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.
Wednesday, July 28, 2010
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.
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