Bibliography
Cushman, Karen. 1995. The Midwife's Apprentice. New York: Clarion Books.
ISBN 0395692296
Plot Summary
In medieval England, a midwife named Jane discovers a homeless girl slumbering in a disgusting but warm pile of dung. Jane snatches the girl and takes her in to work for her. She is unkindly referred to as ‘Beetle’ by the demanding midwife. Her only friend in the world and the only one who will listen to her is a scruffy orange cat she affectionately names “Purr.” Beetle watches and learns the tricks and techniques used by Jane. Her confidence grows, even renaming herself ‘Alyce.’ However, when asked to deliver a baby on her own, Beetle quickly learns that she does not know all there is about midwifery. She flees her current home to work in a nearby town. When called upon to deliver a baby this time, Alyce summons all of her courage and performs excellently. Following this feat, she promptly returns back to Jane the midwife, this time with bravery and determination.
Critical Analysis
In this Newbery Medal book, Karen Cushman illustrates young Alyce, who comes from a deprived background and basically has nothing in the world, and nothing to offer to it. She is plucked up by Jane Sharp and is given some sense of responsibility. Cushman is constantly developing Alyce’s confidence and intellectual ability. We can see how out of touch Alyce has been with the rest of the world when it comes to her emotional capabilities, “Strange sensations tickled her throat, but she did not cry, for she did not know how, and a heavy weight sat in her chest, but she did not moan or wail. For she had never learned to give voice to what was inside her.” Alyce’s failure in delivering a baby on her own is a pivotal point in the story. She has been working diligently, but feels as if she is a complete failure with her inability to showcase what she has learned. It takes the accomplishment of delivering a stranger’s baby at the inn to assure her that she is worth something, and does have so much to offer the world.
Cushman superbly depicts midwifery in medieval England. The “Author’s Note” gives an accurate explanation on the occupation of the midwife. At that time, several women who practiced this used several potions, tricks, and even spells, “In the afternoon Beetle left the village for the woods, where she gathered honey, trapped birds, and collected herbs, leeches, and spiders’ webs.” Cushman tells of the gritty ways that women experienced childbirth when dealing with a midwife like Jane Sharp, “Then she slapped Emma’s great bulge of a belly, lifted her from behind her shoulders, and gave her a good shake.”
Cushman provides a vast children’s appeal to this story. This short-reader can easily be read aloud in a classroom. Alyce’s antics with the local boys are sure to get a laugh, “’Touch that cat again,’ she shouted, ‘and I will unstop this bottle of rat’s blood and viper’s flesh and summon the Devil, who will change you into women, and henceforth each of you will giggle like a woman and wear dresses like a woman and give birth like woman!’” The character of Purr is Alyce’s steadfast friend and constant listener. To children, it often seems as if their pet is the only one in the world who understands them. Cushman creates this same familiar feeling between Alyce and Purr, often stating, “And the cat went with her.”
Review Excerpts
Publishers Weekly
“In reviewing this 1996 Newbery winner, PW said that Cushman ‘has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent.’”
School Library Journal
“Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literature.”
Connections
Students can describe a time that they thought they failed, and how they recovered from it. They can compare similar feelings to those of Alyce’s. Teachers must emphasize how hard work and determination have been important characteristics all throughout history, and in every profession.
Additional recommended books:
*Catherine, Called Birdy by Karen Cushman ISBN 0064405842
*Crispin: The Cross of Lead by Avi ISBN 0786808284
Wednesday, July 23, 2008
Historical Fiction Review – Sarah, Plain and Tall By Patricia MacLachlan
Bibliography
MacLachlan, Patricia. 1985. SARAH, PLAIN AND TALL. New York, NY: Scholastic, Inc. ISBN-10: 0618062416
Plot Summary
This touching story portrays a young girl and boy who live in the Old West. Their widowed father has placed an advertisement, attempting to find a new wife for himself, and a new mother for his children. Sarah, a woman from Maine, has answered the ad. Her entrance into their lives is greatly anticipated by the children. Soon after her arrival, Sarah realizes that the western lifestyle is a far cry from her home at the sea. As Sarah and the family bond, her perspective changes, and she understands that her future lies with them.
Critical Analysis
MacLachlan’s depiction of the Old West is described with incredible detail. The reader can visualize how the surroundings appear, “Sarah came in the spring. She came through green grass fields that bloomed with Indian paintbrush, red and orange, and blue-eyed grass.” MacLachlan’s writing immerses the reader with imagery. Sarah’s character is in love with her home, and MacLachlan’s descriptive nature is seen again, “’In Maine,’ said Sarah, ‘there are rock cliffs that rise up at the edge of the sea. And there are hills covered with pine and spruce trees, green with needles. But William and I found a sand dune all our own. It was soft and sparkling with bits of mica, and when we were little we would slide down the dune into the water.’” The reader can almost feel the sea mist spraying on them, and the smell of salt in the air.
The children, Anna and Caleb, are overtly preoccupied throughout the story that Sarah will not like them, and will choose to return to Maine. Even before Sarah’s arrival, the children worry that Sarah will be disappointed, “’Do you think she’ll come?’ asked Caleb. ‘And will she stay? What if she thinks we are loud and pesky?’” The incredible nervousness follows the children’s characters all the way until the end of the story. Each time Sarah begins to think of Maine, MacLachlan describes the children’s desperate attempts to show that the west can be wonderful too. Several utterances by Caleb paint the picture of how worrisome they become, “Sarah sat up, ‘Do you have lots of snow?’ …’Lots and lots of snow’ chanted Caleb…’And is there wind?’ she asked. ‘Do you like the wind?’ asked Caleb. ‘There is wind by the sea,’ said Sarah. ‘There is wind here,’ said Caleb happily.”
Placing advertisements for wives and mothers was common practice during this time period. MacLachlan does not ignore the hard work that was required of people of this era. Storms destroyed homes, lambs and chickens were killed, and women often died during childbirth. MacLachlan creates Sarah’s character as a woman who is miles away from her home and all that she has ever known. She is thrown into a new surrounding, full of new customs, strange people, and worst of all, no sea. She even treats the livestock as pets; making it difficult to kill a chicken and eat it for dinner once it has a name! Despite all of these obstacles, the character of Sarah remains strong and level-headed. MacLachlan provides a happy ending for the children and Sarah, “’We thought you might be leaving us’…’No,’ she said. ‘I will always miss my old home, but the truth of it is I would miss you more.”
Review Excerpts
School Library Journal
“A short but moving book that is anything but plain.”
Booklist
“Poignant but never sentimental, this is a worthy successor to Wilder’s Little House books and a prime choice for reading aloud.”
Connections
Students can write about how they would feel if a strange woman were to come to their home to become their new mother. Teachers can explain why practices like this one were used in the past. Students could also explain why they agree or disagree with Sarah’s final decision to stay, and if they could leave their home to start a new life in a new place.
Additional recommended books:
*Island of the Blue Dolphins by Scott O’Dell ISBN 0440439884
*Anne of Green Gables by L. M. Montgomery ISBN 0553153277
MacLachlan, Patricia. 1985. SARAH, PLAIN AND TALL. New York, NY: Scholastic, Inc. ISBN-10: 0618062416
Plot Summary
This touching story portrays a young girl and boy who live in the Old West. Their widowed father has placed an advertisement, attempting to find a new wife for himself, and a new mother for his children. Sarah, a woman from Maine, has answered the ad. Her entrance into their lives is greatly anticipated by the children. Soon after her arrival, Sarah realizes that the western lifestyle is a far cry from her home at the sea. As Sarah and the family bond, her perspective changes, and she understands that her future lies with them.
Critical Analysis
MacLachlan’s depiction of the Old West is described with incredible detail. The reader can visualize how the surroundings appear, “Sarah came in the spring. She came through green grass fields that bloomed with Indian paintbrush, red and orange, and blue-eyed grass.” MacLachlan’s writing immerses the reader with imagery. Sarah’s character is in love with her home, and MacLachlan’s descriptive nature is seen again, “’In Maine,’ said Sarah, ‘there are rock cliffs that rise up at the edge of the sea. And there are hills covered with pine and spruce trees, green with needles. But William and I found a sand dune all our own. It was soft and sparkling with bits of mica, and when we were little we would slide down the dune into the water.’” The reader can almost feel the sea mist spraying on them, and the smell of salt in the air.
The children, Anna and Caleb, are overtly preoccupied throughout the story that Sarah will not like them, and will choose to return to Maine. Even before Sarah’s arrival, the children worry that Sarah will be disappointed, “’Do you think she’ll come?’ asked Caleb. ‘And will she stay? What if she thinks we are loud and pesky?’” The incredible nervousness follows the children’s characters all the way until the end of the story. Each time Sarah begins to think of Maine, MacLachlan describes the children’s desperate attempts to show that the west can be wonderful too. Several utterances by Caleb paint the picture of how worrisome they become, “Sarah sat up, ‘Do you have lots of snow?’ …’Lots and lots of snow’ chanted Caleb…’And is there wind?’ she asked. ‘Do you like the wind?’ asked Caleb. ‘There is wind by the sea,’ said Sarah. ‘There is wind here,’ said Caleb happily.”
Placing advertisements for wives and mothers was common practice during this time period. MacLachlan does not ignore the hard work that was required of people of this era. Storms destroyed homes, lambs and chickens were killed, and women often died during childbirth. MacLachlan creates Sarah’s character as a woman who is miles away from her home and all that she has ever known. She is thrown into a new surrounding, full of new customs, strange people, and worst of all, no sea. She even treats the livestock as pets; making it difficult to kill a chicken and eat it for dinner once it has a name! Despite all of these obstacles, the character of Sarah remains strong and level-headed. MacLachlan provides a happy ending for the children and Sarah, “’We thought you might be leaving us’…’No,’ she said. ‘I will always miss my old home, but the truth of it is I would miss you more.”
Review Excerpts
School Library Journal
“A short but moving book that is anything but plain.”
Booklist
“Poignant but never sentimental, this is a worthy successor to Wilder’s Little House books and a prime choice for reading aloud.”
Connections
Students can write about how they would feel if a strange woman were to come to their home to become their new mother. Teachers can explain why practices like this one were used in the past. Students could also explain why they agree or disagree with Sarah’s final decision to stay, and if they could leave their home to start a new life in a new place.
Additional recommended books:
*Island of the Blue Dolphins by Scott O’Dell ISBN 0440439884
*Anne of Green Gables by L. M. Montgomery ISBN 0553153277
Historical Fiction Review – The River Between Us By Richard Peck
Bibliography
Peck, Richard. 2003. The River Between Us. New York, NY: Dial Books.
ISBN 0803727356
Plot Summary
The story opens with a young boy, Howard Hutchings, narrating a family trip to visit their Grandmother Tilly. The story shifts to a young Tilly, narrating life with her twin brother, younger sister and mother during the first year of the Civil War. The careworn family lives in constant fear of the day that Tilly’s twin brother Noah will be dragged off to war. The docking of a Rob Roy ship produces a glamorous and mysterious French-speaking newcomer, Delphine, accompanied by a darker woman, Calinda. Delphine and Calinda are invited to live with Tilly’s family. Delphine’s elaborate clothing and grandiose attitude create rumors that fly around the once quiet town. As Tilly and Delphine grow closer, the residents question just what this Southern stranger is doing in their town.
The family’s nightmares come true, and Noah is sent to war. Delphine and Tilly make the impossible journey to find Noah. During their search, Delphine’s true identity is revealed. She in fact has African blood in her, and Calinda, thought to be her slave, is exposed as the girl’s sister. With extreme perseverance and unyielding willpower, Delphine and Tilly discover Noah, and take him home. Howard Hutchings narrates the final chapter where his true lineage to Delphine is discovered. Pride fills Howard as his new heritage is appreciated.
Critical Analysis
Richard Peck brilliantly uses two narrators to tell this story. We first see a wide-eyed young boy visiting elderly relatives, “The paper was loose and peeling on the walls, I wondered how many layers you’d have to scrape away until you came to the time when these old people were young. If they ever were.” As the reader proceeds to the next chapter, we see a youthful Tilly running after her younger sister. The characters shed light on real situations that were prevalent during Civil War times. There was often a father away for months at a time, leaving behind a wife and young children. The fear of sons leaving to fight was a dreadful feeling that was always in the back of the minds of mothers and sisters. Delphine’s character is enhanced by her French tongue and outlandish demands. The small Illinois town, not used to exotic newcomers, was blown away with Delphine’s clothing and overt personality.
Peck does not sugar-coat the historical events that were true to this time. Mrs. Hanrahan’s character shows the authentic, though abominable behavior when she utters, “Ah declare, Doctor, just see what you have brought me. A colored gal.” The extreme hate for people ‘of-color’ during the Civil War is very evident throughout the story. Peck is also gruesomely realistic when it comes to describing the horrifying effects of war on young bodies, “They lay there where they’d been sick. They sprawled in their messes because they were too weak to get to the privies, if there were privies.”
At Delphine’s arrival, she is portrayed as affluent and superior to the locals. Throughout the story, we see her transition from an untouchable beauty, to her true character who is a strong woman who befriends Tilly and searches for her beloved Noah. Peck keeps the reader on their toes with several twists and surprises throughout the story such as, “Is Calinda your slave?...Ah ma chère, she is my sister.” Peck continues to show Delphine’s strength, even as she is outed, having her calmly state, “I am of the gens de couleur, madame...The free people of color, if you speak no French.” Peck delivers an incredible story, including another twist at the conclusion when the reader realizes that our young narrator, Howard Leland Hutchings, is actually the grandson of Delphine. The additional “A Note on the Story” is where Peck elaborates on the trials and outcomes of the Civil War. Additional reading is suggested to help children embrace and love more and more historical fiction.
Review Excerpts
School Library Journal
“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.”
Booklist
“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. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place, and only the character of Delphine's companion, Calinda, comes close to stereotype.”
Connections
The Civil War was a time of great turmoil for our country. Students can act out the different roles found in the story, and then discuss why they think that people had to cover up their true identity during this time period. Additional historical fiction books dealing with the Civil War is a great way to educate children without having them simply read from a history textbook.
Additional recommended books:
*Soldier's Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen ISBN 0440228387
*A Year Down Yonder by Richard Peck ISBN 0142300705
Peck, Richard. 2003. The River Between Us. New York, NY: Dial Books.
ISBN 0803727356
Plot Summary
The story opens with a young boy, Howard Hutchings, narrating a family trip to visit their Grandmother Tilly. The story shifts to a young Tilly, narrating life with her twin brother, younger sister and mother during the first year of the Civil War. The careworn family lives in constant fear of the day that Tilly’s twin brother Noah will be dragged off to war. The docking of a Rob Roy ship produces a glamorous and mysterious French-speaking newcomer, Delphine, accompanied by a darker woman, Calinda. Delphine and Calinda are invited to live with Tilly’s family. Delphine’s elaborate clothing and grandiose attitude create rumors that fly around the once quiet town. As Tilly and Delphine grow closer, the residents question just what this Southern stranger is doing in their town.
The family’s nightmares come true, and Noah is sent to war. Delphine and Tilly make the impossible journey to find Noah. During their search, Delphine’s true identity is revealed. She in fact has African blood in her, and Calinda, thought to be her slave, is exposed as the girl’s sister. With extreme perseverance and unyielding willpower, Delphine and Tilly discover Noah, and take him home. Howard Hutchings narrates the final chapter where his true lineage to Delphine is discovered. Pride fills Howard as his new heritage is appreciated.
Critical Analysis
Richard Peck brilliantly uses two narrators to tell this story. We first see a wide-eyed young boy visiting elderly relatives, “The paper was loose and peeling on the walls, I wondered how many layers you’d have to scrape away until you came to the time when these old people were young. If they ever were.” As the reader proceeds to the next chapter, we see a youthful Tilly running after her younger sister. The characters shed light on real situations that were prevalent during Civil War times. There was often a father away for months at a time, leaving behind a wife and young children. The fear of sons leaving to fight was a dreadful feeling that was always in the back of the minds of mothers and sisters. Delphine’s character is enhanced by her French tongue and outlandish demands. The small Illinois town, not used to exotic newcomers, was blown away with Delphine’s clothing and overt personality.
Peck does not sugar-coat the historical events that were true to this time. Mrs. Hanrahan’s character shows the authentic, though abominable behavior when she utters, “Ah declare, Doctor, just see what you have brought me. A colored gal.” The extreme hate for people ‘of-color’ during the Civil War is very evident throughout the story. Peck is also gruesomely realistic when it comes to describing the horrifying effects of war on young bodies, “They lay there where they’d been sick. They sprawled in their messes because they were too weak to get to the privies, if there were privies.”
At Delphine’s arrival, she is portrayed as affluent and superior to the locals. Throughout the story, we see her transition from an untouchable beauty, to her true character who is a strong woman who befriends Tilly and searches for her beloved Noah. Peck keeps the reader on their toes with several twists and surprises throughout the story such as, “Is Calinda your slave?...Ah ma chère, she is my sister.” Peck continues to show Delphine’s strength, even as she is outed, having her calmly state, “I am of the gens de couleur, madame...The free people of color, if you speak no French.” Peck delivers an incredible story, including another twist at the conclusion when the reader realizes that our young narrator, Howard Leland Hutchings, is actually the grandson of Delphine. The additional “A Note on the Story” is where Peck elaborates on the trials and outcomes of the Civil War. Additional reading is suggested to help children embrace and love more and more historical fiction.
Review Excerpts
School Library Journal
“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.”
Booklist
“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. True to Tilly's first-person narrative, each sentence is a scrappy, melancholy, wry evocation of character, time, and place, and only the character of Delphine's companion, Calinda, comes close to stereotype.”
Connections
The Civil War was a time of great turmoil for our country. Students can act out the different roles found in the story, and then discuss why they think that people had to cover up their true identity during this time period. Additional historical fiction books dealing with the Civil War is a great way to educate children without having them simply read from a history textbook.
Additional recommended books:
*Soldier's Heart: Being the Story of the Enlistment and Due Service of the Boy Charley Goddard in the First Minnesota Volunteers by Gary Paulsen ISBN 0440228387
*A Year Down Yonder by Richard Peck ISBN 0142300705
Friday, July 11, 2008
Nonfiction/Biography Review - Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students By Suzanne Jurmain
Bibliography
Jurmain, S. 2005. The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. New York, NY: Houghton Mifflin Company. ISBN 0618473025
Plot Summary
Prudence Crandall’s determination and patience is tested when she makes it her mission to open and sustain an all African-American school for females in Canterbury, CT. Set the 1830’s, Prudence is met with extreme opposition from several members of government who make it their job to close down what they believe to be an abomination. Although Crandall is faced with threats, jail time, and severe vandalism, she perseveres with the help of her supporters and her innate sense to educate people. Despite her efforts, the safety of her students is risked and Prudence Crandall’s school is forced to be closed after less than two years of operation.
Critical Analysis
In this social history, Suzanne Jurmain describes the discrimination that was prominent in Connecticut during in the 1830’s. By using actual quotes and photos from Prudence Crandall’s experiences, the reader is invited to feel the injustices that were prevalent during this time period. Jurmain exposes the horrific encounters that Prudence and her students were forced to endure, all because they simply wanted an education. Crandall’s biggest foe, Andrew Judson, was deeply against the beliefs that blacks deserved an education. Jurmain’s gritty language reveals Judson’s true feelings when she writes “…the law couldn’t take away black rights because blacks had no rights. They didn’t have the right to go to school, and they certainly didn’t have the right to travel freely from one state to another Why? Because, said Mr. Judson, blacks – even free blacks – were not American citizens.” Jurmain balances this with providing several supporters, like William Lloyd Garrison who edited the Liberator. Individuals such as Mr. Garrison helped and encouraged Prudence during severely turbulent times. All the while, Jurmain makes it a point to show how Prudence Crandall pushed through and continued to make education her primary concern.
The design and style of the book includes several authentic photographs of people and places that were involved in Prudence Crandall’s story. Many pictures of the actual Crandall house enable the reader to see how students may have slept, or where they sat in the classroom as they were pelted with rotten eggs and stones. Jurmain also incorporates pictures of Crandall’s supporters and opponents. With the inclusions of genuine newspaper articles and clippings, we see the extreme polar opposites that were felt in relation to racial equality during this dark time in our nation’s history. Jurmain’s use of accuracy and organization is prominent in this book. The appendix is peppered with the names and back stories of several of Crandall’s students. A Note on Sources and the Bibliography are well-stocked with documents on additional sources of information that were used throughout the book. Jurmain provides a table of contents and an index that can be easily navigated by the young reader.
All the while, Prudence Crandall fought and fought to provide a good education for students that were often thought of as less than human. Although her school was eventually closed, Prudence Crandall made a lasting impression on the small town of Canterbury, CT. Prudence’s school may have been closed, but she opened the minds of so many.
Review Excerpts
School Library Journal
“Jurmain describes the difficulties Crandall faced when she decided to open a school for African-American females in Canterbury, CT. Although she had the support of William Lloyd Garrison, editor of the antislavery publication the Liberator; Reverend Samuel May, a Unitarian minister; and others, her hard work met resistance in the form of riots, arson, and a jail sentence.”
Booklist
“Writing with a sense of drama that propels readers forward (and quoting the language of the day, which includes the word nigger), Jurmain makes painfully clear what Crandall and her students faced, while showing their courage as they stood up to those who tried to deter them.”
Connections
After reading this book, students may think of time that they or someone close to them has been treated unjustly, simply due to their race. If the students and teachers feel comfortable, they can write about and discuss their experiences and how it made them feel. By constructing a table of contents, students would be able to see how beneficial organization can be when writing a social history nonfiction book. Teachers can also ask students to come up with peaceful solutions, much like Prudence Crandall strived to do.
Additional recommended books:
Children of the Great Depression by Russell Freedman
ISBN 0618446303
M.L.K.: The Journey of a King by Tonya Bolden
ISBN 0810954761
The Wall: Growing Up Behind the Iron Curtain by Peter Sis
ISBN 0374347018
Nonfiction/Biography Review - Animals Nobody Loves By Seymour Simon
Bibliography
Simon, S. 2001. Animals Nobody Loves. New York: SeaStar Books. ISBN 1587170809
Plot Summary
Seymour Simon illustrates twenty animals that are not likely to be found curled up on any of our laps. From the depths of the ocean to the soaring blue skies, Simon delivers scientific information accompanied by startling imagery on animals that are not likely near and dear to us.
Cockroaches, Gila monsters, and devil rays are nothing you would ever want to pet, but Seymour Simon opens our minds to understand how these creatures live amongst us all.
Critical Analysis
Seymour Simon is widely known for his series books dealing with science. Animals Nobody Loves is filled with facts and details about some of the world’s creepiest and most hideous inhabitants. Seymour offers advice to the reader if they ever encounter one of these dreadful animals. “But even after a man-of-war is dead, the tentacles may still sting people who pick them up or stumble upon them in the sand.” This book can be used a real-life survival guide if ever confronted with a giant grizzly bear or a diminutive spider. Simon also dispels ugly rumors about certain animals. Just because they are not easy on the eyes, does not always mean they are out to harm you. “Bats do not attack people…most bats can be helpful to us, because they eat insect pests such as mosquitoes.” It appears that Simon is attempting to lend a hand to the animals who acquire a poor reputation based solely on their outward appearance.
What grabs the attention of the reader are the striking pictures that Seymour Simon provides. His over the top photos, such as a hyena savagely tearing through a carcass, leave the reader with resounding “ewe.” Simon portrays the fearsome animals with scientific information, accompanied by disturbingly detailed pictures. As the reader turns the pages, the frightening shot of a rattlesnake renders one speechless. Simon’s up-close and personal image of an open-mouthed snake in the attack mode shows the intricate details that comprise the snake’s poison-filled anatomy. An explicit photograph of a piranha strikes fear in the reader as they flip to this page. It feels as if the enlarged teeth would pierce the reader’s flesh if accidently touched. Simon’s amplification of pictures creates a very prominent “gross” factor. Simon’s photo of a fire ant is particularly alarming. The engorged picture of the insect becomes almost cat-sized on the book’s pages. The fire ant’s eyes, texture and body segments are frankly revealed while sending chills up the reader’s spine. While there are no references cited, people of all ages will appreciate Seymour Simon’s use of scientific fact mixed with larger-than-life imagery.
Review Excerpts
Booklist
“The pictures are fine, large, and in full color, as fascinating as they are repulsive and scary: the yawning jaws of a shark; a hyena consuming bloody food; a wasp enlarged bigger than a human fist, stinging a grasshopper.”
Kirkus Reviews
“…Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research.”
Connections
Students can create their own books of animals and insects that are not on the top of the cuddle list. Within the books, students can incorporate scientific information and their own drawings of these creatures. Sources should be cited in their books in order to prove accuracy.
Additional recommended books:
Stars by Seymour Simon
ISBN-10: 0060890010
Bones: Our Skeletal System by Seymour Simon
ISBN 0688177212
Weather by Seymour Simon
ISBN 0060884398
Nonfiction/Biography Review - Michelangelo By Diane Stanley
Bibliography
Stanley, D. 2000. Michelangelo. New York: HarperCollins Publishers. ISBN 0688150861
Plot Summary
Diana Stanley’s Michelangelo depicts the life of one of the greatest artists of all time. From birth to death, Michelangelo’s personality, personal struggles, and accomplishments are brilliantly chronicled. The dynamic narrative is accompanied by beautiful illustrations of Michelangelo’s most recognizable pieces, such as the Sistine Chapel and the sculpture of David.
Critical Analysis
Stanley’s use of a conversational style in this biography appeals to a variety of young readers. Her application of accuracy is evident in her portrayal of the Renaissance way of life. A detailed map and background information is provided at the opening of Stanley’s book, creating a feeling for what is to be expected throughout the true story. The author also provides a bibliography filled with sources that validate her facts as well as providing a list of additional texts for the reader. Stanley delves deep into Michelangelo’s personality, even exposing the shocking side of the artist that many do not know about. “Perhaps it was just as well that Michelangelo worked by himself most of the time, for he didn’t have a gift for making friends…Torrigiano recalled later with relish, ‘I gave him such a punch on the nose that I felt the bone and cartilage crush like a biscuit.’” Stanley informs the reader on several important people that Michelangelo worked with during his lifetime, such as when he studied poetry, science, art and philosophy under Lorenzo de’ Medici. Stanley enlightens the reader on the grizzly techniques Michelangelo studied in order to become such an accomplished sculptor. “He spent hours there dissecting bodies, memorizing the origins and insertions of the muscles, the positions of tendons and veins.” The Sistine Chapel, perhaps Michelangelo’s most prominent and celebrated piece of art, is very visible in this biography. Stanley explains how Michelangelo approached his painting and how his style actually changed throughout the endeavor. “To study the Sistine ceiling is to watch a genius learning how to paint.” This line suggests that even the famous Michelangelo was still learning and experimenting during this daunting process.
The books design and style undoubtedly portrays Italian life during the Renaissance. Full page photos of Michelangelo’s art as well as drawings, and water color paintings provide a true depiction of the Italian Renaissance. Stanley’s marriage of colloquial dialect and eye-catching illustrations allow the reader to learn about one of the greatest artists of all time.
Review Excerpts
Publishers Weekly
“Returning to the Italian Renaissance, she looks at Michelangelo: "In an age of great artists, he was perhaps the greatest," she posits, pointing to his masterpieces in the three major artsAsculpture, painting and architecture. Her panoramic telling of his life story, fascinating in and of itself, also illuminates papal politics, the machinations of the Medicis, the technical difficulties of painting the Sistine Chapel ceiling (an assignment so unpleasant that Michelangelo thought his rival Bramante had put the pope up to it), the heady climate of Florence and other complex topics.”
Booklist
“Stanley continues her series of outstanding biographies, but this time she puts a new twist on some venerable art by using computer images. One of the most pleasing things about Stanley's books is the way her sturdy texts stand up to her strong artwork.”
Connections
Biographies can be interesting and exhilarating reading material. Students should be encouraged to write biographies on family members, friends, or even their pets! They should incorporate their sources of information, as well as an accurate chronological account of the person or animal they are writing about. Illustrations can be used such as photos drawings, or paintings.
Additional recommended books:
Bard of Avon: The Story of William Shakespeare by Diane Stanley
ISBN 0688162940
Good Queen Bess: The Story of Elizabeth I of England by Diane Stanley
ISBN 0688179614
Joan of Arc by Diane Stanley
ISBN 0064437485
Stanley, D. 2000. Michelangelo. New York: HarperCollins Publishers. ISBN 0688150861
Plot Summary
Diana Stanley’s Michelangelo depicts the life of one of the greatest artists of all time. From birth to death, Michelangelo’s personality, personal struggles, and accomplishments are brilliantly chronicled. The dynamic narrative is accompanied by beautiful illustrations of Michelangelo’s most recognizable pieces, such as the Sistine Chapel and the sculpture of David.
Critical Analysis
Stanley’s use of a conversational style in this biography appeals to a variety of young readers. Her application of accuracy is evident in her portrayal of the Renaissance way of life. A detailed map and background information is provided at the opening of Stanley’s book, creating a feeling for what is to be expected throughout the true story. The author also provides a bibliography filled with sources that validate her facts as well as providing a list of additional texts for the reader. Stanley delves deep into Michelangelo’s personality, even exposing the shocking side of the artist that many do not know about. “Perhaps it was just as well that Michelangelo worked by himself most of the time, for he didn’t have a gift for making friends…Torrigiano recalled later with relish, ‘I gave him such a punch on the nose that I felt the bone and cartilage crush like a biscuit.’” Stanley informs the reader on several important people that Michelangelo worked with during his lifetime, such as when he studied poetry, science, art and philosophy under Lorenzo de’ Medici. Stanley enlightens the reader on the grizzly techniques Michelangelo studied in order to become such an accomplished sculptor. “He spent hours there dissecting bodies, memorizing the origins and insertions of the muscles, the positions of tendons and veins.” The Sistine Chapel, perhaps Michelangelo’s most prominent and celebrated piece of art, is very visible in this biography. Stanley explains how Michelangelo approached his painting and how his style actually changed throughout the endeavor. “To study the Sistine ceiling is to watch a genius learning how to paint.” This line suggests that even the famous Michelangelo was still learning and experimenting during this daunting process.
The books design and style undoubtedly portrays Italian life during the Renaissance. Full page photos of Michelangelo’s art as well as drawings, and water color paintings provide a true depiction of the Italian Renaissance. Stanley’s marriage of colloquial dialect and eye-catching illustrations allow the reader to learn about one of the greatest artists of all time.
Review Excerpts
Publishers Weekly
“Returning to the Italian Renaissance, she looks at Michelangelo: "In an age of great artists, he was perhaps the greatest," she posits, pointing to his masterpieces in the three major artsAsculpture, painting and architecture. Her panoramic telling of his life story, fascinating in and of itself, also illuminates papal politics, the machinations of the Medicis, the technical difficulties of painting the Sistine Chapel ceiling (an assignment so unpleasant that Michelangelo thought his rival Bramante had put the pope up to it), the heady climate of Florence and other complex topics.”
Booklist
“Stanley continues her series of outstanding biographies, but this time she puts a new twist on some venerable art by using computer images. One of the most pleasing things about Stanley's books is the way her sturdy texts stand up to her strong artwork.”
Connections
Biographies can be interesting and exhilarating reading material. Students should be encouraged to write biographies on family members, friends, or even their pets! They should incorporate their sources of information, as well as an accurate chronological account of the person or animal they are writing about. Illustrations can be used such as photos drawings, or paintings.
Additional recommended books:
Bard of Avon: The Story of William Shakespeare by Diane Stanley
ISBN 0688162940
Good Queen Bess: The Story of Elizabeth I of England by Diane Stanley
ISBN 0688179614
Joan of Arc by Diane Stanley
ISBN 0064437485
Thursday, July 3, 2008
Poetry Review - Aleutian Sparrow By: Karen Hesse
Bibliography
Hesse, K. 2003. Aleutian Sparrow. New York, NY: Simon & Schuster Children's Publishing. ISBN 0689861893
Plot Summary
The Aleutian Sparrow depicts a young girl, Vera, and the events that took place when the Japanese invaded the Aleutian Islands during World War II. When the Japanese invaded the islands, the U.S. government relocated the natives to camps in the southern regions. Karen Hesse records the numerous hardships the Aleutian people experienced during their time in these dreadful camps. During the three years she was in the camp, Vera watched her fellow men perish, including some of her own friends. The spirit and determination of several of the Aleutian people begin to crack and deteriorate, similar to their abominable living conditions. All the while, Vera strived to remain positive, even finding love in her childhood friend, Alfred. When Vera and the remaining Aleutians are set free, their return is met by ransacked homes, and a ghostly silence. The close of the book is positive with the feeling that the Aleutians will prevail.
Critical Analysis
In The Aleutian Sparrow, Karen Hesse’s use of verse poetry enlightens the reader on the hardships that the Aleutians suffered during World War II. The succinct words are used evoke many strong feelings that were felt by the characters. Vera’s character is portrayed as strong and determined, despite her horrifying surroundings and injustices. Vera and the others try so hard to keep their traditions, such as Christmas, although they wish for much different things while restrained in the camp, “Here we have Christmas greens in every cabin, and we wait not for Santa, but for permission to go home.” Even as strong as Vera is, she is still human, and grieves as her friend Pari dies, “The air is fur thick, damp and green. I sit on the sand in the rain, and I scream.”
The anger and frustration of the Aleutians is noted throughout the verses. They have been living in conditions not deemed satisfactory for livestock, and they hear about how the German POWs are being treated, “They are provided a clean, safe place to live, a variety of foods….they are not expected to contribute in any way to their keep…..we are citizens of the United Sates, taken from our homes, We did nothing wrong…”
Hesse’s detailed description of Vera’s return to her home was brilliantly detailed, but heart-breaking to read, “On the Aleutians holy places collapsed under the bombs, one after another, like toy buildings. And the priceless relics from czarist Russia traveled Outside in duffels, Packed between posters of pinup girls and soiled government-issue underwear.” Here, Hesse’s words induce an immediate sadness in anyone who reads them. It brought to mind a time that I made a return to somewhere I once loved, only to find it in ruins. The Aleutian Sparrow is a verse novel that examines the unjust and unfair ways people are treated during times of war, and even within our own prejudices. In the end, the author gives us a glimmer of optimism, “And as the Aleuts have always done, We find the will to begin again.”
Review Excerpts
School Library Journal
Hesse's verses are short and flow seamlessly, one into another. Her use of similes is a powerful tool in describing people, scenes, events, and emotions. Some less sophisticated readers, however, may not catch the nuances of phrases such as, "-where blossoms framed the steaming pools like masses of perfumed hair" or "-where the old ways steep like tea in a cup of hours." Ending on a hopeful note, Aleutian Sparrow brings to light an important time in American history, and in the process introduces readers to Aleut culture.
Booklist
It's the dark history of what Americans did to their own citizens that will hold readers: after the Japanese bombed Unalaska Island in 1942, the U.S. evacuated most of the Aleut people to alien, crowded camps, where one out of four died. As Vera talks about her life in the camps, she also weaves in her people's past history and culture, ensuring that readers will want to know more.
Connections
Students should become familiar with verse novels around the beginning of middle school. Teachers can have a project that encompasses the techniques used in the verse novels. Students can choose a topic and write several verses on it, creating a narrative with a language that is conversational. The teacher can even go one step further, and relate the assignment to The Aleutian Sparrow, and have the students compose a verse novel about prejudices and/or war that they have experienced.
Additional recommended books:
*Witness by Karen Hesse ISBN 0439271991
*Out Of the Dust by Karen Hesse ISBN 0590371258
Poetry Review - Night Garden: Poems from the World of Dreams By: Janet Wong
Bibliography
Wong, J. 2000. Night Garden: Poems from the World of Dreams. Ill. By Julie Paschkis. New York, NY: Simon & Schuster Children's Publishing. ISBN 1416968164
Plot Summary
In fifteen short poems, Janet Wong articulates the world of dreams that we all have experienced. Dreams about food, friends, pets, flying, and swimming are depicted. Even the unpleasantries of nightmares are noted. Each poem is encompassed with elaborately illustrated peculiar creatures such as monsters, animals walking upright, and humans with the heads of fruits or beasts.
Critical Analysis
Janet Wong’s Night Garden: Poems from the World of Dreams captures the many facets of the dream world. The use of rhyming and alliteration express the feeling and tone of each dream. Each poem is shortly composed; however, her use of description words leads the reader to understand an even deeper meaning. Even in My Sleep seems to be a metaphor for something the poet is experiencing in real life. “You monster, you monster, You monster, how can I ever forgive you, you who would rob be even in my sleep.” It appears that the poet cannot even escape this so-called monster in their life, not even in their dreams.
Wong’s use of repetition enhances what she is trying to say in her poetry. Similar to Even in My Sleep, Nightmare also uses repetition to evoke a feeling of terror in the reader. “Will sneak into the back of your mind, will follow you, will follow you, down the hall to your cold dark room, down the hall to your cold dark room.” Because of this repetition, the reader can tell that these feelings are real and meant to scare you.
Julie Paschkis’s illustrations accompany the poetry delightfully. The book pages are mainly comprised of the illustrations, with only a small section dedicated to the actual poems. The pictures are loud and busy, which almost detracts from the poetry. Old Friend is a very short poem that has a smart and charming illustration with it. “I had forgotten you, friend. Is that why you came into my dream? I had forgotten you. When I fall asleep again, will you leave your address on my pillow?” The illustration for this poem had a young boy asleep on a pillow that was designed as a giant postcard. This simple figure conveyed innocence and the need for friendship. In Dog Dreams, Wong describes what dogs may dream about as they slumber. The illustrations for this poem are especially fanciful. Paschkis creates dogs flying through space, sitting on the moon, and dancing under trees of dog bones. I have never thought about what my dog may be dreaming of, but I think this poem may be spot-on.
Review Excerpts
Publishers Weekly
The artist responds to each poem with a multicolor image framed within a monochromatic, repetitive motif. She creates a host of weird creatures, from a hunched man in a long-nosed white mask to a turnip-headed being with pea-pod arms; to indicate the mysterious workings of the imagination, she shows strange flowers sprouting from a restful figure. Paschkis's swirling imagery and Wong's quiet yet haunting words skillfully simulate the reveries they recount.
School Library Journal
The poems use sound qualities-repetition, alliteration, and occasional rhyme-to capture each dream. Even poems about nightmares and anxieties are couched in gentle language that evokes wonder and thoughtfulness rather than fear.
Connections
Teachers can have their class create a “dream book.” Students will create different poems that describe dreams they have had. Students can use different methods like rhyming, alliteration, and repetition to create certain feelings, like Janet Wong did.
Additional recommended books:
*The Rainbow Hand: Poems About Mothers and Children by Janet Wong
ISBN 1416968415
*Knock on Wood: Poems About Superstitions by Janet Wong
ISBN 0689855125
Poetry Review - Mammalabilia By: Douglas Florian
Bibliography
Florian, D. 2000. Mammalabilia. San Diego, CA: Harcourt Children’s Books.
ISBN 0152021671
Plot Summary
In twenty-one short poems, Douglas Florian’s Mammalabilia captures the characteristics and personalities of mammals such as aardvarks, mules, camels, and tigers. Each short poem is accompanied by bold gouache illustrations.
Critical Analysis
This topical book of poetry is ideal for any teacher wishing to introduce poetry in the field of science. Each poem offers exaggerated illustrations that depict various mammals in their everyday lives. The embellished rhyming of the poems creates a hilarity that appeals to both young children, and those adults who are young at heart. Florian’s use of witty writing and creative physical sentence structure is evident in The Bactrian Camel. The few words of the poem are accentuated by their placement as if they were the camel’s humps. “Mr. Bactrian, a question for you – about your back: one lump or two?”
In The Bear, Florian chose to incorporate ‘bear’ into several words to alter their spelling. “Come Septem-bear, I sleep, I slum-bear, Till winter lum-bears, Into spring. More than that’s Em-bear-rassing.” This particular poem offers a quirky composition that young children will especially enjoy repeating.
Florian’s description of mammals, both through the poetry and the illustrations, gives the reader true scientific facts, with a twist of humor. In The Otter, Florian writes of the otter’s lifestyle as “I state most emphatic: An otter’s aquatic. An otter loves water – An utter fanatic. It’s most acrobatic, And quite charismatic. I state most emphatic: An otter’s aquatic.” As the reader studies the otter facts in the poem, they are met with a comical picture of an otter reading a book about water, while leisurely soaking in a bath tub. For anyone who is not knowledgeable on the look or way of life of animals such as lynxes, boars, hippos and other mammals, Mammalibilia introduces these creatures with a fun and amusing approach.
Review Excerpts
Publishers Weekly
Florian's humor is eccentric, but just right for his target audience. The gouache illustrations painted on primed brown paper bags, full of unusual textures and inventive designs, match the creativity of the word play.
School Library Journal
A collection of 25 poems with accompanying primitive, childlike paintings, this book follows the format and style Florian has used so successfully in Beast Feast (1994) and Insectlopedia (1998, both Harcourt). These verses, however, are more reminiscent of the silly wordplay of Ogden Nash. Readers will find a variety of rhyme schemes; meters; and forms featuring puns, concrete poems, litanies, and lists. A large painting, done in gouache on primed brown paper bags, appears on one side of the double page with a poem set on the other. The artist's renderings draw readers into the poem and invite repeated viewings after reading the verse.
Connections
Mammalabilia can be used to introduce students to different kinds of animals; some they may know about and others will be completely new to them. Teachers should incorporate poetry as much as possible in their curriculum. Topical poetry books like Mammalabilia allow teachers to read poetry and easily connect to a specific content area. Teachers can also encourage students to create their own “funny books” with comical but accurate descriptions of their pets, family members, or classmates.
Additional recommended books:
*Insectlopedia by Douglas Florian ISBN-10: 0152163352
*Beast Feast : Poems by Douglas Florian ISBN-10: 0152017372
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