Saturday, December 3, 2011

THE BOOK THIEF

1. BIBLIOGRAPHY
Zusak, Markus. 2005. THE BOOK THIEF. New York, NY: Random House, Inc.
ISBN 978-0-375-84220-7

2. PLOT SUMMARY
Death narrates this moving tale of a young girl growing up with foster parents in the midst of the horrors of World War II in Nazi Germany. In a sea of distressing loss, Liesel steals and treasures books. As the war intensifies, Death chronicles Liesel’s bittersweet journey, including her special friendship with a Jewish man whom her foster parents harbor in the basement, protecting him from the Nazis.

3. CRITICAL ANALYSIS
Destined to be a classic, Markus Zusak’s brilliantly written young adult fiction, set in Nazi Germany, weaves history from World War II with a heart-wrenching tale of Liesel Meminger’s survival and coming of age. The story opens as Death recalls the passing of nine-year-old Liesel’s younger brother during her dark journey to the foster home. Throughout the story, Death portrays itself as a reluctant but benevolent participant in the gentle transport of souls from this earth, while simultaneously wrestling with the sadness of human loss. At Liesel’s brother’s grave, she steals her first book, a Gravedigger’s Handbook, the impetus for learning to read and future thefts. Zusak’s artistic language draws the reader into Liesel’s ravaged world as her mother leaves her with foster parents Hans and Rosa Heinrich: “It was a goodbye that was wet, with the girl’s head buried into woolly, worn shallows of her mother’s coat.”

Zusak creates multidimensional characters reflecting both endearing traits and honest foibles. His original creation about the horrors of WWII is reminiscent of the The Boy in the Striped Pajamas, portraying a unique perspective of children living in Nazi Germany, showing the universal longings of children, the devastating pain of loss, and the hope for better future. Zusak’s vivid word choice and organizational structure enable readers to visualize the setting while simultaneously joining Lisesel’s quest to find and understand her place in an unfriendly world. This outstanding book is raw and not for young readers. While Zusak peppers the tale with light-hearted moments and touching relationships, THE BOOK THIEF demands maturity of thought from the reader. Written from a different perspective than many WWII stories, the story may be somewhat troubling to Jewish readers who lost friends and relatives in the Holocaust. In this complex novel, Lisesel’s tenacity and courage in overcoming obstacles ultimately gives readers inspiration.

4. REVIEW EXCERPTS & AWARDS
Michael L. Printz Honor Book Award 2008
Outstanding Books for College Bound Students 2009

KIRKUS REVIEW starred, January 2006: “This big, expansive novel is a leisurely working out of fate, of seemingly chance encounters and events that ultimately touch, like dominoes as they collide. The writing is elegant, philosophical and moving. Even at its length, it’s a work to read slowly and savor. Beautiful and important.”

PUBLISHERS WEEKLY, January 2006: “It’s a measure of how successfully Zusak has humanized these characters that even though we know they are doomed, it’s no less devastating when Death finally reaches them”

5. CONNECTIONS

THE BOOK THIEF text includes an excellent three-page Questions for Discussion guide that includes extensive questions and writing prompts.

Before reading the text, research the following topics through webquesting: Results of WWI for Germany, political climate of Germany prior to WWII, Adolph Hitler, the Hitler Youth, Nazi death camps, timeline of WWII, United States involvement

Creative writing connection: Engage students in brainstorming and composing a different ending to the story. Have student read aloud and explain each student’s original ending. 

Friday, November 25, 2011

JOEY PIGZA LOSES CONTROL

1.  BIBLIOGRAPHY
Gantos, Jack. 2000. JOEY PIGZA LOSES CONTROL. New York, NY: Farrar, Straus and Giroux.  ISBN 0-374-39989-1

2.  PLOT SUMMARY
Joey Pigza finally gets the chance to get to know his father, a man he has never known, when Joey goes to spend the summer with him and Joey’s grandmother. After recruiting Joey to pitch for his baseball team and then convincing Joey to quit taking his good medicine for his hyperactivity disorder, Joey’s hard-drinking father spawns trouble.

3.  CRITICAL ANALYSIS
In Jack Gantos’ contemporary realistic fiction, Joey Pigza, though raised by his loving mother, longs for the approval and love of his estranged father. When his father claims to be sober and living on the straight-and-narrow, he convinces Joey’s mother to allow Joey to visit. Initially, Joey is hopeful and idealistic, though noticing that his father is also “hyper.” Since going on his “good-meds” for ADHD, Joey is more self-aware and is enjoying life. This changes as his father flushes Joey’s medicine down the toilet to eliminate the “crutch.” Joey’s voice and the author’s vivid style are revealed as Joey’s character confides to the reader: “I lay in bed and all I could imagine was the worst part of me getting on a train a long ways off. That old Joey was coming to get me and I couldn’t do anything about it. Day by day he would get closer. Even if I got up and started running away, he would catch me.”

Joey’s character comes across as believable as he talks to himself and others in a manner consistent with a young boy in his position. His character is much more honest and self-aware than his father, and by the end of the story, Joey accepts, though understandably does not celebrate, who is father really is, acknowledging that they are very different from one another. Even if one is not estranged from an alcoholic father and does not have ADHD, certainly most students know someone who shares these challenges. Though the hyperactivity and alcoholism are central to the story, it is the relationships that drive the plot. When Joey’s father encourages Joey to pitch for his baseball team, Joey seizes an opportunity to get his dad’s approval and help his father feel like a “winner.”  Trouble ensues as Joey’s father drinks more and Joey’s “good-meds” wear off.

Gantos paints Joey’s father as a flawed man without completely vilifying him. (Note alert: Joey’s father does drink and drive.) Joey, though torn and sad, maintains a quirky sense of humor, an honest heart, and a tremendous loyalty to his mother and dog. With honesty, sensitivity, and humor, Gantos relates a story with realistic characters and problems. Certainly, readers will feel a range of emotions while reading this tale and will grow in compassion for children growing up in similar situations.

4.  REVIEW EXCERPTS & AWARDS
Newbery Medal/ Honor Book  2001
Notable/Best books (A.L.A.)  2001

BOOKLIST starred, September 2000: “Few children these days don’t know someone wrestling with ADHD; meeting up with Joey is a fine way to gain insight into the problems ‘hyper’ children face. But the story is more than message. Ganto’s skillful pacing, sly humor, and in-depth characterization make it a truly memorable read.”

HORNBOOK starred, Spring 2001: “Spending the summer with his father, a bigger vesion of his ‘wired’ self, Joey finds himself ill-prepared to cope with his self-destructive and alcoholic parent. As in Joey Pigza Swallowed the Key, the story’s tension and sadness are tempered by Joey’s often humorous, sometimes hilarious, narrative.”

5.  CONNECTIONS 
Additional information about ADHD:
Children and Adults with Attention Deficit/Hyperactivity Disorder website

Create a Jack Gantos author display including other books by Jack Gantos
Check out website:   http://www.jackgantos.com.vhost.zerolag.com/
HEADS OR TAILS: STORIES FROM THE SIXTH GRADE
JACK’S NEW POWER: STORIES FROM A CARIBBEAN YEAR
DESIRE LINES
JACK’S BLACK BOOK
JOEY PIGZA SWALLOWED THE KEY
JACK ON THE TRACKS: FOUR SEASONS OF FIFTH GRADE
JOEY PIGZA LOSES CONTROL

Monday, November 21, 2011

LUNCH LADY AND THE CYBORG SUBSTITUTE


1.  BIBLIOGRAPHY
Krosoczka, Jarrett. 2009. LUNCH LADY AND THE CYBORG SUBSTITUTE. New York, NY: Random House.  ISBN 978-0-375-94683-7

2.  PLOT SUMMARY
The school lunch lady, who is really a secret crime-fighting superhero with a sidekick who creates super-gadgets, uncovers a wicked plot to substitute all of the school’s favorite teachers one-by-one with robots.

3.  CRITICAL ANALYSIS
Classmates Terrence, Dee, and Hector repeatedly speculate about the life of the school’s lunch lady in Kroskozka’s super silly graphic novel Lunch Lady series. Set in an elementary school that includes the stereotypical bullies who take lunch money from wimpy kids, the secret superhero lunch lady, thought to “live with 100 cats,” uncovers a plot by an evil teacher to replace the school’s favorite teachers with cyborgs. The lunch lady’s sidekick, Betty, creates gadgets such as a helicopter-spatula that, with the help of the three curious students, aid in her crime fighting pursuit. With very few words on each page and simple bold drawings in black and yellow ink, this comic-strip story still manages to deliver character development as Hector’s experience fighting the robots enables him to develop the courage to face up to the lunchroom bully. The graphics in the climax of the story are reminiscent of the 1960’s Batman and Robin television show with the words BOOM! or CRASH! splashed across the page as the heroes fight the villains. Written for seven to ten year olds but on a first grade reading level, the humorous puns give the otherwise predictable story a much-needed boost, and the suspicious prison visit at the end leaves the door open for future mysterious mischief.

4. REVIEW EXCERPTS
REVIEW: KIRKUS: “Filled with goofy puns and grayscale art with cheery yellow accents, this is a delightfully fun escapist read.”

LIBRARY MEDIA CONNECTION: “ With only a few words per page, this cute graphic novel would make an excellent read-aloud.”

PUBLISHERS WEEKLY: “With plenty of silliness and slapstick in the text and panel art alike, this comic should alleviate lunch-line boredom with visions of servers wielding fishstick-nunchucks and growling, ‘today’ special is a knuckle sandwich.’”

5. CONNECTIONS
Though oversimplified, the text has the elements of a mystery, which could easily be pointed out. Students could then complete a prewriting graphic organizer to create their own mini-mysteries, after which they would compose their own brief graphic novel mysteries. Later, the students read more complex mysteries suitable to each student’s reading level.

Learn more about the author and his works at:  http://www.studiojjk.com/

Others from the Lunch Lady series:
LUNCH LADY AND THE FIELD TRIP FIASCO, ISBN:  978-0375867309
LUNCH LADY AND THE AUTHOR VISIT VENDETTA, ISBN: 978-0375860942
LUNCH LADY AND THE BAKE SALE BANDIT, ISBN: 978-0375867293
LUNCH LADY AND THE LEAGUE OF LIBRARIANS, ISBN: 978-0375846847
LUNCH LADY AND THE SUMMER CAMP SHAKEDOWN, ISBN: 978-0375860959



Monday, November 14, 2011

ELIJAH OF BUXTON

1. BIBLIOGRAPHY
Curtis, Christopher P. 2007. ELIJAH OF BUXTON. New York, NY: Scholastic Press.
ISBN 978-0-439-02344-3

2.  PLOT SUMMARY
With the distinction of being the first baby born into the Buxton Settlement of Canada, a safe-haven community for slaves who fled America in 1859, tenderhearted eleven-year-old Elijah longs to show his parents that he is no longer "fragile." When a tragic injustice takes place, not only does Elijah display courage and maturity, but his tenderheartedness becomes a great strength.

3.  CRITICAL ANALYSIS
Set in Buxton, Canada, in 1859, the historical fiction relates folksy episodic stories of a young boy’s life and adventures in his community, charming accounts written in period dialect about a community with the creed: “One helping one to uplift all.” Readers will relate to Elijah’s sense of adventure, his love of family and friends, and his longing to be courageous. The residents’ appreciation of freedom and commitment to the success and cohesiveness of the community mirror the life and truth of this historical village of former slaves. With tenderness and humor, Christopher Curtis communicates through the voice of his “fragile” protagonist.  Younger readers not accustomed to the period dialect may struggle with fluency; for that reason, and the episodic structure of the text, this would be a terrific book for a teacher read-aloud. The primary plotline moves slowly until two-thirds of the way through the text when not only does the plot explode into action, but also Elijah’s experiences surrounding his encounters with five shackled slaves simultaneously inspire and sicken the reader. The author weaves fact and fiction together into a tapestry reflecting a love of freedom juxtaposed with the horror of slavery.  Author’s notes wonderfully support the story with a historical basis for the narrative.

4.  REVIEW EXCERPTS & AWARDS
Coretta Scott King Medal Award
CLA Book of the Year for Children
Newbery Honor Books 2008
Scott O’Dell Award for Historical Fiction

SCHOOL LIBRARY JOURNAL, October 2007: “Curtis’s talent for dealing with painful periods of history with grace and sensitivity is as strong as ever.”

LIBRARY MEDIA CONNECTION, January 2008: “Curtis deals with the difficult topic of slavery from a youthful perspective, allowing Elijah to learn of its sadness and pain first hand. This is done without overwhelming the reader, by infusing the novel with humor.”

5.  CONNECTIONS

* Read ELIJAH OF BUXTON as part of a study on the Underground Railroad.

* Read other award-winning books by Christopher P. Curtis:
            BUD, NOT BUDDY, ISBN 978-0553494105
            THE WATSONS GO TO BIRMINGHAM- 1963, ISBN 978-0440228004

* Explore the following sites to discover more about the Buxton Settlement:


TURTLES IN PARADISE

1.  BIBLIOGRAPHY
Holm, Jennifer. 2010. TURTLE IN PARADISE. New York, NY: Random House. ISBN  978-0-375-83688-6

2.  PLOT SUMMARY
During 1935, an eleven-year-old girl named Turtle is taken to live in the Florida Keys with her aunt’s family because Turtle’s single mother got a new job as a housekeeper for a woman who did not want children living on the property. Weary from her mother’s choices, while simultaneously concerned about her mother, Turtle begins a new life in a completely foreign setting and discovers the love and security of family, which finally provides a not-so-Hollywood-like happy ending.

3.  CRITICAL ANALYSIS
Rich with reflections of 1935 Americana, including cloth diapers, Ford Model A cars, Little Orphan Annie, and Sears mail-order houses, young Turtle must be strong for her mother. Turtle’s tough shell covers her tender heart after eleven years of living with her butterfly-like mother who makes poor choices in the name of romance. Moving alone to the relatives’ place in Key West, Turtle describes Key West as: “the place looks like a broken chair that’s been left out in the sun to rot.” Turtle’s additional distain for Shirley Temple reflects the cynicism that took root in her heart from constant disappointments. Slowly, the companionship of her rascally cousins and the care of her aunt and uncle, Turtle finally experiences being a vital part of a family in which she can be a child.

Holm weaves stories passed down from her own relatives who lived in Key West during the Great Depression. The author tells the story from Turtle’s point of view and employs dialogue as a primary device to communicate the relationships. The antics of the Diaper Gang along with the extended relationships in Key West create a sense of small town community. Children will relate to the sense of mischief in the barefoot Diaper Gang and Turtle’s desire to included and loved. Children from single parent homes may also relate to the protective shell Turtle had to build to protect her heart from further hurt. The author’s style includes unexpected twists that keep the reader engaged to the last page. Though the story is historical fiction, it is based upon real characters during a real time period in history. Author’s notes and photos are included and informative and fascinating.

4.  REVIEW EXCERPTS & AWARDS
Newbery Medal/Honor Award, January 2011
Children’s Choices for 2011
Teachers Choice 2011

PUBLISHERS WEEKLY, May 2010: “Two-time Newbery Honor author Holm again rafts a winning heroine who, despite her hardened exterior, gradually warms to her eccentric family members, including her unruly cousins and waspish grandmother.”

HORN BOOK, May/June 2010: “The episodic novel includes details, events, and figures from history, and Turtle’s narrative is peppered with references from the time...”

SCHOOL LIBRARY JOURNAL, April 2010: “This richly detailed novel was inspired by Holm’s great-grandmother’s stories.”

5.  CONNECTIONS
Create a Venn diagram and compare and contrast the cultural markers of America in 1935 to some of the cultural markers of our day. (Example: paper dolls and marbles vs. computer games and X-Box) Discuss some of the positives and negatives of changes. Discuss aspects of life that have not changed. (Example: hurricanes still endanger lives, people still need family, etc.)

Internet Research Extension Topics:
1935 Florida Keys Hurricane
The Great Depression
Comics of the Great Depression Era
History of Paper Dolls
“The Shadow” Radio Show
Sears Mail-Order Houses
President Roosevelt
Necco Wafers
Fred Astaire and Ginger Rogers
Shirley Temple

Saturday, November 12, 2011

THE EARTH DRAGON AWAKES

1.  BIBLIOGRAPHY
Yep, Laurence. 2006. THE EARTH DRAGON AWAKES. New York, NY: HarperCollins.  ISBN 978-0-06-027525-9

2.  PLOT SUMMARY
Living in San Francisco in 1906, young boys Henry and Chin love reading “penny dreadfuls,” cheap paperback action stories with bigger-than-life heroes. The boys consider their fathers pretty dull and non-heroic compared to the protagonists in the stories.  Everything changes when the devastating San Francisco earthquake of 1906 ensues. Through the harrowing events that followed, Henry and Chin discover the real heroes are their own parents.

3.  CRITICAL ANALYSIS
When the ravaging San Francisco earthquake and fires of 1906 destroy Henry and Chin’s homes and neighborhoods, these boys’ fathers challenge and impress the boys with their valiant and selfless acts in the midst of great loss and tragedy. Many young readers will identify with Henry and Chin’s familiarity with parents’ seemingly routine and uneventful lives. A young boys’ fascination with heroes remains constant from generation to generation. Much like today, children of different cultures and social statuses often bridge social relationships among the adult caregivers.

Laurence Yep paints a vivid description of the neighborhoods and districts of San Francisco and the bay area of the time period. Chin is a Chinese immigrant whose father works as a houseboy for Henry’s wealthy Caucasian family. Typical of the period, Chinese Americans lived in Chinatown, a separate part of the city; segregation was the practice of the day. Yep’s family history and upbringing in the San Francisco Bay area lend additional credibility to this historical fiction. The alternating chapters that rotate between Chin and Henry’s perspectives enable the reader to understand the diverse experiences of the same historical events. The author’s style of short sentences and endless vivid metaphors and similes create cliff-hanging anticipation that makes this historical fiction impossible to put down.

Note that the author includes an extensive Afterword section with biographical references, additional historical facts, additional selected readings, and selected black and white actual photos of the aftermath of the 1906 San Francisco earthquake.

4.  REVIEW EXCERPTS & AWARDS
Texas Blue Bonnet Award Nominee 2007-2008

SCHOOL LIBRARY JOURNAL: “Yep's research is exhaustive. He covers all the most significant repercussions of the event, its aftershocks, and days of devastating fires, and peppers the story with interesting true-to-life anecdotes.”

BOOKLIST: “Told in the present tense, the narration provides a "you are there" sense of immediacy and will appeal to readers who enjoy action-packed survival stories.”

5.  CONNECTIONS
CHILDREN’S LITERATURE IN ACTION suggests reading and comparing other children’s novels based on the same event:

Gregory, Kristina. EARTHQUAKE AT DAWN.  ISBN: 978-0152046811
Hopkinson, Deborah. INTO THE FIRESTORM.  ISBN: 978-0440421290
Karwoski, Gail Langer. QUAKE: DISASTER IN SAN FRANCISCO.  ISBN: 978-1561453108
Kudlinski, Kathleen C. EARTHQUAKE! A STORY OF THE SAN FRANCISCO EARTHQUAKE. ISBN: 978-0140363906

Resources for follow up activities related to science and earthquakes:

O’Brien-Palmer, Michelle.  HOW THE EARTH WORKS: 60 FUN ACTIVITIES FOR EXPLORING VOLCANOES, FOSSILS, EARTHQUAKES, AND MORE
ISBN: 978-1556524424

Christian, Spencer & Felix, A. SHAKE, RATTLE, AND ROLL: THE WORLD’S MOST AMAZING VOLCANOES, EARTHQUAKES, AND OTHER FORCES
ISBN: 978-0471152910

Connection Ideas Resource:
Vardell, Y. M. 2008. CHILDREN’S LITERATURE IN ACTION, A LIBRARIAN’S GUIDE. Westport, CT: Libraries Unlimited Inc. ISBN: 978-1-59158-557-2

Monday, October 31, 2011

WHAT TO DO ABOUT ALICE?


1. BIBLIOGRAPHY
Kerley, Barbara. WHAT TO DO ABOUT ALICE ?: HOW ALICE ROOSEVELT BROKE THE RULES, CHARMED THE WORLD, AND DROVE HER FATHER TEDDY CRAZY!. Ill. by Edwin Fotheringham. New York, NY: Scholastic Press, 2008. ISBN 978-0-439-92231-9

2.  SUMMARY
This picture book biography can be summed up in the lengthy title! The biographical story chronicles the passionate and precocious life of President Theodore Roosevelt’s first child, Alice.  In spite of early setbacks, Alice’s desire to “eat up the world” shines through clearly as the author reveals the very special place Alice held in her father’s life, to Americans, and even to the world.

3.  CRITICAL REVIEW
The stylish and vibrant illustrations grace this picture book and add to the pure joy reflected in the story of Alice Roosevelt’s life. The delightful story weaves a bit of history about President Roosevelt’s life and accomplishments, while emphasizing his relationship with his beloved daughter, Alice, who had a sense of adventure that rivaled her father’s. This text completely captures the energy, love, and passion of Alice as it chronicles her life from childhood through her marriage to a congressman. The lively illustrations are reminiscent of Bemelman’s MADELINE series. The boldness of the color and lines create excitement that complements this charming biography. Even the variations in letter print add emphasis to the character’s vibrant personality. The author’s notes and bibliography lend authenticity of the author’s research about this beloved good will ambassador.

4.  AWARDS & REVIEW EXCERPTS
Robert F. Sibert Honor Book
Notable/Best Books (ALA), 2009

BOOKLIST starred, January 2008: “Irrepressible Alice Roosevelt gets a treatment every bit as attractive and exuberant as she was.”

HORN BOOK, March/April, 2008: “This sassy biography of Alice Roosevelt Longworth validates President Theodore Roosevelt’s famous quip about his oldest child...”

LIBRARY MEDIA CONNECTION, February 2008: “This successful melding of text and pictures showcases the life o Teddy Roosevelt’s irrepressible daughter , Alice. From her earliest years, independent-minded Alice defied convention and did what she liked.”

5.  CONNECTIONS
* Research the lives of other President's children
* Create a display highlighting books by Barbara Kerley including:
THE DINOSAURS OF WATERHOUSE HAWKINS            ISBN 978-0439114943
WALT WHITMAN: WORDS FOR AMERICA                     ISBN 978-0439357913
WHAT TO DO ABOUT ALICE?                                            ISBN 978-0439922319
THE EXTRAORDINARY MARK TWAIN                            ISBN 978-0545125086
A LITTLE PEACE                                                                  ISBN 978-1426300868

SIX DAYS IN OCTOBER


1. BIBLIOGRAPHY
Blumenthal, Karen. SIX DAYS IN OCTOBER: THE STOCK MARKET CRASH OF 1929. New York, NY: Atheneum Books for Young Readers, 2002.  ISBN 0-689-84276-7

2. SUMMARY
SIX DAYS IN OCTOBER chronicles the harrowing story of the days immediately surrounding the stock market crash of 1929 in the United States. The informational book juxtaposes the deeply personal human experiences alongside valuable educational details that teach readers about what a stock market is and how it functions. Author Blumenthal provides an absolutely fascinating education that includes all of the major players of this particular stock market era. She even includes some unexpected participants from the entertainment world. SIX DAYS IN OCTOBER offers a solid overview of one of America’s most difficult times.

3. CRITICAL REVIEW
After serving as the Dallas bureau chief of the Wall Street Journal and reporting on business and finance for over twenty year, Karen Blumenthal employs her journalistic savvy, expertise, and research acumen in this must-read book. Outstandingly organized, this 156-page text includes a helpful table of contents, extensive source bibliography, detailed index, acknowledgments, and wonderful captions explaining all of the photos and replicas of documents that complement the primary text. The political cartoons reveal another insightful aspect of this turbulent time, though it is the marriage of the history with the information sidebars that make the book both educational and compelling. Black and white photographs, copies of Western Union telegrams, and hand-written ledgers  add to the authenticity of the period. Blumenthal’s detailed acknowledgments section enhances the credibility of her research and writing. Her lively but serious writing style creates a vivid picture of the time, engages the reader, and creates anticipation that further creates curiosity that compels further investigation of these compelling events, connecting historical events, people, and practices to today’s life and culture.

4.  AWARDS & REVIEW EXCERPTS

Robert F. Sibert Honor Book              2003
Notable Children’s Book (ALSC)            2003
Notable Social Studies Trade Book (NCSS)            2003

HORN BOOK starred, Spring 2003: “ Tracing the trajectory of the 1929 stock market crash across six days, Blumenthal provides a vividly drawn picture of Wall Street pandemonium, introduces key players, and explains often complex concepts.”

PUBLISHERS WEEKLY, September 2002: “This fast-paced, gripping (and all-too-timely) account of the market crash of October 1029 puts a human face on the crisis.”

5.  CONNECTIONS
*Study and discuss economic and cultural comparisons and contrasts between 1929 and the present economy.
* The text addresses the experiences primarily of the Caucasian middle, upper-middle, and upper class of people who experienced the boom before the bust. Create a Webquest to have students (intermediate school and above) research the experiences of people of color during the boom and bust of the stock market.
* Read the text as a part of a social studies unit on economics.




Monday, October 24, 2011

THE TARANTULA SCIENTIST


1.  BIBLIORAPHY
Montgomery, Sy. THE TARANTULA SCIENTIST. Ill. by Nic Bishop. Boston: Houghton Mifflin Company, 2004.  ISBN 0-618-14799-3

2.  SUMMARY
Award winning author Sy Montgomery and photographer Nic Bishop team up once again to journey with expert arachnologist  researcher, Sam Marshall, on his quest to study the wonders of the giant Goliath birdeater tarantula of the French Guiana rain forest. This eighty-page photo essay book’s documentary-like narrative weaves compelling facts about this South American spider, in addition to insight into research methods, as readers travel from the jungle, to Marshall’s laboratory in Ohio, and back again to the rain forest. The reader discovers along the way the uniqueness and importance of the tarantula.

3.  CRITICAL REVIEW
THE TARANTULA SCIENTIST overflows with scientist Marshall’s passion for the Goliath birdeater tarantula and his quest to study and protect the species.  Organized in seven chapters that follow Marshall from the heart of the rain forest, to his university laboratory in the states, and then again back to the field in French Guiana, the text may spark student interest in research. Meanwhile, the author and photographer enlighten and engage the reader, informing of this tarantula’s traits, habitat, habits, and virtual enemies.

Montgomery writes with clarity and light humor such as her reference to Sam’s “hairy” experiences. The lively writing juxtaposed with the up-close-and-personal photographs invite the reader into the tarantula scientist’s adventure in nature, and illicit respect and compassion for the species of arachnid. This informational text contains ample information, too much for one to digest in one sitting.  Never the less, the text and photos together bring the reader right down to eye level with this amazing creature. Three full pages of endnotes and special features enhance the other access features throughout the book and develop both reader interest and understanding. Note that it may be worthwhile to browse the photos and informative captions for a while before delving fully into this informative adventure.

4.  AWARDS & REVIEW EXCERPTS
Robert F. Sibert Honor Book
Notable/Best Books (A.L.A), January 2005
Wilson’s Children, October 2010

HORN BOOK, July 2004: “Montgomery is effective in showing how scientists’ research questions integrate their field and laboratory study, and how Marshall’s enthusiasm drives his scientific work.”

KIRKUS REVIEW starred, February 2004: “Montgomery and Bishop team up for another stellar excursion into the world of working scientists.”

5. CONNECTIONS
Sy Montgomery includes downloadable classroom activities on the last page of The Tarantula Scientist text. Look under “Teachers Resources” at: http://www.houghtonmifflinbooks.com/librarians/teacher.shtml or  http://www.authorwire.com .

Other award winning science books by Sy Montgomery:
THE SNAKE SCIENTIST, ISBN-13: 978-0618111190
THE MAN-EATING TIGERS OF SUNDARBANS, ISBN-13: 978-0618494903
ENCANTADO: PINK DOLPHIN OF THE AMAZON, ISBN-13: 978-0618131037


Sunday, October 9, 2011

FIREFLIES AT MIDNIGHT




1. BIBLIOGRAPHY
Singer, Marilyn. FIREFLIES AT MIDNIGHT. Ill. by Ken Robbins. New York, NY: Atheneum Books for Young Readers, 2003.  ISBN 978-0-689-82492-0

2. SUMMARY
FIREFLIES AT MIDNIGHT is a thematic collection of poems about the life and activities of various insects and creatures. Each poem focuses upon the work or play of a specific creature in its natural setting within a twenty-four hour period.

3. CRITICAL REVIEW
Marilyn Singer structures the order of the poems so that the reader has a distinct sense of nature in action throughout a twenty-four hour period. The author writes many of the poems from the creature’s point of view and with great attention to its voice. Each page of poetry mirrors an illustration page that consists of a grainy photo-like rendering of the subject matter. Ken Robbins’ illustrations give the reader a close-up, relatively natural looking view of the creature at work or play, often interacting with other creatures of nature.

“Up cheerup I’m up” from the morning robin gives the reader the joy of morning while the words blend together to sound like a bird chirping. As the otter poem tells of the otter’s fun slipping and sliding, the author cleverly placed the couplets in a curving form that support a slipping and sliding motion effect. These are great poems to read aloud, and within the collection, each poem includes a cleverly rhythmic cadence and many repeat a verse between stanzas. “One and one and one and one” repeats throughout the poems about ants; this reinforces the theme that synergy is the best way to accomplish tasks. From the free-flowing butterflies, to the shadowy elusive bunny, to the quietness and serenity of a bat’s moonlit night, the illustrations each complement the informative yet whimsical poetry.

FIRELIES AT MIDNIGHT includes subtle humor as illustrated in the poem and illustration about the frog: “I’m the duke/ I’m the king/ of this piece of the pond.” The early dawn illustration depicts a frog with a look of superiority, perched upon a rock, staring boldly at the reader. There is simply something so silly about a regal frog . . . a reader must smile. This is a collection that you will want to read over and over because with each examinations, the reader discovers something new and clever.

3. AWARDS & REVIEW EXCERPTS
Bulletin of the Center for Children’s Books starred, May 2003
Horn Book, October 2003
School Library Journal starred, May 2003

SCHOOL LIBRARY JOURNAL: (2003) “Robbins's ‘photographic treatments’ use full-color, graphically enhanced photos and photo collage for an almost painterly effect. These portraits perfectly echo the tone of the poems as subjects soar, hide, flit, and sit.”

KIRKUS REVIEW starred: (2003) This time, Singer spreads her evocative poems throughout a single day, from a robin "first to greet the light" and a cavorting otter out for a morning swim to ants in the afternoon, a camouflaged rabbit at dusk, the eponymous fireflies flashing at midnight, and on through the night to a mole digging in for sleep as a new dawn approaches.”

4. CONNECTIONS
* Because many of the poems in this collection are brief and follow a distinct pattern, each one would be an appropriate model for young students to create their own original  “pattern poetry.” The class first analyzes the pattern in the original poem, and then creates original poetry following the same pattern. This activity can be an end of unit activity and assessment after studying or researching any particular content area subject. 

RED SINGS FROM TREETOPS


1.  BIBLIOGRAPHY
Sidman, Joyce. RED SINGS FROM TREETOPS. Ill. by Pamela Zagarenski. Boston, MA: Houghton Mifflin Books for Children, 2009.  ISBN 978-0-547-01494-4

2.  SUMMARY
Joyce Sidman’s RED SINGS FROM TREETOP journeys with a young boy and his dog through the yearly seasons while simultaneously divulging people’s diverse perceptions of various colors within spring, summer, autumn, and winter. The crowned boy, venturing through the seasons with his equally crowned pup, narrates each unique poem.

3. CRITICAL REVIEW
Sidman’s nature themed collection reveals her unique voice and style embedded in Pamela Zagarenski’s illustrative artistry. This whimsical view of seasonal color and how it is perceived poetically glimpses into the visuals of each season with vivid textual imagery: “Green is queen in summer/ Green trills from trees, clings, to Pup’s knees, covers all with leaves, leaves, leaves!” Throughout this fresh and innovative collection, Sidman personifies individual colors such as describing summer-blue as: “Humming, shimmering, snoozing in the lazy haze.”  The figurative language creates distinct mental images for the reader, with or without the accompanying illustrations. Poetry flows without warning between stanzas of couplets and stanzas of free verse. The boxing and highlighting of the color-words in text enhance the emphasis on color, while the choice of active verbs creates a sense of action that engages readers of all ages.

Pamela Zagarenski’s fanciful illustrations enhance and complement the poetry with rustic folk-art. A comforting country flair and intricately detailed paintings, overlaid with collage-like hairless characters, invite the reader to slow down and taste the beautifully detailed features that go unnoticed if rushed. The color choices for each illustration reflect tremendous thought, each design creating a distinct mood. This collection of poems should not be hurried; instead, the reader must take time to dwell upon the colors and events illustrated on each charming page. Readers will want to pay close attention to the illustrations of animals including the pup, the raccoon, and the flock of tiny red birds singing from the roof and treetops, dropping miniature musical notes that rain into the fabric of the illustrations. The yellow animal-filled school bus of fall also promises to be a favorite. It is pure visual delight!

4.  AWARDS & REVIEW EXCERPTS
Caldecott Medal/Honor, January 2010
Horn Book starred, March 2009
Booklist starred, May 2009
Wilson’s Children, October 2010

BOOKLIST starred, Mays 2009: “Throughout, the mixed-media illustrations including collage and paintings on wood, provide much to look at. And as the title implies, the colors that surprise on every page do sing.”

SCHOOL LIBRARY JOURNAL, April 2009: “The words and pictures depend upon one another and blend well to conjure up quirky, magical imagery. Children will find many small stories waiting to be told within the detailed painting and enjoy looking at them over and over.”

5.  CONNECTIONS
* Create a chart that includes spring, summer, fall, and winter; list the traits and perceptions of green for each season. Then compare and contrast the traits and perceptions. Discuss the contrasts. For example, ask the children to explain why green may be perceived as shy in the spring but perceived as queen in the summer.

* Utilize RED SINGS FROM TREETOPS as a jumping off point for a thematic unit on seasons, which incorporates concepts in science, geography, and the language arts.

Other books about seasons:
Branley, Franklyn M. SUNSHINE MAKES THE SEASONS. ISBN 978-0060592059
Gibbons, Gail. THE REASONS FR SEASONS. ISBN 978-0823412389
Gibbons, Gail. THE SEASONS OF ARNOLD’S APPLE TREE. ISBN 978-0152712457

Saturday, October 8, 2011

DIAMOND WILLOW





1.  BIBLIOGRAPHY
Frost, Helen. DIAMOND WILLOW. New York, NY: Farrar, Straus and Giroux, 2008.
ISBN 978-0-374-31776-8

2. PLOT SUMMARY
This coming of age story tells of a pre-adolescent girl’s quest of self-discovery. While living with her close-knit family in Alaska, Willow often feels isolated and alone at school, yet she loves the families’ working dogs, especially Roxy. After finally receiving her parents’ blessing to drive the dogsled to her grandparent’s home, Willow allows the dogs to take a curve too quickly, causing an accident to blind Willow’s favorite dog. Willow spends much of the story on a quest to protect Roxy from destruction. Throughout her journey, her ancestors mystically come to her aid in times of great need.

3. CRITICAL ANALYSIS
Helen Frost’s verse novel presents a rich story highlighted by a brilliant visual structure. Whenever the protagonist Willow narrates, each page’s text is formed in a cone-like diamond shape. Within the verse of the diamond-shaped text, various bolded words trickle down the page, resembling tears trickling down the diamonds. These trickling bolded words create an otherwise hidden message that reflects the heart of the narrator during the events described on the page. The brilliantly chosen word choice and imagery create anticipation in the reader. The touching narrative descriptions of Willow’s feelings, frustrations, and hopes, elicit feelings of empathy and tenderness toward the protagonist. Frost paints a vivid picture of the setting with her graceful word choice. Anyone who has felt lost or left out can relate thematically to Willow’s unspoken quest to find herself.

DIAMOND WILLOW is well suited for fifth through eighth grade students because of its form and subject matter. This narrative poetry is rich with Alaskan native cultural traditions. Although some may find the mystic aspects of the novel objectionable, those who love a touching story will still enjoy this creative and intelligently composed narrative while simultaneously learning about another culture. Readers will appreciate the universal angst of a pre-adolescent’s journey to confidence and maturity.

4. AWARDS & REVIEW EXCERPTS
Lee Bennett Hopkins Poetry Award, 2009
The Lion and the Unicorn Award for Excellence in North American Poetry: Honor Book, 2009
Horn Book, July 2008

HORN BOOK starred, September 2008: “Despite some misplaced mysticism, as a dog and dogsled story, the tale wears its knowledge gracefully.”

SCHOOL LIBRARY JOURNAL, June 2008: “This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters.”

5.  CONNECTIONS
Create a cause-and-effect organizer for DIAMOND WILLOW. As a class, in partners, or individually, analyze the causes, prior causes, effects, and later effects of Willow’s accident on the way home from her grandparent’s home. Make sure students give examples of text support. As a class, create inference statements about Willow’s behavior and choices. Finally, from the inferences, take the process a step further and create generalizations about how people may in general behave in situations similar to Willow’s.

Other writings of Helen Frost:
  • KEESHA’S HOUSE.  ISBN 978-1-42872-872-1
  • SPINNINNG THROUGH THE UNIVERSE.  ISBN 978-0-374-37159-3
  • THE BRAID.  ISBN 978-0-374-30962-6

    Monday, September 26, 2011

    THE THREE PIGS


    1.  BIBLIOGRAPHY
    Wiesner, David. THE THREE PIGS. New York, NY: Scholastic Incorporated, 2001. ISBN 0-439-44517-5

    2.  PLOT SUMMARY
    Although David Wiesner’s version of THE THREE PIGS begins as the traditional tale, it takes a clever modern twist as the pigs enjoy an out-of-page experience that includes flying on a paper airplane made of one of the book pages from which the pigs escaped. The pigs’ adventure takes them down an unusual literary road, making friends with characters from other classic tales. This adventure eventually leads them, along with their new friends, back to their happy ending in the original story, yet with another unexpected turn of events.

    3. CRITICAL ANALYSIS
    THE THREE PIGS begins with “once upon a time” and ends with “they all lived happily ever after,” but that is where the traditional aspects of the story virtually end. Wiesner creates a unique twist on the original story, along with illustrations that juxtapose fine realistic artistry with simple, more one-dimensional paintings, and colorless sketches. On various pages, the negative space accentuates the out-of-page experience of the characters. Once blown out of the original tale, the pigs’ conversation with each other reflects the author’s whimsical and informal style. Often, the pigs possess mischievous smirks, while the wolf looks understandably shocked and confused. Younger readers or listeners will undoubtedly enjoy the illustrations yet may be confused by the changes in setting, particularly if they are not familiar with other classic traditional tales. With some guidance and explanation, this version promises to be a favorite for many. Readers with untamed imaginations will certainly appreciate this visionary account of the age-old story, yet those who love the traditional tale with its repetition may be disappointed. The unique art captures everyone, including this reviewer.

    4. AWARDS & REVIEW EXCERPTS
    Caldecott Medal/Honor, January 2002
    Horn Book starred, May 2001
    Notable/Best Books (A.L.A.), January 2002

    HORN BOOK, Fall 2001: “In this postmodern interpretation, the style of the artwork shifts back ad forth a few times, as Wiesner explores different realities within a book’s pages.”
    SCHOOL LIBRARY JOURNAL, April 2001: “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”

    5. CONNECTIONS
    * Have students perform a readers’ theater of the tale. Student-created pig snouts, could be warn by those taking turns as the pigs.

    *Re-read the text, stopping before the ending; have students work in groups of four to create new endings. The students share or re-enact their original endings.

    * Read aloud other stories featuring pigs:
    DiCamillo, Kate. MERCY WATSON: PRINCESS IN DISGUISE. ISBN-13: 978-0763652326
    Numeroff, Laura. IF YOU GIVE A PIG A PANCAKE. ISBN-13: 978-0060266868
    Sendak, Maurice. BUMBLE-ARDY. ISBN-13: 978-0062051981


    THE TRUE STORY OF THE 3 LITTLE PIGS!


    1.  BIBLIOGRAPHY
    Scieszka, Jon. THE TRUE STOR OF THE 3 LITTLE PIGS!. Ill. by Lane Smith. New York, NY: Viking Penguin, 1989.  ISBN 0-670-82759-2

    2.  PLOT SUMMARY
    After Alexander T. Wolf introduces himself and indicates his intent to straighten out the reader’s misperceptions about the new of the three little pigs, he first explains that he is not responsibly that wolves like to eat cute bunnies. The wolf proceeds to claim that the real story of the three pigs is about a cup of sugar and a couple of sneezes. The wolf then begins his tale, claiming that while making his granny a birthday cake, he runs out of sugar and begins a quest for the ingredient. Alexander T. Wolf claims that in his quest for sugar, he merely sneezes in the proximity of the pigs’ homes, knocking the houses down. Not wanting to be wasteful, he decides to eat the deceased pigs . . . one by one. Finally, because his “sneeze” has no effect on one pig’s brick house, the wolf loses his temper when the pig supposedly insults the wolf’s grandmother, and the police haul him off to jail, thereby “unjustly” destroying his stellar reputation.

    3.  CRITICAL ANALYSIS
    Scieszka’s variant of the classic tale of the three little pigs presents the story from the wolf’s point of view, though throughout the story, this reader definitely has a sense that the wolf is lying through his sharp teeth. In spite of the fact that the wolf claims that he is the victim, a symbol of good . . . his character is suspect from the beginning as he claims that it is not his fault that wolves like to eat cute bunnies and sheep. In spite of his claims of innocence, the wolf still reflects wickedness for the mere fact that he attempts to hide and justify his evil acts. In spite of the wolf’s twisted thinking, a strong moral message comes through that good will triumph over evil.

    Lane Smith’s illustrations grab and hold the attention of the reader, creating a dark tone through color choice.  The wolf’s beady little yellow eyes peer from behind his spectacles, and even within “dear old granny’s” cake-mixing bowl, the ears of a cute bunny stick out from beneath the heap of cake ingredients. The illustrations hold a surreal quality, including slightly distorted perspectives. In the midst of the darkness, humor shines through in the pages that include the pink fanny of a deceased pig sticking out from beneath the earth, the curled tail reminiscent of a birthday candle. This delightful variant is indeed humorous, yet this reader disagrees with the book jacket that the text is appropriate for ages three to eight. It is too dark for a pre-school child, particularly since pre-school children could not fully appreciate the humor or contrasts to the original tale. Intermediate students through adults may enjoy this tale most.

    4.  AWARDS & REVIEW EXCERPTS
    Book Links (A.L.A.), March 2007
    Elementary School Library Collection, June 2000
    Wilson’s Children, October 2010

    SCHOOL LIBRARY JOURNAL, October 1989:  “The bespectacled wolf moves with a rather sinister bonelessness, and his juicy sneezes tear like thunderbolts through a dim, grainy world. It's the type of book that older kids (and adults) will find very funny.”

    PUBLISHERS WEEKLY, March 1996: “Designed with uncommon flair, gaily newfangled version of the classic tale takes sides with the villain.”

    5.  CONNECTIONS
    * For upper elementary through middle school classes, read aloud this variant tale to introduce and illustrate the concepts of hyperbole and tone and perspective. Define terms and allow groups to find examples throughout the book, from both the text and the illustrations.

    * For upper elementary students, have the students re-write the tale in their own words yet with an alternate ending.

    * Have students in upper elementary grades work in cooperative groups to re-create the variant tale in verse form. 

    THE GINGERBREAD MAN


    1.  BIBLIOGRAPHY
    Kimmel, Eric A. THE GINGERBREAD MAN.  Ill. by Megan Lloyd.  New York, NY:  Holiday House, 1993.   ISBN 0-8234-0824-8

    2. PLOT SUMMARY
    In this classic retelling of the tale of the GINGERBREAD MAN, the carefully and lovingly baked and decorated cookie leaps off the kitchen table and out the door, ignoring the pleas of the old man and woman who baked him. The gingerbread man escapes being eaten by the man and woman, a pig, a dog, and several cows before meeting his cunning match in a sly fox at the river crossing. This meeting leads to the inevitable demise of the gingerbread cookie, though the author provides a glimmer of hope of an everlasting gingerbread man through the wonder of the baking sheet.

    3.  CRITICAL ANALYSIS
    This beloved story contains the classic structure of folktales including strong repetition and rhythm in the language as the feisty Gingerbread Man repeatedly escapes while exclaiming, “I’ll run and run as fast as I can. You can’t catch me. I’m the gingerbread man!” The action moves swiftly as this cookie-man darts from country scene to country scene, running his way to the water’s edge. Lloyd’s eye-catching illustrations complement the story through the natural, yet colorful paintings of the comfortable rural setting. It is as though every creature would be otherwise taking a Sunday nap, were not for the gingerbread man running swiftly across the scenes to heckle and tease them out of their rest. I found this retelling to be such a delightful one that I will most definitely add it to my list of favorite books to read to students of all ages. In fact, I am purchasing it for my personal collection.

    4.  AWARDS & REVIEW EXCERPTS
    Booklinks (A.L.A.), November 1998
    School Library Journal starred, June 1993
    Wilson’s Children, October 2010

    BOOKLIST, March 1993: “This familiar tales gets a life in this sprightly edition . . . A compact text and suitably large pictures make this just right for groups.”

    SCHOOL LIBARAY JOURNAL,  June 1993: “Kimmel brings humor and warmth to the retelling of this spicy classic. . . A book that’s sure to hold every reader and story-hour audience through to a most satisfyingly delicious ending.”

    5. CONNECTIONS
    Create and decorate gingerbread cookies as part of a measurement math lesson. While the students enjoy eating their cookies, read several different versions of the Gingerbread Man folktale. Allow the students to choose the class’s favorite alternate text. Create a Venn diagram to compare and contrast Kimmel’s version to the other class favorite.

    GINGERBREAD MAN versions to read:
    Enderle, Dotti. THE LIBRARY GINGERBREAD MAN.  ISBN 13: 978-1602130487
    Ernst, Lisa Cambell.  THE GINGERREAD GIRL.  ISBN 13: 978-0525476672
    Kladstrup, Kristin. THE GINGERBREAD PIRATES.  ISBN 13: 978-0763632236
    Squires Janet. THE GINGERBREAD COWBOY.  ISBN 13: 978-0060778637

    Thursday, September 8, 2011

    Book Review: KNUFFLE BUNNY

    1.  BIBLIOGRAPHY
    Willems, Mo. KNUFFLE BUNNY. New York, NY: Scholastic Incorporated, 2005.
     ISBN 0-439-80249-0

    2.  PLOT SUMMARY
    An urban father and his very young toddler, Trixie, stroll through the neighborhood to the Laundromat, throw the laundry into the washer, and begin to stroll home. On the way home, Trixie throws a colossal tantrum, much to dad’s frustration. Upon arrival home, Trixie’s mom notices that Trixie is missing her favorite stuffed animal, Knuffle Bunny, after which the family hurries back to the laundry mat to find the beloved toy. With joy at the sight of the Knuffle Bunny, Trixie speaks her first words when she calls out the stuffed animal’s name with delight.

    3.  CRITICAL ANALYSIS
    Anyone who has parented an infant who could not yet talk will relate to the humor, frustration, and credibility of Trixie and her father. Trixie’s behavior in the loss of her beloved Knuffle Bunny is consistent with a child of that age who is desperate to communicate but cannot articulate a problem. I found the universality of a child going “boneless” delightfully funny. KNUFFLE BUNNY reflects a simple story with a believable conflict and resolution. Though the story is entertaining, it is by no means really a cautionary tale to children. Rather, it seems that parents may be the real target audience. Quite possibly, the author is attempting to please both audiences at once.

    This Caldecott Honor Book reflects a modern era of art as each page juxtaposes sepia photos of old city brownstones, schools, shops, parks, and Laundromats with an overlay of cartoon-like, simplistic, and colorful drawings of the characters. The contrast creates a fresh, modern look at an old familiar setting. Frankly, it is the illustrations, rather than the text, that carry the story. Trixie’s oversized eyes boldly express each emotion with precise clarity. The father’s exasperated expressions, as well as the onlookers’ disapproving glances, aptly express the reality of an exasperating situation, even in the simplicity of the art. Finally, the pictorial representations of the story’s resolution mirror any family’s joy in both finding a treasured object, and in hearing a child’s first words.

    4.  AWARDS & REVIEW EXCERPTS
    Caldecott Medal/Honor, 01/01/05
    Notable/Best Books (A.L.A.), 01/01/05
    PUBLISHER’S WEEKLY (2004): “Willems once again demonstrates his keen insight with a story both witty and wise.”
    SCHOOL LIBRARY JOURNAL (2004): “the concise, deftly told narrative becomes the perfect springboard for the pictures.”

    5.  CONNECTIONS
    * Gather a collection of Mo Willems’ books, read them aloud the first time without showing the illustrations so that the students listen and imagine the characters and setting in their minds to develop referential representation; read them aloud a second time and show the photos
    *Create a learning center including various Willems’ texts, audio books, and reflection activities

    Other Mo Willems books:
    DON’T LET THE PIGEON DRIVE THE BUS.  ISBN 978-0786819881
    THE PIGEON HAS FEELINGS, TOO!   ISBN 978-0786836505
    MY FRIEND IS SAD.   ISBN 9781423102977
    SHOULD I SHARE MY ICE CREAM?   ISBN 978-1423143437

    Monday, September 5, 2011

    Book Review: MAKE WAY FOR DUCKLINGS

    1.  BIBLIOGRAPHY
    McCloskey, Robert. MAKE WAY FOR DUCKLINGS. New York, NY: Viking Press, 1941.  ISBN 0140564349

    2.  PLOT SUMMARY
    Two mallard ducks named Mr. and Mrs. Mallard set out on a quest to find a safe place to build a nest, lay and hatch eggs, and raise their ducklings. After overcoming a couple of obstacles on their search, they choose Boston’s Public Garden and become a part of Boston’s community with the special protection of Michael, a Boston policeman.

    3.  CRITICAL ANALYSIS
    In this nostalgia-producing tale, the reader joins Mr. and Mrs. Mallard’s quest to find a new home where they can safely raise their future ducklings. In the process of the quest, the reader enjoys a guided tour of historic Boston, Massachusetts, from a pre-stoplight era. The reader also gets a mini biology lesson on ducks: “... now they were beginning to molt. All their old wing feathers started to drop out...” The author cleverly names each of the ducklings a name that rhymes with “quack”. Though the story depicts a universal theme of parents’ quest to find a safe home and raise a healthy family, it also reflects a stereotype of the middle class culture of the 1940’s.

    MAKE WAY FOR DUCKLINGS is deservedly a past Caldecott Medal winner for the outstanding artwork drawings depicting both Boston and nature. Each page contains a detailed work of art. Though the drawings are devoid of color, shy of the light brown sketching, the reader does not miss it. The simplicity of color only serves to draw attention to the fine detail of the sketches and the exquisite perspective drawings of the city of Boston.

    Those who grew up loving the classic BLUEBERRIES FOR SAL and HOMER PRICE will smile at MAKE WAY FOR DUCKLINGS and want to read it repeatedly to the next generation of children. Though this book does not reflect the true diversity of a large American city, the story is never the less worthy of praise. Finally, the more formal sentence structure and vocabulary are reflective of the era Robert McCloskey composed the story. People for generations to come will continue to enjoy this sweet tale.

    4.  REVIEW EXCERPTS
    Caldecott Medal Honor, 1942
    Barnes & Noble (bn.com):  “This delightful picture book captures the humor and beauty of one special duckling family.”
    HORN BOOK MAGAZINE (1942): “Robert McCloskey’s unusual and stunning pictures will long be a delight for their fun as well as their spirit of peace.”

    5.  CONNECTIONS
    * Use this text to introduce a science unit about birds/ducks; create a class Venn diagram comparing and contrasting traits of Mallard ducks from the story with traits of Mallard ducks found in an encyclopedia
    * Use this text as an introduction for a history/geography unit on Boston, Massachusetts

    Additional children’s texts about Boston, Massachusetts:
    Zschlock, Martha. JOURNEY AROUND BOSTON FROM A TO Z.  ISBN 9781889833194
    Gamble, Adam. GOODNIGHT BOSTON. ISBN 9780975850244

    Book Review: A SICK DAY FOR AMOS MCGEE

    1.   BIBLIOGRAPHY
    Stead, Philip. A SICK DAY FOR AMOS MCGEE. Ill. by Erin E. Stead. New York, NY:  Roaring Brook Press, 2010.  ISBN 9781596434028

    2.  PLOT SUMMARY
    In this heartwarming story, zookeeper Amos McGee lovingly and faithfully cares for each of his “friends” at the zoo each day. As part of his daily routine, he meets the needs of the specific personalities of the various animals. Amos is so kind and faithful that when gets ill, his animal friends travel together to Amos’ home where they show the same gentle care to him that he regularly gives to them.

    3.  CRITICAL ANALYSIS
    This delightful story embodies a universal principle of friendship, that self-sacrifice and kindness promote loyal friendships. Though the story is set primarily in city village and a city zoo with animals, the story transcends the urban setting. The author employs anthropomorphism, to the delight of the reader, displayed as the elephant, turtle, penguin, rhinoceros, and owl each display distinct human traits including compassion for and loyalty to Amos. With rarely more than a couple of sentences per page, this story moves quickly while engaging the reader completely for each of the thirty-two pages.

    Like a warm cup of cocoa on a chilly winter day, Erin E. Stead’s illustrations warm the heart of the reader. Stead’s simple but graceful drawings include gentle touches of color that enhance, rather than overwhelm, the effect. The illustrator includes delightful little details such as Amos’ bunny slippers and teddy bear. On some pages, the pencil drawings are juxtaposed with what appears to be touches of watercolor that emphasize objects the author does not want to go unnoticed. Finally, the illustrator’s somewhat old-fashioned style complements the simple, yet heartwarming tale.

    4.  REVIEW EXCERPTS
    Caldecott Medal Winner,  2011
    BOOKLIST, May, 2010:   “The extension of the familiar pet-bonding theme will have great appeal, especially in the final images of the wild creatures snuggled up with Amos in his cozy home.”
    HORN BOOK starred, Fall, 2010:   “. . . illustrations reveal character and enhance the cozy mood of the gentle text.”
    KIRKUS REVIEW starred review, April, 2010:  “This gentle, ultimately warm story acknowledges the care and reciprocity behind all good friendships.”

    5.  CONNECTIONS
    * Brainstorm characteristics of a true friend and make a class concept map of it on chart paper
    * Read aloud other books about friendships and add to class concept map
    * Other books for children about friendship:
    Bloom, Suzanne. A SPLENDID FRIEND, INDEED. ISBN 9781590784884
    Charles, Faustin. THE SELFISH CROCODILE. ISBN 9780747541936
    Woodson, Jacqueline. THE OTHER SIDE. ISBN 9780399231162