncle teaches Hugo how to set and repair the clocks in the train station. Life for Hugo is lonely and secretive. Hugo finds a friend in a young girl, Isabelle who he has seen at the toymaker's shop. The two find themselves drawn together as they begin to unravel the mysteries of a notebook of drawings, an automaton, and the man that owns the toy shop. There are secrets, people and coincidences that lead to answers the two of them never expected to discover. The illustrations tell the story as much as the words. The illustrations were drawn as a camera would zoom in for a close up then out for the bigger picture. The charcoal drawings are able to convey the dark and light of the situation as a cinematographer would do in the movies. The details of the face and body as Hugo moves about the train station in secrecy show the insecurity and fears he has about being caught. There are more than 250 pages of images in this picture book that appears more like a graphic novel. The book brings in the magic of the movies with movie stills and art from Georges Méliès estate included for a touch of the real life influences in this fictional journey. As the reader comes to the text it is printed simply on a plain white page. The words are as cinematic as the illustrations with the words appearing on the plain white screen of the cinema.
Awards and Reviews:
Caldecott Honor Award (2008)
Starred review- School Library Journal 03/01/07
Starred review-Bulletin of the Center for Children’s Books
Book Links (A.L.A)-05/01/07
“The way the illustrations told the story was so exquisite,” said Karen Breen, chairwoman of the Caldecott judges committee and the children’s book review editor at Kirkus Reviews. “It was a favorite right from the start.”
2007 National Book Award Finalist,
Young People's Literature
This book would be a good example of how storytelling is not just in books but through movies. The Invention of Hugo Cabret by Brian Selznick is a great example of storyboarding for older children who are looking for a “grown up” way of exploring art, design, film and writing. After reading this book I had two immediate thoughts, “Do middle school and high school art and language arts teacher know and use this book?” and my daughter needed to buy this book for her father. He is a cinematographer and would truly appreciate the art and cinematic influences in this book.
Hugo Cabret is a twelve year boy that becomes an orphan after his father’s death. He is taken by his uncle who lives and works as a timekeeper in a Parisian train station. The uncle teaches Hugo how to set and repair the clocks in the train station. Life for Hugo is lonely and secretive. Hugo finds a friend in a young girl, Isabelle who he has seen at the toymaker's shop. The two find themselves drawn together as they begin to unravel the mysteries of a notebook of drawings, an automaton, and the man that owns the toy shop. There are secrets, people and coincidences that lead to answers the two of them never expected to discover. The illustrations tell the story as much as the words. The illustrations were drawn as a camera would zoom in for a close up then out for the bigger picture. The charcoal drawings are able to convey the dark and light of the situation as a cinematographer would do in the movies. The details of the face and body as Hugo moves about the train station in secrecy show the insecurity and fears he has about being caught. There are more than 250 pages of images in this picture book that appears more like a graphic novel. The book brings in the magic of the movies with movie stills and art from Georges Méliès estate included for a touch of the real life influences in this fictional journey. As the reader comes to the text it is printed simply on a plain white page. The words are as cinematic as the illustrations with the words appearing on the plain white screen of the cinema.
Awards and Reviews:
Caldecott Honor Award (2008)
Starred review- School Library Journal 03/01/07
Starred review-Bulletin of the Center for Children’s Books
Book Links (A.L.A)-05/01/07
“The way the illustrations told the story was so exquisite,” said Karen Breen, chairwoman of the Caldecott judges committee and the children’s book review editor at Kirkus Reviews. “It was a favorite right from the start.”
2007 National Book Award Finalist,
Young People's Literature
This book would be a good example of how storytelling is not just in books but through movies. The Invention of Hugo Cabret by Brian Selznick is a great example of storyboarding for older children who are looking for a “grown up” way of exploring art, design, film and writing. After reading this book I had two immediate thoughts, “Do middle school and high school art and language arts teacher know and use this book?” and my daughter needed to buy this book for her father. He is a cinematographer and would truly appreciate the art and cinematic influences in this book.
Wednesday, February 3, 2010
Picture book- Mo Willems
Willems, Mo. 2003. DON'T LET THE PIGEON DRIVE THE BUS!. Hyperion Books for Children. New York, N.Y. ISBN 078681988X
This is a very simple story about a pigeon that wants to drive the bus. But there nothing simple about the pigeon trying to convince the audience to actually let him drive the bus. As the bus driver leaves he says "Don't let the pigeon drive the bus!" and it becomes the mission of the audience to tell the pigeon "No". The pigeon continues to convince everyone it would be a good idea to let him drive the bus. The pigeon says "Please" a word that most young children have found saying can get them what they want. Not in this case as the answer is still "No". As the pigeon is still not able to change the minds of the audience he begins to use many strategies that children from ages 3-6 have experienced when wanting to get their way. The pigeon changes his request to "I'll just steer" when that does not work he continues tell about his cousin that drives a bus and that does not make a difference so now the pigeon says "I never get to do anything" hoping to change the minds of the audience that continues to tell him "No". As the book ends you see the pigeon sad and disappointed he didn't get to drive the bus. You may feel sad for the pigeon but keep reading the sad feeling may be replaced with a smile.
As I read this book I was impressed with the simplicity of the illustrations and the size of the print used for the text. The simple drawings of the pigeon and the soft color made his expressions easy to see and understand. The illustrations help tell the story from the first page where we see the pigeon driving the bus. As the the driver walks away and asks for help through a speech bubble you feel invited to participate in the reading of the book. The bus driver walks away and we get our first look at the pigeon. The expressions and body placement of the pigeon help even the youngest listener understand the meaning of what is being said. The font and speech bubbles are big and simple and can be easily seen from a child sitting on the floor. The illustrations are simple enough for a child to copy or think they could draw that too. The book's illustrations and text invite the reader to participate in the reading and connect with an inner artist. Children will love the ability to finally say "No!" The single picture on the page gives the perfect pause for the children to answer. The pigeon is seen moving from one page to another by separating his body as in " Let's play Drive the Bus"! "I'll go first! we see the back half and when we turn the page he is already in the future as his head is there. Don't Let the Pigeon Drive the Bus has illustrations that tell the story and text that perfectly fits the illustrations that give children the additional information that is needed to convey the feelings of the pigeon.
Don't Let the Pigeon Drive the Bus has won many awards such as the Caldecott Honor,ALA Notable Book, CCBC Choices, Picture Book Hall of Fame Inductee, A New York Times Best Seller,A Bank Street Best Book of the Year 2004,A Child Magazine Best Book of the Year, A Publishers Weekly Bestseller, A Bulletin Blue Ribbon Book, A Kirkus Reviews Editor's Choice Book, A Nick Jr. Magazine Best Book of the Year, Winner of the 2005 Kentucky Bluegrass Award, and Winner of the 2995 Maine Red Clover Award
Many reviews were found from Booklist starred(September 1, 2003(Vol.100, No.1),Horn Book (July/August, 2003), and Kirkus Review (April1,2003). These are just a few of the positive reviews of Mo Willems Don't Let The Pigeon Drive the Bus!
The Library Media Connection (August/SEptember, 2003 review had a different response to this book. The review found the book's text "emphasizes negative instead of positive behavior".
I found this book as an entertaining and a fun way to hook my first grade students into reading. The first response from the children was "Does our library have anymore pigeon books?". The text was easy to see and gave opportunities for all levels of readers to read. The simple lines and colors of the illustrations encouraged the children to try and draw more to support the writing that was being done in class. This was a great way to create a common language between me as the teacher and the children. Sometimes they have to be told No, to driving the bus.
This is a very simple story about a pigeon that wants to drive the bus. But there nothing simple about the pigeon trying to convince the audience to actually let him drive the bus. As the bus driver leaves he says "Don't let the pigeon drive the bus!" and it becomes the mission of the audience to tell the pigeon "No". The pigeon continues to convince everyone it would be a good idea to let him drive the bus. The pigeon says "Please" a word that most young children have found saying can get them what they want. Not in this case as the answer is still "No". As the pigeon is still not able to change the minds of the audience he begins to use many strategies that children from ages 3-6 have experienced when wanting to get their way. The pigeon changes his request to "I'll just steer" when that does not work he continues tell about his cousin that drives a bus and that does not make a difference so now the pigeon says "I never get to do anything" hoping to change the minds of the audience that continues to tell him "No". As the book ends you see the pigeon sad and disappointed he didn't get to drive the bus. You may feel sad for the pigeon but keep reading the sad feeling may be replaced with a smile.
As I read this book I was impressed with the simplicity of the illustrations and the size of the print used for the text. The simple drawings of the pigeon and the soft color made his expressions easy to see and understand. The illustrations help tell the story from the first page where we see the pigeon driving the bus. As the the driver walks away and asks for help through a speech bubble you feel invited to participate in the reading of the book. The bus driver walks away and we get our first look at the pigeon. The expressions and body placement of the pigeon help even the youngest listener understand the meaning of what is being said. The font and speech bubbles are big and simple and can be easily seen from a child sitting on the floor. The illustrations are simple enough for a child to copy or think they could draw that too. The book's illustrations and text invite the reader to participate in the reading and connect with an inner artist. Children will love the ability to finally say "No!" The single picture on the page gives the perfect pause for the children to answer. The pigeon is seen moving from one page to another by separating his body as in " Let's play Drive the Bus"! "I'll go first! we see the back half and when we turn the page he is already in the future as his head is there. Don't Let the Pigeon Drive the Bus has illustrations that tell the story and text that perfectly fits the illustrations that give children the additional information that is needed to convey the feelings of the pigeon.
Don't Let the Pigeon Drive the Bus has won many awards such as the Caldecott Honor,ALA Notable Book, CCBC Choices, Picture Book Hall of Fame Inductee, A New York Times Best Seller,A Bank Street Best Book of the Year 2004,A Child Magazine Best Book of the Year, A Publishers Weekly Bestseller, A Bulletin Blue Ribbon Book, A Kirkus Reviews Editor's Choice Book, A Nick Jr. Magazine Best Book of the Year, Winner of the 2005 Kentucky Bluegrass Award, and Winner of the 2995 Maine Red Clover Award
Many reviews were found from Booklist starred(September 1, 2003(Vol.100, No.1),Horn Book (July/August, 2003), and Kirkus Review (April1,2003). These are just a few of the positive reviews of Mo Willems Don't Let The Pigeon Drive the Bus!
The Library Media Connection (August/SEptember, 2003 review had a different response to this book. The review found the book's text "emphasizes negative instead of positive behavior".
I found this book as an entertaining and a fun way to hook my first grade students into reading. The first response from the children was "Does our library have anymore pigeon books?". The text was easy to see and gave opportunities for all levels of readers to read. The simple lines and colors of the illustrations encouraged the children to try and draw more to support the writing that was being done in class. This was a great way to create a common language between me as the teacher and the children. Sometimes they have to be told No, to driving the bus.
Talking With Artists- Pat Cummings
Cummings, Pat. 1992.TALKING WITH ARTISTS. New York, NY: Bradbury Press. ISBN 0027242455
Plot Summary
Many of us may not have thought about why or how the illustrators of many of the children books we see and read each year became an illustrator. In this first volume of Talking With Artists ,Pat Cummings compiled conversations with 14 favorite children's book artists to tell their story. Through their story many of the questions people have asked were answered. Tales of encouraging teachers and boring days led to a career as an artist of children's books.
The stories touched on family, pets, travel and school. There were a lot of common experiences between the artists such as the love for drawing but the styles and media they chose were unique to their own experiences and sometimes availability. The personal stories are very interesting and the question and answer section was very informative about what their day to day lives are like now.
Critical Analysis
This book was set up to a have a double page spread for each of the 14 artists personal story. For each of the artists there was a photograph from his/her childhood as well as a recent photograph along with his/her signature in a bright yellow artist palette. Turning the page brought the reader to a question and answer section. The artists answered eight questions that were frequently asked when visiting schools. Each of the artists had a sample of artwork from his/her past as well as what they were doing at the time the book was published in 1992. The art selected were examples of the work they were doing at that time and the type of Illustration media used. The stories were short and personal and the addition of the photographs of them as children and adults gave the reader a face to go with the words. The book contains a table of contents to easily access information about a specific artist. A letter from Pat Cummings gives insight to why she compiled the book of artists and reminded the reader you or someone you know could be a future illustrator. The book was a very readable book. It was easy to just read about one or two artists or in few minutes read about all fourteen that are included in the book.
Awards
Boston Globe-Horn Book Award
Review">"Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived"-School Library Journal
Connections
Give children resources that they can relate to as young artists. Many of the artists featured began their love for art in their early years.
For a list of books and activities for budding artists-
http://www.carolhurst.com/index.html
http://www.carolhurst.com/subjects/color.
Curriculum area- Color and Children's literature
reviewed by Tammy Hatcher
Plot Summary
Many of us may not have thought about why or how the illustrators of many of the children books we see and read each year became an illustrator. In this first volume of Talking With Artists ,Pat Cummings compiled conversations with 14 favorite children's book artists to tell their story. Through their story many of the questions people have asked were answered. Tales of encouraging teachers and boring days led to a career as an artist of children's books.
The stories touched on family, pets, travel and school. There were a lot of common experiences between the artists such as the love for drawing but the styles and media they chose were unique to their own experiences and sometimes availability. The personal stories are very interesting and the question and answer section was very informative about what their day to day lives are like now.
Critical Analysis
This book was set up to a have a double page spread for each of the 14 artists personal story. For each of the artists there was a photograph from his/her childhood as well as a recent photograph along with his/her signature in a bright yellow artist palette. Turning the page brought the reader to a question and answer section. The artists answered eight questions that were frequently asked when visiting schools. Each of the artists had a sample of artwork from his/her past as well as what they were doing at the time the book was published in 1992. The art selected were examples of the work they were doing at that time and the type of Illustration media used. The stories were short and personal and the addition of the photographs of them as children and adults gave the reader a face to go with the words. The book contains a table of contents to easily access information about a specific artist. A letter from Pat Cummings gives insight to why she compiled the book of artists and reminded the reader you or someone you know could be a future illustrator. The book was a very readable book. It was easy to just read about one or two artists or in few minutes read about all fourteen that are included in the book.
Awards
Boston Globe-Horn Book Award
Review">"Young artists will learn a lot; teachers and other children will also love it. Well designed and well conceived"-School Library Journal
Connections
Give children resources that they can relate to as young artists. Many of the artists featured began their love for art in their early years.
For a list of books and activities for budding artists-
http://www.carolhurst.com/index.html
http://www.carolhurst.com/subjects/color.
Curriculum area- Color and Children's literature
reviewed by Tammy Hatcher
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