BIBLIOGRAPHY
Kinney, Jeff. DIARY OF A WIMPY KID. New York: Abrams Books for Young Readers, 2007.
PLOT SUMMARY
DIARY OF A WIMPY KID is a diary written in the form of a diary of a middle school aged boy named Greg. This book is an introduction into the life of Greg Heffley. Greg discusses his day to day life from dealing with his parents and his spoiled younger brother to trying to fit in and become more popular in middle school. From the stinky cheese on the playground to this comic strip he created with his friend Rowley, Greg seems to have the worst luck. Being a kid is hard and Greg knows that all too well.
CRITICAL ANALYSIS
The main character in DIARY OF A WIMPY KID is a middle school aged boy named Greg. Greg is a typical kid that goes through family life, friend experiences, and the dreaded new middle school. As his figures his way through life he writes his experiences in a journal. He is easily relatable for those kids who ever had apprehensions about new experiences, trouble with friends, and/or spoiled younger siblings.
Throughout the journal Greg explains his journey through his first year of middle school. The plot though quite simple is Greg’s life, and it is anything but simple to him. The majority of the book takes place at Greg’s house, school, and in the neighborhood. The descriptions are not too elaborate so that the reader can picture their own neighborhood and perhaps see themselves in Greg’s shoes. It is set in present time.
The theme of the story is simple; growing up. Greg has to make choices that will be best for him in the long run. He struggles with issues of being popular versus keeping his best friend. Like most young people, Greg chooses the easiest option at the time without thinking about the effects in the long run.
I believe this book is very obviously gender based. The issues that Greg goes through are that of a young boy. The issues may have been similar if it was a girl but definitely not the same. It is a fun read for both boys reading about each other and for girls reading about boys. This book has the giggle affect!
REVIEW EXCERPT(S)
It is an excellent choice for reluctant readers, but more experienced readers will also find much to enjoy and relate to in one seventh grader's view of the everyday trials and tribulations of middle school.-SLJ
Unlike some other books about kids of this age, there's no sense of a slightly condescending adult writer behind the main character. At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices. Greatly adding to the humor are Kinney's cartoons, which appear on every page.-BOOKLIST
CONNECTIONS
This is a light hearted story of a middle school aged boy. This would be a great introduction into a journal lesson in which students must write in a journal every day.
This book would be a great suggestion to a student that does not particularly like to read. It is easy to read as well as relatable to students.
Wednesday, August 4, 2010
When You Reach Me
BIBLIOGRAPHY
Stead, Rebecca. WHEN YOU REACH ME. New York: Wendy Lamb Books, 2009.
PLOT SUMMARY
WHEN YOU REACH ME is a story about a twelve year old girl living in the city, with her mother during the 1980’s. The book explains the life of this young girl, Miranda, from home to school and back again. The story deals with friendships, crushes, enemies, and family. While Miranda is trying to figure life out she gets a series of notes from an unidentified author. The notes are like clues into the future. On top of struggling with old friendships, creating new friendships, and helping her mother with her dreams, Miranda now has to worry about these mysterious letters.
CRITICAL ANALYSIS
Miranda is the main character in this book. She is a twelve year old girl growing up with her mother and her mother’s boyfriend. They live in an apartment in New York. Miranda is now old enough to get around the city without an adult. Miranda begins the story with one best friend. As he begins to neglect her she has to try and find new friends. Miranda is relatable to many children. She is independent yet still needs her mother and friends. She goes through tough times and relationships as most do during that stage in life.
The plot of the story was simple at times and complicated at others. I found myself getting frustrated when the talk about time travel came about. Not only do I not believe in time travel, I had to read the words several times to try and understand what they were saying and still never really got it. For the most part this is just a story about Miranda and her journey through adolescence. If the time travel had been left completely out it would have been much more relatable. The book is set in New York during the 1980’s. This is obvious because of the television shows discussed in the book.
The theme of the book is a bit harder to find. I would say that self awareness and individualism would be the key themes. Miranda spends most of the book figuring out who she is. Does she need her best friend? Does she need her mother? Does she believe what people tell her or will she determine what is real on her own? Although these questions may be different for Miranda because of her circumstances, most adolescence go through the same questions in their own life. Each person must figure these things out on their own.
Miranda is the narrator of the story. She uses dialect that is typical for a young girl. It is easy to understand and easy to relate to. The chapters are short which is perfect for readers who have not yet mastered novels.
Gender and culture are key aspects of this book. Culture comes into play when the African American girl in class is accused of stealing from the deli. She is told to never come back and her friends as well as her enemies stand up for her. The issue of gender happens between Miranda and her best friend Sal who is a boy. Although they are best friends, they have to take a “break” because Sal needed to spend some time with the other boys. It takes Miranda some time to understand that concept.
REVIEW EXCERPT(S)
This unusual, thought-provoking mystery will appeal to several types of readers.-SLJ
The mental gymnastics required of readers are invigorating; and the characters, children, and adults are honest bits of humanity no matter in what place or time their soul’s rest.-BOOKLIST
CONNECTIONS
This book could lead to a great class discussion. While the topic of the discussion could be many things I would focus on time travel. Have the students explain why or why not they believe that time travel could happen. This could lead to a great debate which often gets students involved.
Students should write a narrative about “When I traveled through time…” This is a great example of a narrative that might be used on the TAKS.
The topic of racism is touched on in this book. Depending on the age group being taught, that might be a lesson in itself.
Stead, Rebecca. WHEN YOU REACH ME. New York: Wendy Lamb Books, 2009.
PLOT SUMMARY
WHEN YOU REACH ME is a story about a twelve year old girl living in the city, with her mother during the 1980’s. The book explains the life of this young girl, Miranda, from home to school and back again. The story deals with friendships, crushes, enemies, and family. While Miranda is trying to figure life out she gets a series of notes from an unidentified author. The notes are like clues into the future. On top of struggling with old friendships, creating new friendships, and helping her mother with her dreams, Miranda now has to worry about these mysterious letters.
CRITICAL ANALYSIS
Miranda is the main character in this book. She is a twelve year old girl growing up with her mother and her mother’s boyfriend. They live in an apartment in New York. Miranda is now old enough to get around the city without an adult. Miranda begins the story with one best friend. As he begins to neglect her she has to try and find new friends. Miranda is relatable to many children. She is independent yet still needs her mother and friends. She goes through tough times and relationships as most do during that stage in life.
The plot of the story was simple at times and complicated at others. I found myself getting frustrated when the talk about time travel came about. Not only do I not believe in time travel, I had to read the words several times to try and understand what they were saying and still never really got it. For the most part this is just a story about Miranda and her journey through adolescence. If the time travel had been left completely out it would have been much more relatable. The book is set in New York during the 1980’s. This is obvious because of the television shows discussed in the book.
The theme of the book is a bit harder to find. I would say that self awareness and individualism would be the key themes. Miranda spends most of the book figuring out who she is. Does she need her best friend? Does she need her mother? Does she believe what people tell her or will she determine what is real on her own? Although these questions may be different for Miranda because of her circumstances, most adolescence go through the same questions in their own life. Each person must figure these things out on their own.
Miranda is the narrator of the story. She uses dialect that is typical for a young girl. It is easy to understand and easy to relate to. The chapters are short which is perfect for readers who have not yet mastered novels.
Gender and culture are key aspects of this book. Culture comes into play when the African American girl in class is accused of stealing from the deli. She is told to never come back and her friends as well as her enemies stand up for her. The issue of gender happens between Miranda and her best friend Sal who is a boy. Although they are best friends, they have to take a “break” because Sal needed to spend some time with the other boys. It takes Miranda some time to understand that concept.
REVIEW EXCERPT(S)
This unusual, thought-provoking mystery will appeal to several types of readers.-SLJ
The mental gymnastics required of readers are invigorating; and the characters, children, and adults are honest bits of humanity no matter in what place or time their soul’s rest.-BOOKLIST
CONNECTIONS
This book could lead to a great class discussion. While the topic of the discussion could be many things I would focus on time travel. Have the students explain why or why not they believe that time travel could happen. This could lead to a great debate which often gets students involved.
Students should write a narrative about “When I traveled through time…” This is a great example of a narrative that might be used on the TAKS.
The topic of racism is touched on in this book. Depending on the age group being taught, that might be a lesson in itself.
The First Part Last
BIBLIOGRAPHY
Johnson, Angela. THE FIRST PART LAST. New York: Simon & Schuster Children's Publishing, 2003.
PLOT SUMMARY
THE FIRST PART LAST is a book about a teenage boy that discovers his girlfriend is pregnant with his child. The book goes back and forth from the past to the present. The young man goes through trials and tribulations in his head as well as with his family, his girlfriend, and his teachers. While he knows he has a great future ahead of him, he is torn between his future as an athlete and his future as a father. The book follows him throughout his journey and explains how he came out on the other side.
CRITICAL ANALYSIS
The main character in the book is an athletic young man with a girlfriend and an active social life. He is a person that most teenage readers can relate to. While he is doing well in school, he must begin to think about his future. This can be a trying time in any teenager’s life but to add to the stress he finds out he is going to be a father. This particular issue is a growing concern these days. Regardless of whether the reader has had the same experience or not, likely they have had some experience that changed their life.
The plot of the story focuses around teenagers that become pregnant. The topic of teen sex and teen pregnancy is on the rise. Teenagers see this issue on television, in movies, and in real life. This is a current topic that will not likely go away any time soon. The book is set in current times. It takes place between Bobby’s house, his girlfriend Nia’s house, and school.
The obvious theme of the story is overcoming obstacles and doing what is right. Bobby has an inner struggle with his options of doing what he wants and doing what is best. He has to find a balance between his school, work, friends, and family. He struggles with his place in the family. He still wants to be young and protected by his mother yet he wants to be a strong father figure to his daughter.
Bobby is the narrator of the story. He gives his personal account of the things that took place during his high school career. While there is some dialogue in the story it does not overpower Bobby’s narration. The chapters give a unique style to this story. The chapters are labeled “now” and “then”. In the “now” chapters Bobby discusses his life now and how it is different from how it used to be. In the “then” chapters Bobby recalls the past when he first finds out about the baby and how he feels about it at the time.
The gender of this book is especially important. The main character is a boy deciding what to do about a baby that he and his girlfriend created. This is refreshing and unique because often times we hear the girl’s perspective rather than the boys.
REVIEW EXCERPT(S)
Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.-SLJ
Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.-BOOKLIST
CONNECTIONS
This book is a great lesson on actions and consequences. While I do not think this book should be used in a classroom because of its context, I do believe it could be used by parents to teach their teenagers about the risks of sex.
On a literary note, the use of past and present shows a different way to tell a story and how to connect outcomes to the events that took place.
Johnson, Angela. THE FIRST PART LAST. New York: Simon & Schuster Children's Publishing, 2003.
PLOT SUMMARY
THE FIRST PART LAST is a book about a teenage boy that discovers his girlfriend is pregnant with his child. The book goes back and forth from the past to the present. The young man goes through trials and tribulations in his head as well as with his family, his girlfriend, and his teachers. While he knows he has a great future ahead of him, he is torn between his future as an athlete and his future as a father. The book follows him throughout his journey and explains how he came out on the other side.
CRITICAL ANALYSIS
The main character in the book is an athletic young man with a girlfriend and an active social life. He is a person that most teenage readers can relate to. While he is doing well in school, he must begin to think about his future. This can be a trying time in any teenager’s life but to add to the stress he finds out he is going to be a father. This particular issue is a growing concern these days. Regardless of whether the reader has had the same experience or not, likely they have had some experience that changed their life.
The plot of the story focuses around teenagers that become pregnant. The topic of teen sex and teen pregnancy is on the rise. Teenagers see this issue on television, in movies, and in real life. This is a current topic that will not likely go away any time soon. The book is set in current times. It takes place between Bobby’s house, his girlfriend Nia’s house, and school.
The obvious theme of the story is overcoming obstacles and doing what is right. Bobby has an inner struggle with his options of doing what he wants and doing what is best. He has to find a balance between his school, work, friends, and family. He struggles with his place in the family. He still wants to be young and protected by his mother yet he wants to be a strong father figure to his daughter.
Bobby is the narrator of the story. He gives his personal account of the things that took place during his high school career. While there is some dialogue in the story it does not overpower Bobby’s narration. The chapters give a unique style to this story. The chapters are labeled “now” and “then”. In the “now” chapters Bobby discusses his life now and how it is different from how it used to be. In the “then” chapters Bobby recalls the past when he first finds out about the baby and how he feels about it at the time.
The gender of this book is especially important. The main character is a boy deciding what to do about a baby that he and his girlfriend created. This is refreshing and unique because often times we hear the girl’s perspective rather than the boys.
REVIEW EXCERPT(S)
Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.-SLJ
Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.-BOOKLIST
CONNECTIONS
This book is a great lesson on actions and consequences. While I do not think this book should be used in a classroom because of its context, I do believe it could be used by parents to teach their teenagers about the risks of sex.
On a literary note, the use of past and present shows a different way to tell a story and how to connect outcomes to the events that took place.
Wednesday, July 28, 2010
Number the Stars
Lowry, Lois. NUMBER THE STARS. 1989. Reprint, New York: Laurel Leaf, 1998.
PLOT SUMMARY
NUMBER THE STARS is the story of two best friends during the holocaust. One friend is Jewish while the other is not. The story explains the hardships the Jewish family goes through and how the other family ultimately gets involved. While the story is about the hardships of the Jewish people of the time, it is ultimately about the friendship of these two girls and how they overcome the hardships together.
CRITICAL ANALYSIS
NUMBER THE STARS is a book about two young girls in Nazi Germany during the time of the holocaust. The setting is described in great detail to show how the girls lived on a daily basis. The author goes into great detail to describe the roads the girls traveled and the homes that they lived in. While the book did explain the horror of the times it was not in such great detail that it would need to be censored for young readers.
The two main characters are best friends. While one family is in harm and the other is not, the girls remain close. When it becomes apparent that the Jewish family needs help, the other family steps in to help. The girls are relatable because one is setting out to help the other. Almost everyone has been in a position to either help someone or be helped by another.
The theme of the story is that right will prevail. The Jewish family, with the help of the other, escapes to free land. When people work together they can accomplish anything.
REVIEW EXCERPT(S)
The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.-SLJ
While the novel has an absorbing plot, its real strength lies in its evocation of deep friendship between the two girls and of a caring family who make a profoundly moral choice to protect others during wartime.-BOOKLIST
CONNECTIONS
History-This story is a connection to the period of Nazi Germany and the holocaust. This book should be read as an entrance into the study of the time.
LA-Students should look beyond the times and focus on the friendship that the two girls had. Explain what you would have done in that situation. Relate it to a current issue going on in the world today.
PLOT SUMMARY
NUMBER THE STARS is the story of two best friends during the holocaust. One friend is Jewish while the other is not. The story explains the hardships the Jewish family goes through and how the other family ultimately gets involved. While the story is about the hardships of the Jewish people of the time, it is ultimately about the friendship of these two girls and how they overcome the hardships together.
CRITICAL ANALYSIS
NUMBER THE STARS is a book about two young girls in Nazi Germany during the time of the holocaust. The setting is described in great detail to show how the girls lived on a daily basis. The author goes into great detail to describe the roads the girls traveled and the homes that they lived in. While the book did explain the horror of the times it was not in such great detail that it would need to be censored for young readers.
The two main characters are best friends. While one family is in harm and the other is not, the girls remain close. When it becomes apparent that the Jewish family needs help, the other family steps in to help. The girls are relatable because one is setting out to help the other. Almost everyone has been in a position to either help someone or be helped by another.
The theme of the story is that right will prevail. The Jewish family, with the help of the other, escapes to free land. When people work together they can accomplish anything.
REVIEW EXCERPT(S)
The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.-SLJ
While the novel has an absorbing plot, its real strength lies in its evocation of deep friendship between the two girls and of a caring family who make a profoundly moral choice to protect others during wartime.-BOOKLIST
CONNECTIONS
History-This story is a connection to the period of Nazi Germany and the holocaust. This book should be read as an entrance into the study of the time.
LA-Students should look beyond the times and focus on the friendship that the two girls had. Explain what you would have done in that situation. Relate it to a current issue going on in the world today.
The Secret School
BIBLIOGRAPHY
Avi. THE SECRET SCHOOL. New York City: Harcourt Paperbacks, 2003.
PLOT SUMMARY
THE SECRET SCHOOL is the story of a young girl named Ida who wants nothing more than to go to high school and become a teacher. When her own teacher must leave Ida’s dreams seem to go with her. Ida and her classmates come up with a way to continue on with school with Ida being the teacher. This book expresses both the views of old when it was thought that girls did not need an education as well as newer ideas that girls could do as they wished. In the end, Ida was successful in not only teaching herself but teaching her classmates and her community about perseverance.
CRITICAL ANALYSIS
THE SECRET SCHOOL is a story about a young girl with dreams for the future and strong will power. The story is told from her point of view. The author also allows the reader to really hear how the young girl would have spoken at that time. The girl uses words and dialect that are appropriate for her age and the time period. It is interesting to see the difference in the way the young girl speaks when she is just being herself and when she is being the teacher.
The time period of the story is quite important in understanding the situation the girl is in. At that time it was not a requirement or even a good thing for children to go to school. The fact that Ida wanted to finish so badly was strange to those around her.
The theme of the story is that no matter what your dreams are and who or what is in your way you should always go for them. Ida went for her dream and in the end succeeded.
REVIEW EXCERPT(S)
Weaving together a fast-moving plot, solid characterizations, sharply tuned dialogue and a wealth of detail, Avi offers another satisfying historical novel… Avi wittily up-ends the usual roles assigned adults and children. A crowd-pleaser.-PUBLISHERS WEEKLY
This carefully plotted, enjoyable, old-fashioned tale of children taking control of a bad situation is a welcome addition to the literature of empowerment.-SLJ
CONNECTIONS
History-This book is a connection into the early 1900’s. Students should explain how school was different then than it is now.
Students should look up one poem used in the book and explain why it was significant then and why it can still be applicable today.
Avi. THE SECRET SCHOOL. New York City: Harcourt Paperbacks, 2003.
PLOT SUMMARY
THE SECRET SCHOOL is the story of a young girl named Ida who wants nothing more than to go to high school and become a teacher. When her own teacher must leave Ida’s dreams seem to go with her. Ida and her classmates come up with a way to continue on with school with Ida being the teacher. This book expresses both the views of old when it was thought that girls did not need an education as well as newer ideas that girls could do as they wished. In the end, Ida was successful in not only teaching herself but teaching her classmates and her community about perseverance.
CRITICAL ANALYSIS
THE SECRET SCHOOL is a story about a young girl with dreams for the future and strong will power. The story is told from her point of view. The author also allows the reader to really hear how the young girl would have spoken at that time. The girl uses words and dialect that are appropriate for her age and the time period. It is interesting to see the difference in the way the young girl speaks when she is just being herself and when she is being the teacher.
The time period of the story is quite important in understanding the situation the girl is in. At that time it was not a requirement or even a good thing for children to go to school. The fact that Ida wanted to finish so badly was strange to those around her.
The theme of the story is that no matter what your dreams are and who or what is in your way you should always go for them. Ida went for her dream and in the end succeeded.
REVIEW EXCERPT(S)
Weaving together a fast-moving plot, solid characterizations, sharply tuned dialogue and a wealth of detail, Avi offers another satisfying historical novel… Avi wittily up-ends the usual roles assigned adults and children. A crowd-pleaser.-PUBLISHERS WEEKLY
This carefully plotted, enjoyable, old-fashioned tale of children taking control of a bad situation is a welcome addition to the literature of empowerment.-SLJ
CONNECTIONS
History-This book is a connection into the early 1900’s. Students should explain how school was different then than it is now.
Students should look up one poem used in the book and explain why it was significant then and why it can still be applicable today.
The River Between Us
BIBLIOGRAPHY
Peck, Richard. THE RIVER BETWEEN US. New York: Dial Books, 2003.
PLOT SUMMARY
THE RIVER BETWEEN US is a story about a young boy who travels with his father back to his father’s hometown. When he gets there he is told the story of his elders’ pasts. The story of the past consumes most of the book telling of harder times. “Grandma” Tilly tells about when she met Delphine, a girl of mixed descent and the struggles they went through together. In the end the boy finds out that Delphine is in fact his real grandmother.
CRITICAL ANALYSIS
THE RIVER BETWEEN US is a historical fiction book focused around one family. While the narrator of the book is a young boy, it soon changes as Tilly begins to tell him the story of her past. Tilly and Delphine are the main characters. The two characters are so different that it is easy for anyone to relate to at least one of them. Tilly was a young girl who worked hard and cared little about the way she looked and acted in front of others. Delphine on the other hand was a wealthy girl so she did less work and more worrying about appearances. The characters, though very old now, recall a time in their lives that children can relate to even in the present day.
The events taking place during the duration of the book are quite serious. America was in the midst of the civil war and racism was a huge issue. While the plot did not sugar coat the severity of the time, it also did not go into extreme detail about the hardships so that a young student could easily read it without being overcome with fear. The author did however go into detail when describing the setting. For this particular period of time the location the people lived had a great deal to do with their opinions and involvement in the war. The author used dialect and phrases that would have been unique to the location and time period. This added to the visualization of the characters to the reader.
The theme of the story is that while the world was going through a time of segregation and fighting, two girls found their similarities to help each other get through life. In the end the girls become family despite their very different backgrounds.
REVIEW EXCERPT(S)
In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families. Although the book deals with some weighty themes, it is not without humor. A scene involving strapping on a corset is worthy of Grandma Dowdel herself.-SLJ
Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history.-BOOKLIST
CONNECTIONS
History-This book is a great resource to use as an insight into racism during the Civil War.
LA-This would be a great book to use when teaching about context clues. The students should use information gathered in the book to hypothesis what will happen next.
Peck, Richard. THE RIVER BETWEEN US. New York: Dial Books, 2003.
PLOT SUMMARY
THE RIVER BETWEEN US is a story about a young boy who travels with his father back to his father’s hometown. When he gets there he is told the story of his elders’ pasts. The story of the past consumes most of the book telling of harder times. “Grandma” Tilly tells about when she met Delphine, a girl of mixed descent and the struggles they went through together. In the end the boy finds out that Delphine is in fact his real grandmother.
CRITICAL ANALYSIS
THE RIVER BETWEEN US is a historical fiction book focused around one family. While the narrator of the book is a young boy, it soon changes as Tilly begins to tell him the story of her past. Tilly and Delphine are the main characters. The two characters are so different that it is easy for anyone to relate to at least one of them. Tilly was a young girl who worked hard and cared little about the way she looked and acted in front of others. Delphine on the other hand was a wealthy girl so she did less work and more worrying about appearances. The characters, though very old now, recall a time in their lives that children can relate to even in the present day.
The events taking place during the duration of the book are quite serious. America was in the midst of the civil war and racism was a huge issue. While the plot did not sugar coat the severity of the time, it also did not go into extreme detail about the hardships so that a young student could easily read it without being overcome with fear. The author did however go into detail when describing the setting. For this particular period of time the location the people lived had a great deal to do with their opinions and involvement in the war. The author used dialect and phrases that would have been unique to the location and time period. This added to the visualization of the characters to the reader.
The theme of the story is that while the world was going through a time of segregation and fighting, two girls found their similarities to help each other get through life. In the end the girls become family despite their very different backgrounds.
REVIEW EXCERPT(S)
In this thoroughly researched novel, Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways the country was changing, and the split in loyalty that separated towns and even families. Although the book deals with some weighty themes, it is not without humor. A scene involving strapping on a corset is worthy of Grandma Dowdel herself.-SLJ
Peck's spare writing has never been more eloquent than in this powerful mystery in which personal secrets drive the plot and reveal the history.-BOOKLIST
CONNECTIONS
History-This book is a great resource to use as an insight into racism during the Civil War.
LA-This would be a great book to use when teaching about context clues. The students should use information gathered in the book to hypothesis what will happen next.
Saturday, July 17, 2010
The Adventures of Marco Polo
BIBLIOGRAPHY
Freedman, Russell. Ill. Bagram Ibatoulline. THE ADVENTURES OF MARCO POLO. New York: Scholastics, 2006.
PLOT SUMMARY
THE ADVENTURES OF MARCO POLO is an account of his life and the adventures he had along the way. He told extravagant stories of explorations of new places and descriptions of farfetched things. People did not believe his stories nevertheless his accounts are present in this story of his life.
CRITICAL ANALYSIS
The author provides a note that all translations of Marco Polo’s life are based on different versions of Polo’s original manuscript. This note is appreciated by readers because there are often discrepancies in different works and this author provides a reason for that.
This book is told from a third person point of view. The author gives accounts of Marco Polo’s life as he knows it from Polo’s manuscript. He does not pretend to be Marco Polo or someone that knew him. Direct dialogue from Marco Polo is seen in the book and is said to have come directly from Marco Polo’s manuscript which gives accuracy and authenticity to the book.
The organization of the book makes it easy for the reader to find what they are looking for. The chapters are arranged by adventure. Each chapter is a different adventure of Marco Polo. The index also provides direct page numbers to important parts of the book. This makes it easier for research to be done.
The illustrations add imagery as well as authenticity to the book. The illustrator reflected his style to represent the cultures that Marco Polo came across on his journeys. All of the illustrations are inspired or taken from archival art such as manuscripts, maps, portraits, and ancient paintings.
While the overall appeal of the book is enjoyable because of its organization and imagery, the fact of the matter is that Marco Polo is the subject of the book. Whether you believe his stories or not, one must be interested in his adventures in order to be interested in this book.
REVIEW EXCERPT(S)
Ibatoulline's handsome single-page paintings appear at the beginning of each chapter, anchoring the telling, even while the artistic conventions adapt to the culture being depicted. The calligraphic font of the chapter headings and the parchmentlike pages add to the sense of an authentic experience. The author's in-depth narrative style and historian's skepticism require more background knowledge and a longer attention span than Nick McCarty's Marco Polo (National Geographic, 2006), but the effort will be richly rewarded. SLJ
The original artwork is complemented by many historic illustrations, some from editions of Polo's Description of the World. The meticulous art notes call attention to the lack of text source notes, although Freedman does include an extensive, informative author's note about Polo's claims. With its thick, mottled pages and attractive design, this is a glorious piece of bookmaking; readers will find it a pleasure to explore. BOOKLIST
CONNECTIONS
This would be a great book to use as a model of the features of a nonfiction book. The teacher should read the story and have the students pick out the features of the book that make it nonfiction. Ex. Table of contents, picture captions, and index.
Research project: Have each student pick an explorer/adventurer to research. This book can be used as a resource. Then have the students give a presentation on their explorer for the rest of the class to learn about.
Freedman, Russell. Ill. Bagram Ibatoulline. THE ADVENTURES OF MARCO POLO. New York: Scholastics, 2006.
PLOT SUMMARY
THE ADVENTURES OF MARCO POLO is an account of his life and the adventures he had along the way. He told extravagant stories of explorations of new places and descriptions of farfetched things. People did not believe his stories nevertheless his accounts are present in this story of his life.
CRITICAL ANALYSIS
The author provides a note that all translations of Marco Polo’s life are based on different versions of Polo’s original manuscript. This note is appreciated by readers because there are often discrepancies in different works and this author provides a reason for that.
This book is told from a third person point of view. The author gives accounts of Marco Polo’s life as he knows it from Polo’s manuscript. He does not pretend to be Marco Polo or someone that knew him. Direct dialogue from Marco Polo is seen in the book and is said to have come directly from Marco Polo’s manuscript which gives accuracy and authenticity to the book.
The organization of the book makes it easy for the reader to find what they are looking for. The chapters are arranged by adventure. Each chapter is a different adventure of Marco Polo. The index also provides direct page numbers to important parts of the book. This makes it easier for research to be done.
The illustrations add imagery as well as authenticity to the book. The illustrator reflected his style to represent the cultures that Marco Polo came across on his journeys. All of the illustrations are inspired or taken from archival art such as manuscripts, maps, portraits, and ancient paintings.
While the overall appeal of the book is enjoyable because of its organization and imagery, the fact of the matter is that Marco Polo is the subject of the book. Whether you believe his stories or not, one must be interested in his adventures in order to be interested in this book.
REVIEW EXCERPT(S)
Ibatoulline's handsome single-page paintings appear at the beginning of each chapter, anchoring the telling, even while the artistic conventions adapt to the culture being depicted. The calligraphic font of the chapter headings and the parchmentlike pages add to the sense of an authentic experience. The author's in-depth narrative style and historian's skepticism require more background knowledge and a longer attention span than Nick McCarty's Marco Polo (National Geographic, 2006), but the effort will be richly rewarded. SLJ
The original artwork is complemented by many historic illustrations, some from editions of Polo's Description of the World. The meticulous art notes call attention to the lack of text source notes, although Freedman does include an extensive, informative author's note about Polo's claims. With its thick, mottled pages and attractive design, this is a glorious piece of bookmaking; readers will find it a pleasure to explore. BOOKLIST
CONNECTIONS
This would be a great book to use as a model of the features of a nonfiction book. The teacher should read the story and have the students pick out the features of the book that make it nonfiction. Ex. Table of contents, picture captions, and index.
Research project: Have each student pick an explorer/adventurer to research. This book can be used as a resource. Then have the students give a presentation on their explorer for the rest of the class to learn about.
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