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.
Dogs
Simon, Seymour. DOGS. New York: HarperCollins, 2004.
PLOT SUMMARY
This book is all about dogs. It is as simple and factual as it gets. The book starts off by discussing the history of dogs and where they came from. It then goes on to talk about dogs senses and how they do what they do. The topic of the birthing process is next in which the author discusses how puppies are born and when it is safe to have them away from their mother for a pet. After that, the book details several different types of dogs and what they were bread for. The end of the book is addressed to children explaining the responsibilities it takes to have a pet.
CRITICAL ANALYSIS
DOGS is a concept book all about the single topic of dogs. Although I find the information to be accurate, I am not an expert in the field. The book does not include any direct quotes or input from experts on dogs. In fact, the book does not include a reference list or bibliography explaining where the author got his information. There is no way for the reader to know if the information is fact or the author’s point of view.
There is no table of contents or index for the book so readers must go through the entire book to find the topic they wish to read about. The book starts with a history of dogs in general and how they connect with humans. It then goes on to explain breeds of dogs in more detail. By the end of the book the author has come back to the topic of dogs and humans and how they can live and work together.
This book was obviously written for a young reader. The sentences are short and concise and the words are easy for children to understand. The font is quite large and spaced well. The pictures are photographs of actual dogs. They add color and liveliness to the pages of the book. I often found myself starring at the pictures for longer than it would take me to read the page.
All in all this is a great information book for new young readers. I would not however use this book for a resource when researching dogs.
REVIEW EXCERPT(S)
The striking color photos, including many close-ups, create a feeling of intimacy. Readers will thoroughly enjoy every word and every photograph. SLJ
Simon's always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction. BOOKLIST
CONNECTIONS
This would be a great book to use in a young classroom to teach about animals and the ways that they are different from humans. Read the book and then have the class brainstorm the ways the pets are different and similar to humans. This would be a great time to use a venn diagram.
Parents can also use this book as a guide to see if their children are ready to take care of a pet. Read the book together with your child so that they can see how much time and energy it takes to raise a pet.
PLOT SUMMARY
This book is all about dogs. It is as simple and factual as it gets. The book starts off by discussing the history of dogs and where they came from. It then goes on to talk about dogs senses and how they do what they do. The topic of the birthing process is next in which the author discusses how puppies are born and when it is safe to have them away from their mother for a pet. After that, the book details several different types of dogs and what they were bread for. The end of the book is addressed to children explaining the responsibilities it takes to have a pet.
CRITICAL ANALYSIS
DOGS is a concept book all about the single topic of dogs. Although I find the information to be accurate, I am not an expert in the field. The book does not include any direct quotes or input from experts on dogs. In fact, the book does not include a reference list or bibliography explaining where the author got his information. There is no way for the reader to know if the information is fact or the author’s point of view.
There is no table of contents or index for the book so readers must go through the entire book to find the topic they wish to read about. The book starts with a history of dogs in general and how they connect with humans. It then goes on to explain breeds of dogs in more detail. By the end of the book the author has come back to the topic of dogs and humans and how they can live and work together.
This book was obviously written for a young reader. The sentences are short and concise and the words are easy for children to understand. The font is quite large and spaced well. The pictures are photographs of actual dogs. They add color and liveliness to the pages of the book. I often found myself starring at the pictures for longer than it would take me to read the page.
All in all this is a great information book for new young readers. I would not however use this book for a resource when researching dogs.
REVIEW EXCERPT(S)
The striking color photos, including many close-ups, create a feeling of intimacy. Readers will thoroughly enjoy every word and every photograph. SLJ
Simon's always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction. BOOKLIST
CONNECTIONS
This would be a great book to use in a young classroom to teach about animals and the ways that they are different from humans. Read the book and then have the class brainstorm the ways the pets are different and similar to humans. This would be a great time to use a venn diagram.
Parents can also use this book as a guide to see if their children are ready to take care of a pet. Read the book together with your child so that they can see how much time and energy it takes to raise a pet.
We Are The Ship
BIBLIOGRAPHY
Nelson, Kadir. WE ARE THE SHIP. New York: Hyperion, 2008.
PLOT SUMMARY
WE ARE THE SHIP is the story of the Negro baseball league from the beginning in the 1920’s through its decline in 1947. The story tells of the trial and tribulations the players went through in order to play the game they loved. The book covers the game as well as what it was like outside the game. The players went through racial discrimination and came out on the other side. The book has chapters on the Negro league and how it related to other cultures and leagues. This is a story of hardships and trials and coming out better on the other side.
CRITICAL ANALYSIS
WE ARE THE SHIP is a social history book about the Negro baseball league. The book is written as if it were being told as a story, first hand account, passed down from generations. Although the book does not have a table of contents, it is organized into chapters which make it easier for the reader to find a particular topic. It also includes an index in the back.
The book is filled with quotes and first hand details from people who were actually there during the times of the Negro baseball league. Another way to tell that this book is accurate is that it has a bibliography in the back that includes works and references from experts in the field.
The pictures are perhaps the most intriguing part of this book. The pictures are oil paintings that are so vivid it makes you think the people are looking right off the page and into your eyes. The accuracy of the paintings makes them look more like portraits. The imagery takes you back to make you think you were actually there in that time.
This book is informational as well as interesting. It would be a perfect book for a middle school student interesting in baseball and/or history.
REVIEW EXCERPT(S)
A lost piece of American history comes to life in Kadir Nelson's elegant and eloquent history of the Negro Leagues and its gifted baseball players….Social studies teachers and baseball fans of all ages will covet this delightful winner of the 2009 Coretta Scott King author award and illustrator Honor award. SLJ
Award-winning illustrator and first-time author Nelson’s history of the Negro Leagues, told from the vantage point of an unnamed narrator, reads like an old-timer regaling his grandchildren with tales of baseball greats….The stories and artwork are a tribute to the spirit of the Negro Leaguers, who were much more than also-rans and deserve a more prominent place on baseball’s history shelves. BOOKLIST
CONNECTIONS
This is a perfect book to use for a lesson in civil rights. The book not only discusses racial segregation, it applies it to something most kids can relate to…sports. Read the book as a class and discuss some of the hardships that the players and all African Americans at that time went through.
Nelson, Kadir. WE ARE THE SHIP. New York: Hyperion, 2008.
PLOT SUMMARY
WE ARE THE SHIP is the story of the Negro baseball league from the beginning in the 1920’s through its decline in 1947. The story tells of the trial and tribulations the players went through in order to play the game they loved. The book covers the game as well as what it was like outside the game. The players went through racial discrimination and came out on the other side. The book has chapters on the Negro league and how it related to other cultures and leagues. This is a story of hardships and trials and coming out better on the other side.
CRITICAL ANALYSIS
WE ARE THE SHIP is a social history book about the Negro baseball league. The book is written as if it were being told as a story, first hand account, passed down from generations. Although the book does not have a table of contents, it is organized into chapters which make it easier for the reader to find a particular topic. It also includes an index in the back.
The book is filled with quotes and first hand details from people who were actually there during the times of the Negro baseball league. Another way to tell that this book is accurate is that it has a bibliography in the back that includes works and references from experts in the field.
The pictures are perhaps the most intriguing part of this book. The pictures are oil paintings that are so vivid it makes you think the people are looking right off the page and into your eyes. The accuracy of the paintings makes them look more like portraits. The imagery takes you back to make you think you were actually there in that time.
This book is informational as well as interesting. It would be a perfect book for a middle school student interesting in baseball and/or history.
REVIEW EXCERPT(S)
A lost piece of American history comes to life in Kadir Nelson's elegant and eloquent history of the Negro Leagues and its gifted baseball players….Social studies teachers and baseball fans of all ages will covet this delightful winner of the 2009 Coretta Scott King author award and illustrator Honor award. SLJ
Award-winning illustrator and first-time author Nelson’s history of the Negro Leagues, told from the vantage point of an unnamed narrator, reads like an old-timer regaling his grandchildren with tales of baseball greats….The stories and artwork are a tribute to the spirit of the Negro Leaguers, who were much more than also-rans and deserve a more prominent place on baseball’s history shelves. BOOKLIST
CONNECTIONS
This is a perfect book to use for a lesson in civil rights. The book not only discusses racial segregation, it applies it to something most kids can relate to…sports. Read the book as a class and discuss some of the hardships that the players and all African Americans at that time went through.
Wednesday, July 7, 2010
Keesha's House
BIBLIOGRAPHY
Frost, Helen. KEESHA’S HOUSE. New York: Frances Foster Books, 2003.
PLOT SUMMARY
KEESHA’S HOUSE is a verse novel that discusses the life situations of 7 teenage kids as well as the feelings of those around them. Keesha lives in Joe’s house. Joe allows kids who have been abandoned or have run away because of bad circumstances at home to come and live in his house so they are safe. The novel combines the lives of the 7 kids and focuses on how they deal with what life has thrown at them.
CRITICAL ANALYSIS
KEESHA’S HOUSE is a verse novel. It is built of multiple poems that could stand on their own, but by putting the poems together in a particular order the author creates a narrative that falls into place. The book is arranged as a chapter book with a table of contents available. Each chapter includes a poem written from the perspective of each of the seven characters. The characters start off very separate but begin to intertwine throughout the novel.
The lining of the poems are written in a traditional form. The author uses sestinas and sonnets as the form although she strays from the rules from time to time. The wording and line arrangement is not as important in this book as it is in others. The words read the same no matter how they are placed on the page.
The most important impact of this novel is the emotional impact it has on the reader. The stories of these kids bring in the reader and make them feel like they are in the characters shoes. I found myself unable to put the book down because of the emotional connection I had made with some of the characters. This book is intense and refreshing at the same time.
REVIEW EXCERPT(S)
Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry. SLJ
This moving first novel tells the story in a series of dramatic monologues that are personal, poetic, and immediate, with lots of line breaks that make for easy reading, alone or in readers' theater. BOOKLIST
CONNECTIONS
This is certainly not a novel that should be used in an early education classroom. The ideas and topics discussed in the book are more appropriate for an older group of students. This book would be a good source for counseling in many different situations.
The best thing about the book is that it opens your mind to different thoughts and ideas as well as different ways to express them. This would be a good time to allow students to express themselves in any artistic way they choose. Ex. Song, poem, story, painting, drawing, monologue.
Frost, Helen. KEESHA’S HOUSE. New York: Frances Foster Books, 2003.
PLOT SUMMARY
KEESHA’S HOUSE is a verse novel that discusses the life situations of 7 teenage kids as well as the feelings of those around them. Keesha lives in Joe’s house. Joe allows kids who have been abandoned or have run away because of bad circumstances at home to come and live in his house so they are safe. The novel combines the lives of the 7 kids and focuses on how they deal with what life has thrown at them.
CRITICAL ANALYSIS
KEESHA’S HOUSE is a verse novel. It is built of multiple poems that could stand on their own, but by putting the poems together in a particular order the author creates a narrative that falls into place. The book is arranged as a chapter book with a table of contents available. Each chapter includes a poem written from the perspective of each of the seven characters. The characters start off very separate but begin to intertwine throughout the novel.
The lining of the poems are written in a traditional form. The author uses sestinas and sonnets as the form although she strays from the rules from time to time. The wording and line arrangement is not as important in this book as it is in others. The words read the same no matter how they are placed on the page.
The most important impact of this novel is the emotional impact it has on the reader. The stories of these kids bring in the reader and make them feel like they are in the characters shoes. I found myself unable to put the book down because of the emotional connection I had made with some of the characters. This book is intense and refreshing at the same time.
REVIEW EXCERPT(S)
Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry. SLJ
This moving first novel tells the story in a series of dramatic monologues that are personal, poetic, and immediate, with lots of line breaks that make for easy reading, alone or in readers' theater. BOOKLIST
CONNECTIONS
This is certainly not a novel that should be used in an early education classroom. The ideas and topics discussed in the book are more appropriate for an older group of students. This book would be a good source for counseling in many different situations.
The best thing about the book is that it opens your mind to different thoughts and ideas as well as different ways to express them. This would be a good time to allow students to express themselves in any artistic way they choose. Ex. Song, poem, story, painting, drawing, monologue.
Mirror Mirror
BIBLIOGRAPHY
Singer, Marilyn. MIRROR MIRROR. Ill. by Josee Masse. New York: Penguin Group, 2010.
PLOT SUMMARY
MIRROR MIRROR proves that there are really two sides to every story even when the story is a classic fairy tale. The author takes the idea of some basic fairy tales such as Cinderella, Sleeping Beauty, and Little Red Riding Hood and puts them into a short, simple poem. Then she goes a step beyond that. She reverses the poem. The view from the “other” side of the story is incredible.
CRITICAL ANALYSIS
This arrangement of fairy tales in poem style is a modern take on the classics. The book is made up of several classic fairy tales in no particular order. The poems have the same theme of fairy tale; however they do not have to go together. The reader is welcome to skip through the book to whichever poem they like best without missing anything before it.
The poems are arranged on a page where one poem is to be read first and then the reader should then read the second poem which is just a reversal of the first poem. On the opposite side of the poems is a picture showing what is happening in the poem. Just like the poem, the picture is split and reversed. For example, the poem about little red riding hood is given from her point of view and the picture shows her happily skipping along. The reversal of the poem is from the wolf’s point of view and the picture shows him with and evil smirk.
This type of poetry is new to me. The arrangement of words and lining is incredibly important to these poems. In fact, without the use of lining the reversal would not work. I felt that some of the poems were a bit forced. I found myself having to go back and reread some of the poems. One thing that would have made this book of poems easier to read and more interesting for reading aloud would be if there were rhyming in the poems.
REVIEW EXCERPT(S)
This is a remarkably clever and versatile book that would work in any poetry or fairy-tale unit. A must-have for any library.—SLJ
*Starred Review* This ingenious book of reverses, or poems which have one meaning when read down the page and perhaps an altogether different meaning when read up the page, toys with and reinvents oh-so-familiar stories and characters, from Cinderella to the Ugly Duckling. A must-purchase that will have readers marveling over a visual and verbal feast. BOOKLIST
CONNECTIONS
I find it rather hard to connect this book to anything other than the study of poetry or folktales. While it is cute and cleaver it is best left as a fun, read aloud book for a younger group of students. One way to get the students involved is to ask them which character’s point of view is being given in each side of the poems.
Singer, Marilyn. MIRROR MIRROR. Ill. by Josee Masse. New York: Penguin Group, 2010.
PLOT SUMMARY
MIRROR MIRROR proves that there are really two sides to every story even when the story is a classic fairy tale. The author takes the idea of some basic fairy tales such as Cinderella, Sleeping Beauty, and Little Red Riding Hood and puts them into a short, simple poem. Then she goes a step beyond that. She reverses the poem. The view from the “other” side of the story is incredible.
CRITICAL ANALYSIS
This arrangement of fairy tales in poem style is a modern take on the classics. The book is made up of several classic fairy tales in no particular order. The poems have the same theme of fairy tale; however they do not have to go together. The reader is welcome to skip through the book to whichever poem they like best without missing anything before it.
The poems are arranged on a page where one poem is to be read first and then the reader should then read the second poem which is just a reversal of the first poem. On the opposite side of the poems is a picture showing what is happening in the poem. Just like the poem, the picture is split and reversed. For example, the poem about little red riding hood is given from her point of view and the picture shows her happily skipping along. The reversal of the poem is from the wolf’s point of view and the picture shows him with and evil smirk.
This type of poetry is new to me. The arrangement of words and lining is incredibly important to these poems. In fact, without the use of lining the reversal would not work. I felt that some of the poems were a bit forced. I found myself having to go back and reread some of the poems. One thing that would have made this book of poems easier to read and more interesting for reading aloud would be if there were rhyming in the poems.
REVIEW EXCERPT(S)
This is a remarkably clever and versatile book that would work in any poetry or fairy-tale unit. A must-have for any library.—SLJ
*Starred Review* This ingenious book of reverses, or poems which have one meaning when read down the page and perhaps an altogether different meaning when read up the page, toys with and reinvents oh-so-familiar stories and characters, from Cinderella to the Ugly Duckling. A must-purchase that will have readers marveling over a visual and verbal feast. BOOKLIST
CONNECTIONS
I find it rather hard to connect this book to anything other than the study of poetry or folktales. While it is cute and cleaver it is best left as a fun, read aloud book for a younger group of students. One way to get the students involved is to ask them which character’s point of view is being given in each side of the poems.
Toasting Marshmallows
BIBLIOGRAPHY
George, Kristin O’Connell. TOASTING MARSHMALLOWS CAMPING POEMS. Ill. by Kate Kiesler. New York: Clarion Books, 2001.
PLOT SUMMARY
TOASTING MARSHMALLOWS is a book of poems all about anything that could happen on a camping trip. It starts with a poem about the beginning of every camping trip, setting up the tent. Throughout the progression of the book many things become vivid such as a doe, the family dog, the campfire, a sleeping bag, a chipmunk, storms, mosquitoes, and most importantly toasted marshmallows. By the end of the poems the tent is pulled back up and the family is back home reminiscing.
CRITICAL ANALYSIS
TOASTING MARSHMALLOWS is a topical collection of poems. This thematic collection is all about the subject of camping. The most compelling aspect of this book is the imagery. The author creates a vivid picture for the reader with the use of language. The illustrator allows helps the imagery aspect by creating elaborate, colorful pictures depicting what each poem is about.
The rhythms of the poems vary. Some poems have short lines that create a staccato rhythm the reads easily and quickly. Other poems include longer more deliberate lines that flow smoothly. The words and feelings go together as if they are meant to be read aloud.
The poems create different feelings. The poems “The Doe” and “By Myself” are poems that create feelings of peacefulness and longing while “Sleeping Bag” and “Breakfast” are silly funny poems that make you smile.
The arrangement of the poems in the book creates a feeling of the entire camping experience. The poems are placed in such a way that start with the beginning of the camping experience and follow throughout until the very end. The best way to read this book is cover to cover.
REVIEW EXCERPT(S)
The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses. – HORN BOOK GUIDE
George has penned 30 sublimely simple poems that capture the sights, sounds, smells, and sensations of a family's camping trip, from pitching the tent to pulling up stakes and returning home. A terrific idyll for summertime sharing, even for confirmed couch potatoes.
SLJ
CONNECTIONS
This book has so many connections that can be made in the classroom that the author created a website for it. http://www.kristinegeorge.com/teachers_guide_toasting_marshmallows.html
On the website the author provides lessons and ideas for young writers. Specifically she gives a lesson plan for teaching students how to write a cinquain poem. She gives “Sleeping Outside” as an example from her book.
Also provided on the website are ideas on how to incorporate the camping theme into other areas of curriculum. She provides resources and activities that go along with her book.
George, Kristin O’Connell. TOASTING MARSHMALLOWS CAMPING POEMS. Ill. by Kate Kiesler. New York: Clarion Books, 2001.
PLOT SUMMARY
TOASTING MARSHMALLOWS is a book of poems all about anything that could happen on a camping trip. It starts with a poem about the beginning of every camping trip, setting up the tent. Throughout the progression of the book many things become vivid such as a doe, the family dog, the campfire, a sleeping bag, a chipmunk, storms, mosquitoes, and most importantly toasted marshmallows. By the end of the poems the tent is pulled back up and the family is back home reminiscing.
CRITICAL ANALYSIS
TOASTING MARSHMALLOWS is a topical collection of poems. This thematic collection is all about the subject of camping. The most compelling aspect of this book is the imagery. The author creates a vivid picture for the reader with the use of language. The illustrator allows helps the imagery aspect by creating elaborate, colorful pictures depicting what each poem is about.
The rhythms of the poems vary. Some poems have short lines that create a staccato rhythm the reads easily and quickly. Other poems include longer more deliberate lines that flow smoothly. The words and feelings go together as if they are meant to be read aloud.
The poems create different feelings. The poems “The Doe” and “By Myself” are poems that create feelings of peacefulness and longing while “Sleeping Bag” and “Breakfast” are silly funny poems that make you smile.
The arrangement of the poems in the book creates a feeling of the entire camping experience. The poems are placed in such a way that start with the beginning of the camping experience and follow throughout until the very end. The best way to read this book is cover to cover.
REVIEW EXCERPT(S)
The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses. – HORN BOOK GUIDE
George has penned 30 sublimely simple poems that capture the sights, sounds, smells, and sensations of a family's camping trip, from pitching the tent to pulling up stakes and returning home. A terrific idyll for summertime sharing, even for confirmed couch potatoes.
SLJ
CONNECTIONS
This book has so many connections that can be made in the classroom that the author created a website for it. http://www.kristinegeorge.com/teachers_guide_toasting_marshmallows.html
On the website the author provides lessons and ideas for young writers. Specifically she gives a lesson plan for teaching students how to write a cinquain poem. She gives “Sleeping Outside” as an example from her book.
Also provided on the website are ideas on how to incorporate the camping theme into other areas of curriculum. She provides resources and activities that go along with her book.
Saturday, June 26, 2010
And the Green Grass Grew All Around
BIBLIOGRAPHY
Schwartz, Alvin. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. by Sue Truesdell. New York: HarperTrophy, 1999.
PLOT SUMMARY
This book contains over 250 folk poems passed down from generation to generation. The book is arranged by category so that it is easy to find poems about anything.
CRITICAL ANALYSIS
This collection of folk poetry provides a wide array of poems from various cultures and generations. The book is arranged by category so that it is much easier for someone to find a poem on a particular topic. I had a hard time knowing where one poem ended and another began because of the lack of titles.
One interesting thing about the book is that Schwartz gives side notes as to how to read the poems. For example, if the poem has a melody that goes along with it such as “On top of Spaghetti” to the tune of “On top of Old Smoky”. In the fun and game section, he provides a brief note about what to do with each game. For instance, in the poem “Clapping” he states when to clap ones hands.
This is a great book to use as a way to make poetry fun. There may be a limit to the educational use of the book, but there is certainly no limit to the fun to be had.
The illustrations in the book are simple little diagrams or figures. They do a great job of breaking up the poems and giving something to look at however I do not see them adding any help to the actual poems themselves.
REVIEW EXCERPT(S)
A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children's folk poetry heard on schoolgrounds and wherever else kids are having fun. SLJ
It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm. Kirkus Reviews
CONNECTIONS
This book would be a great source for a lesson in poetry. The limitless amounts of poems in this book allow for a lesson in many different types of poems. Have the students go through the book and pick out types of poems. Ex. Limerick, haiku, sonnet.
Schwartz, Alvin. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. by Sue Truesdell. New York: HarperTrophy, 1999.
PLOT SUMMARY
This book contains over 250 folk poems passed down from generation to generation. The book is arranged by category so that it is easy to find poems about anything.
CRITICAL ANALYSIS
This collection of folk poetry provides a wide array of poems from various cultures and generations. The book is arranged by category so that it is much easier for someone to find a poem on a particular topic. I had a hard time knowing where one poem ended and another began because of the lack of titles.
One interesting thing about the book is that Schwartz gives side notes as to how to read the poems. For example, if the poem has a melody that goes along with it such as “On top of Spaghetti” to the tune of “On top of Old Smoky”. In the fun and game section, he provides a brief note about what to do with each game. For instance, in the poem “Clapping” he states when to clap ones hands.
This is a great book to use as a way to make poetry fun. There may be a limit to the educational use of the book, but there is certainly no limit to the fun to be had.
The illustrations in the book are simple little diagrams or figures. They do a great job of breaking up the poems and giving something to look at however I do not see them adding any help to the actual poems themselves.
REVIEW EXCERPT(S)
A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children's folk poetry heard on schoolgrounds and wherever else kids are having fun. SLJ
It's hard to imagine a child who wouldn't greet this treasure trove with enthusiasm. Kirkus Reviews
CONNECTIONS
This book would be a great source for a lesson in poetry. The limitless amounts of poems in this book allow for a lesson in many different types of poems. Have the students go through the book and pick out types of poems. Ex. Limerick, haiku, sonnet.
Bubba, the Cowboy Prince
BIBLIOGRAPHY
Ketteman, Helen. BUBBA, THE COWBOY PRINCE. Ill. by James Warhola. New York: Scholastic Press, 1997.
PLOT SUMMARY
This version of the “Cinderella” story is a unique one. In this story roles are reversed as Bubba, a boy, lives with his evil step brothers and step father. He does all of the work around the house. A lovely rancher wants to marry a man so she throws herself a ball to find the right man. Bubba’s fairy godcow makes is possible for him to go to the ball where the rancher falls in love with him. Bubba loses a boot at the ball and when the rancher comes looking for the man that fits the boot she finds Bubba and they live happily ever after.
CRITICAL ANALYSIS
BUBBA,THE COWBOY PRINCE, is a Texan fairy tale. This story is a new version of the traditional story “Cinderella”. This story has some rather unique characteristics. The story does not start out “once upon a time” it just goes right into setting the plot. Bubba, the main character is a nice, innocent, hard worker that would do anything for anyone. Bubba’s step father and brothers are the exact opposite. In most tradition fairy tales there is a good character and an evil character. This story is no exception. Bubba is good and the step family is evil.
The rhythm of the story makes it easy and fun to read. It seems to be based upon one or two days and is told as the day goes on. The setting of the story is a ranch in Texas. That is a key piece of information to know when reading the book. Some of the lines written could possibly be harder for those not from Texas to understand. For example,
“lower than a rattlesnake in a gully” and “whiter than a new salt lick” are two analogies used in the story that may not be used anywhere but in Texas. I feel that it gives the story extra charm and a different kind of culture.
The end of the story is formal and informal at the same time. It ends with the ever popular line “They lived happily ever after”, it then continued on to say “roping, and cowpoking, and gitting them dogies along”. This is just another example of how the author took the traditional Cinderella story and made it her own.
The illustrations in this book are half of the fun. The whimsical depictions of the characters and animals bring a humorous side to the story that may have not been there without them. The illustrations are grand and colorful, very visually appealing, especially to the young crowd.
This story was a great example of a tradition tale being retold in a new time and a new way. This is a great way for a new generation to hear the story of Cinderella. I am also quite fond of the fact that this time the girl got to chase down the boy!
REVIEW EXCERPT(S)
A Cinderella parody features the off-the-wall, whang-dang Texas hyperbole of Ketteman and the insouciance of Warhola, who proves himself only too capable of creating a fairy godcow; that she's so appealingly whimsical makes it easy to accept the classic tale's inversions. Kirkus Reviews
CONNECTIONS
What a great introduction into a Texas unit. Although this would work for a young group of student I would not use it as a material for an older group.
For a lesson with an older group, this book would be a great example of stereotyping. With the use of slang, cowboys, and big hair, students could list all stereotypes in the book and explain why or why not they are acceptable.
Ketteman, Helen. BUBBA, THE COWBOY PRINCE. Ill. by James Warhola. New York: Scholastic Press, 1997.
PLOT SUMMARY
This version of the “Cinderella” story is a unique one. In this story roles are reversed as Bubba, a boy, lives with his evil step brothers and step father. He does all of the work around the house. A lovely rancher wants to marry a man so she throws herself a ball to find the right man. Bubba’s fairy godcow makes is possible for him to go to the ball where the rancher falls in love with him. Bubba loses a boot at the ball and when the rancher comes looking for the man that fits the boot she finds Bubba and they live happily ever after.
CRITICAL ANALYSIS
BUBBA,THE COWBOY PRINCE, is a Texan fairy tale. This story is a new version of the traditional story “Cinderella”. This story has some rather unique characteristics. The story does not start out “once upon a time” it just goes right into setting the plot. Bubba, the main character is a nice, innocent, hard worker that would do anything for anyone. Bubba’s step father and brothers are the exact opposite. In most tradition fairy tales there is a good character and an evil character. This story is no exception. Bubba is good and the step family is evil.
The rhythm of the story makes it easy and fun to read. It seems to be based upon one or two days and is told as the day goes on. The setting of the story is a ranch in Texas. That is a key piece of information to know when reading the book. Some of the lines written could possibly be harder for those not from Texas to understand. For example,
“lower than a rattlesnake in a gully” and “whiter than a new salt lick” are two analogies used in the story that may not be used anywhere but in Texas. I feel that it gives the story extra charm and a different kind of culture.
The end of the story is formal and informal at the same time. It ends with the ever popular line “They lived happily ever after”, it then continued on to say “roping, and cowpoking, and gitting them dogies along”. This is just another example of how the author took the traditional Cinderella story and made it her own.
The illustrations in this book are half of the fun. The whimsical depictions of the characters and animals bring a humorous side to the story that may have not been there without them. The illustrations are grand and colorful, very visually appealing, especially to the young crowd.
This story was a great example of a tradition tale being retold in a new time and a new way. This is a great way for a new generation to hear the story of Cinderella. I am also quite fond of the fact that this time the girl got to chase down the boy!
REVIEW EXCERPT(S)
A Cinderella parody features the off-the-wall, whang-dang Texas hyperbole of Ketteman and the insouciance of Warhola, who proves himself only too capable of creating a fairy godcow; that she's so appealingly whimsical makes it easy to accept the classic tale's inversions. Kirkus Reviews
CONNECTIONS
What a great introduction into a Texas unit. Although this would work for a young group of student I would not use it as a material for an older group.
For a lesson with an older group, this book would be a great example of stereotyping. With the use of slang, cowboys, and big hair, students could list all stereotypes in the book and explain why or why not they are acceptable.
Pedro and the Monkey
BIBLIOGRAPHY
Souci, Robert D. San. PEDRO AND THE MONKEY. Ill. by Michael Hays. New York: HarperCollins Publishers, 1996.
PLOT SUMMARY
In this story, a young man’s heart overtakes him when he catches a monkey that has been stealing from him. For his kindness and letting the monkey go, the monkey sets on a goal of getting the richest man in town’s daughter to marry the young man. Through twists and turns the monkey pulls the whole thing off and the young man marries the rich girl.
CRITICAL ANALYSIS
PEDRO AND THE MONKEY is a Filipino version of “Puss in Boots”. The starts off as folktales often do with the statement “long ago”. Good way to start off seeing as how the story has been passed down from generation to generation so it had to be a long time ago. After that statement, the author jumps right into the story. Immediately the monkey comes into the picture. The story is organized in a way that is repetitive yet keeps you wondering. For instance, the monkey always has Pedro give up something that he shouldn’t and it always turns out to be the right thing to do however, nearing the end you start to wonder if he is doing the right thing by listening to the monkey. One part of the story that made me think this was when the monkey asked Pedro for his last centavos (a monetary unit). When Pedro does what he is asked, the reader hopes that he did the right thing and will be rewarded in the end, which he does.
Pedro, the main character in the story is a typical traditional character. He is a good hearted person with innocence and selflessness. The character of the monkey is a bit harder to understand. He seems to be good, but sometimes during the story I was left wondering whether he was really good or if he was just good at being bad. To my surprise the monkey was actually good.
The story was a typical story until it came to the part with Burincantada, the giant. I did not see that coming, although the presence of mythical creatures often appears in folktales.
The illustrations in the story were done with acrylics on linen. The technique adds textural appeal to the pages of the story. The actual pictures of Pedro, the monkey, and the giant bring them to life. The illustrations added interest to the story. This would be a great “read aloud” story.
My first impression after reading this book was confusion. I am not used to being surprised by the ending of books. The book was a bit different because the ending turned out happily, the way it is suppose to turn out however the path to get their was deceitful. Technically no one got hurt as a result of the deceitfulness but I still feel that it may not be a great moral or example to set for children. Maybe next time the monkey could help Pedro actually EARN the money rather than fooling people into thinking he has it.
REVIEW EXCERPT(S)
Happy endings all around. Hays' acrylic-on-linen pictures have a painterly quality that, along with the book's beautiful design, adds to San Souci's sober and straightforward retelling. BOOKLIST
The narrative is vivid, expressive, and fun to read aloud, especially when the monkey spins his stories. Hays's acrylic on linen illustrations amplify the story, and the fabric texture adds dimension to the paintings. The artist employs cool pastels and pale golds that are as refreshing as a cold drink on a hot day, and his use of light enhances the paintings, which are as expressive as the text they illustrate. A successful and appealing collaboration. SLJ
CONNECTIONS
Great material use for a lesson in different cultures. There are several words in the book that were new to me so that would be a great way to have the students look up new words from a different culture.
This would be a great book to use as a lesson in predictive texts. For instance, read half of the story and then have the students write down what they think will happen next based on the context of the story.
Souci, Robert D. San. PEDRO AND THE MONKEY. Ill. by Michael Hays. New York: HarperCollins Publishers, 1996.
PLOT SUMMARY
In this story, a young man’s heart overtakes him when he catches a monkey that has been stealing from him. For his kindness and letting the monkey go, the monkey sets on a goal of getting the richest man in town’s daughter to marry the young man. Through twists and turns the monkey pulls the whole thing off and the young man marries the rich girl.
CRITICAL ANALYSIS
PEDRO AND THE MONKEY is a Filipino version of “Puss in Boots”. The starts off as folktales often do with the statement “long ago”. Good way to start off seeing as how the story has been passed down from generation to generation so it had to be a long time ago. After that statement, the author jumps right into the story. Immediately the monkey comes into the picture. The story is organized in a way that is repetitive yet keeps you wondering. For instance, the monkey always has Pedro give up something that he shouldn’t and it always turns out to be the right thing to do however, nearing the end you start to wonder if he is doing the right thing by listening to the monkey. One part of the story that made me think this was when the monkey asked Pedro for his last centavos (a monetary unit). When Pedro does what he is asked, the reader hopes that he did the right thing and will be rewarded in the end, which he does.
Pedro, the main character in the story is a typical traditional character. He is a good hearted person with innocence and selflessness. The character of the monkey is a bit harder to understand. He seems to be good, but sometimes during the story I was left wondering whether he was really good or if he was just good at being bad. To my surprise the monkey was actually good.
The story was a typical story until it came to the part with Burincantada, the giant. I did not see that coming, although the presence of mythical creatures often appears in folktales.
The illustrations in the story were done with acrylics on linen. The technique adds textural appeal to the pages of the story. The actual pictures of Pedro, the monkey, and the giant bring them to life. The illustrations added interest to the story. This would be a great “read aloud” story.
My first impression after reading this book was confusion. I am not used to being surprised by the ending of books. The book was a bit different because the ending turned out happily, the way it is suppose to turn out however the path to get their was deceitful. Technically no one got hurt as a result of the deceitfulness but I still feel that it may not be a great moral or example to set for children. Maybe next time the monkey could help Pedro actually EARN the money rather than fooling people into thinking he has it.
REVIEW EXCERPT(S)
Happy endings all around. Hays' acrylic-on-linen pictures have a painterly quality that, along with the book's beautiful design, adds to San Souci's sober and straightforward retelling. BOOKLIST
The narrative is vivid, expressive, and fun to read aloud, especially when the monkey spins his stories. Hays's acrylic on linen illustrations amplify the story, and the fabric texture adds dimension to the paintings. The artist employs cool pastels and pale golds that are as refreshing as a cold drink on a hot day, and his use of light enhances the paintings, which are as expressive as the text they illustrate. A successful and appealing collaboration. SLJ
CONNECTIONS
Great material use for a lesson in different cultures. There are several words in the book that were new to me so that would be a great way to have the students look up new words from a different culture.
This would be a great book to use as a lesson in predictive texts. For instance, read half of the story and then have the students write down what they think will happen next based on the context of the story.
Tuesday, June 15, 2010
Creation of Children's Picture Books
BIBLIOGRAPHY
Marcus, Leonard S. A CALDECOTT CELEBRATION; SIX ARTISTS SHARE THEIR PATHS TO THE CALDECOTT MEDAL. New York: Walker Books for Young Readers, 1999.
PLOT SUMMARY
A CALDECOTT CELEBRATION is a non-fiction publication celebrating six Caldecott award winning illustrators. The book starts off with a brief historical background on Rudolph Caldecott and the award named after him. The following chapters follow six Caldecott award winners and discuss how their creations came to be.
CRITICAL ANALYSIS
This book is had an interesting way of putting a group of people together into one book that have something in common. The book is divided nicely by person. The sections go on to describe the illustration process from beginning to end. The chapters follow a chronological order by year.
Perhaps the most interesting features in this book are the showings of the beginning stages of illustrations from some of the award winning books.
The end of the book gives a list of Caldecott winning books in order by year won. This would be an excellent reference source.
REVIEW EXCERPT(S)
“The text is remarkable for the smooth integration of explanatory material with overall commentary, and selective detail creates a sense of intimacy and understanding.” HORN BOOKS
CONNECTIONS
*This book could be used as a connection to a lesson focused on authors. Students should research different authors, pick on, and write and biography about their life.
*This book could be used as a reference to awards in literature. Student should each research one literary award and present it to the class.
Marcus, Leonard S. A CALDECOTT CELEBRATION; SIX ARTISTS SHARE THEIR PATHS TO THE CALDECOTT MEDAL. New York: Walker Books for Young Readers, 1999.
PLOT SUMMARY
A CALDECOTT CELEBRATION is a non-fiction publication celebrating six Caldecott award winning illustrators. The book starts off with a brief historical background on Rudolph Caldecott and the award named after him. The following chapters follow six Caldecott award winners and discuss how their creations came to be.
CRITICAL ANALYSIS
This book is had an interesting way of putting a group of people together into one book that have something in common. The book is divided nicely by person. The sections go on to describe the illustration process from beginning to end. The chapters follow a chronological order by year.
Perhaps the most interesting features in this book are the showings of the beginning stages of illustrations from some of the award winning books.
The end of the book gives a list of Caldecott winning books in order by year won. This would be an excellent reference source.
REVIEW EXCERPT(S)
“The text is remarkable for the smooth integration of explanatory material with overall commentary, and selective detail creates a sense of intimacy and understanding.” HORN BOOKS
CONNECTIONS
*This book could be used as a connection to a lesson focused on authors. Students should research different authors, pick on, and write and biography about their life.
*This book could be used as a reference to awards in literature. Student should each research one literary award and present it to the class.
Illustrations by Mo Willems
BIBLIOGRAPHY
Willems, Mo. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion, 2004. ISBN 0-7868-1870-0
PLOT SUMMARY
This story is about a father and young daughter, not yet at the age to speak, that take a trip to the laundry mat to clean their clothes. On the way home from the laundry mat the young girl throws a fit but her father does not know what is wrong with her because she cannot speak to tell him. Just when he becomes frustrated they arrive home to find that the young girl’s bunny has been left at the laundry mat. They rush back to find the bunny. When they finally find it, the young girl says her first words, “knuffle bunny”.
CRITICAL ANALYSIS
This story seems like an updated version of stories we have either heard or experienced our whole lives. The characters consist of the father who is clueless and easily frustrated, the mother who knows it all, and the daughter who simply wants what she wants. This is the typical family dynamic that is seen over and over again.
Luckily for this book, the illustrations were unique and interesting. The use of actual photos of the Brooklyn setting combined with the completely unrealistic cartoon people made this book visually appealing. This is a book that parents would not mind reading to their children because they are equally intrigued with the illustrations.
This book combines a typical story line with a new, unique illustration format to create a fabulous book.
REVIEW EXCERPT(S)
“This everyday drama will immediately register with even pre-verbal listeners.” HORN BOOKS
“This amusing, universal tale is cleverly illustrated with hand-drawn cartoons juxtaposed onto digital photographs that reflect a well-traveled and familiar city neighborhood route.” SLJ
CONNECTIONS
If I were going to use this book as a resource for a lesson I would incorporate the idea that real life and fiction literature can be tied together.
For example; I would give the assignment that the students should take one simple experience they have had such as going on a picnic and creating a fiction story around it. This would show the students that you can make something new and interesting out of something that happens every day.
Willems, Mo. KNUFFLE BUNNY: A CAUTIONARY TALE. New York: Hyperion, 2004. ISBN 0-7868-1870-0
PLOT SUMMARY
This story is about a father and young daughter, not yet at the age to speak, that take a trip to the laundry mat to clean their clothes. On the way home from the laundry mat the young girl throws a fit but her father does not know what is wrong with her because she cannot speak to tell him. Just when he becomes frustrated they arrive home to find that the young girl’s bunny has been left at the laundry mat. They rush back to find the bunny. When they finally find it, the young girl says her first words, “knuffle bunny”.
CRITICAL ANALYSIS
This story seems like an updated version of stories we have either heard or experienced our whole lives. The characters consist of the father who is clueless and easily frustrated, the mother who knows it all, and the daughter who simply wants what she wants. This is the typical family dynamic that is seen over and over again.
Luckily for this book, the illustrations were unique and interesting. The use of actual photos of the Brooklyn setting combined with the completely unrealistic cartoon people made this book visually appealing. This is a book that parents would not mind reading to their children because they are equally intrigued with the illustrations.
This book combines a typical story line with a new, unique illustration format to create a fabulous book.
REVIEW EXCERPT(S)
“This everyday drama will immediately register with even pre-verbal listeners.” HORN BOOKS
“This amusing, universal tale is cleverly illustrated with hand-drawn cartoons juxtaposed onto digital photographs that reflect a well-traveled and familiar city neighborhood route.” SLJ
CONNECTIONS
If I were going to use this book as a resource for a lesson I would incorporate the idea that real life and fiction literature can be tied together.
For example; I would give the assignment that the students should take one simple experience they have had such as going on a picnic and creating a fiction story around it. This would show the students that you can make something new and interesting out of something that happens every day.
Caldecott Award Winner
BIBLIOGRAPHY
Taback, Simms. JOSEPH HAD A LITTLE OVERCOAT (Caldecott Medal Book). Library Binding ed. New York: Viking Juvenile, 1999. ISBN 0-670-87855-3
PLOT SUMMARY
Joseph is a man that wears the same overcoat every day. When the overcoat becomes too worn he turns it into something smaller; a jacket. As it becomes more worn he makes it into smaller and smaller things so that he can get as much use out of it as possible. In the end when he can no longer make something out of the material he writes a book about the coat. The moral is that you can always make something out of nothing.
CRITICAL ANALYSIS
Joseph had a Little Overcoat is a classic story with Joseph as the main character. The plot is simple and clear. There is little to no build up of background or of the character. It is clear from the beginning that the main object of the story is this worn overcoat. The story continues in a chronological, obvious order. As the coat gets worn, it gets made into something new. The climax is small, although it does leave the reader to wonder what will happen next. The moral of the story is clear and precise at the end of the story. It is a moral that is ageless.
The illustrations of the book are what give excitement to the viewer. The pictures are bright and lively, great for the viewing of young children. The illustrator uses watercolors, gouache, pencil, ink, and collages in his work. While the illustrations are plenty, they do not have a great deal of elaboration in them, although it is not missed. The human figures are a bit extreme and cartoon like which is great for young viewers. Perhaps the most interesting visual aspect of this book is the cut outs from page to page which allow the viewer to see through the page to see what Joseph will be making next.
I found the story to be simple and cute. The illustrations are what made reading the story worthwhile.
REVIEW EXCERPT(S)
“clever, visually engrossing, poignant, it's worth holding on to.” HORN BOOK
“The only clever though in the garish folk-primitive illustrations are the jacket-, vest-, etc. sized holes which show readers the progressive diminishing of the old coat.” SLJ
CONNECTIONS
*This story would be a good reference to use when teaching a class of young children to not be wasteful.
http://www.educationworld.com/a_lesson/03/lp308-01.shtml
This website provides a lesson on using things we would normally throw away to make something beautiful out of.
*It would also be a good lesson for parents to show their children that not all people are privileged and always get new things. We must be grateful for the things we have.
Taback, Simms. JOSEPH HAD A LITTLE OVERCOAT (Caldecott Medal Book). Library Binding ed. New York: Viking Juvenile, 1999. ISBN 0-670-87855-3
PLOT SUMMARY
Joseph is a man that wears the same overcoat every day. When the overcoat becomes too worn he turns it into something smaller; a jacket. As it becomes more worn he makes it into smaller and smaller things so that he can get as much use out of it as possible. In the end when he can no longer make something out of the material he writes a book about the coat. The moral is that you can always make something out of nothing.
CRITICAL ANALYSIS
Joseph had a Little Overcoat is a classic story with Joseph as the main character. The plot is simple and clear. There is little to no build up of background or of the character. It is clear from the beginning that the main object of the story is this worn overcoat. The story continues in a chronological, obvious order. As the coat gets worn, it gets made into something new. The climax is small, although it does leave the reader to wonder what will happen next. The moral of the story is clear and precise at the end of the story. It is a moral that is ageless.
The illustrations of the book are what give excitement to the viewer. The pictures are bright and lively, great for the viewing of young children. The illustrator uses watercolors, gouache, pencil, ink, and collages in his work. While the illustrations are plenty, they do not have a great deal of elaboration in them, although it is not missed. The human figures are a bit extreme and cartoon like which is great for young viewers. Perhaps the most interesting visual aspect of this book is the cut outs from page to page which allow the viewer to see through the page to see what Joseph will be making next.
I found the story to be simple and cute. The illustrations are what made reading the story worthwhile.
REVIEW EXCERPT(S)
“clever, visually engrossing, poignant, it's worth holding on to.” HORN BOOK
“The only clever though in the garish folk-primitive illustrations are the jacket-, vest-, etc. sized holes which show readers the progressive diminishing of the old coat.” SLJ
CONNECTIONS
*This story would be a good reference to use when teaching a class of young children to not be wasteful.
http://www.educationworld.com/a_lesson/03/lp308-01.shtml
This website provides a lesson on using things we would normally throw away to make something beautiful out of.
*It would also be a good lesson for parents to show their children that not all people are privileged and always get new things. We must be grateful for the things we have.
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