1. BIBLIOGRAPHY
Lowry, Lois. 1993. THE GIVER. New York, New York. Houghton Mifflin Company. ISBN 0440237688
2. PLOT SUMMARY
Jonas is a young boy who lives in a community with advanced technology and numerous rules. Jonas has only observed an aircraft twice in his eleven years of life. Airplanes are not allowed to fly over his community. It is against the set of laws of the society.
Children of the same age are brought up together and each December they advance a grade. When children reach the age of twelve, they are selected for professional training. Jonas’ professional training will be the “Receiver of Memory.” A “Receiver of Memory” is selected every so many generations and only one keeper of memories is chosen in each township. Being the “Receiver of Memory,” “Jonas’ heart swelled with gratitude and pride. But at the same time he was filled with fear. He did not know what his selection meant. He did not know what he was to become. Or what would become of him.”
Jonas and his family unit is allowed to take in an infant named Gabriel. Gabriel is not maturing and developing quickly enough for his age. Because of Jonas’ father’s position as a Nurturer, he is given a years’ extension to help Gabriel blossom and to reach his developmental goals. When Gabriel does not meet his developmental goals for his age group, he is sentenced to be released. Because of Jonas’ love for Gabriel, he decides to take Gabriel with him when he runs away from his community. During Jonas and Gabriel’s winter flight, Jonas and Gabriel are cold and starving. Jonas realizes he and Gabriel will not survive unless he transfers his memories he has received from the Giver of warmth to Gabriel so they will continue to exist.
Before escaping his dystopia community, Jonas believes his life is perfect and that the elders are right in all decisions. Jonas realizes he lives in a world without choices. Jonas is given the power of knowledge thanks to the Giver. With this power, Jonas must decide upon a life of sameness or a life in which he can save a child and they can make their own choices and memories together.
3. CRITICAL ANALYSIS
Jonas lives in a perfect world in Lois Lowry novel THE GIVER. The family units in Jonas' world consist of a mother, father, and two children (a boy and a girl). There are rules that everyone follows and nobody deviates from these rules. As a member of this community, if a member breaks a rule, the rule breaker is given three chances. If a given rule is broken after the third time, the rule breaker is “released” from the community.
Everyone is happy being the same in this society. Soon it is time for Jonas to have his twelve's ceremony. All the children who will be twelve will be given their role for their adulthood professions. Jonas is nervous because he doesn't know exactly what job he will be given. When it comes time for him to be given the job of the next Receiver of Memory, he has no idea what this job demands. He meets the current Receiver of Memory, who is now called The Giver. The Giver walks Jonas through the unavoidable training. It is through these training that Jonas comprehends there is more out there than sameness. There are colors and feelings. Jonas understands there is a life within reach that he never experienced before. Jonas wants to experience this life of choices.
THE GIVER is a science fiction novel. In Jonas’ community, there is no such thing as choice. When a child is born, it is placed in the hands of a Nurturer. The child isn't given a name until the December Ceremony. Every December, there is a ceremony celebrating the year's in the life of a child. The new-child is assigned his or her family (one that is chosen for that child). Every family unit is allowed two children. One boy and one girl. As the years move forward, so do the ceremonies. At age eight, the child is allowed to start his volunteer hours. At the age of nine, the child is given his first bike. At the age of twelve, the child is given his “Assignment”. This assignment is the job the child will assume for the rest of his or her life. When Jonas starts his training, he meets "The Giver", the man he is replacing as a Receiver of Memories. The Giver must "give" memories to Jonas. And not just memories of the Community, but memories that have been passed from Receiver to Receiver. He is given memories of color, because there is no longer color in the world of Sameness. He is given beautiful memories of snow and love and family, all things that he has never experienced. When Jonas is shown the tape of what it really means to be released, he must find the courage within himself to try to change this way of life for Gabriel. Jonas doesn't want Gabriel to be released.
Lowry has created a world that is structured and filled with sameness. Jonas is a compassionate, loving and courageous character. Lois Lowry presents characters that become less complex as the story becomes more involved. The reader will discover that the characters in this novel are superficial. This discovery binds the reader closer to Jonas and his journey of awareness of the world around him.
Lois Lowry’s use of imagery allows the reader to become accustomed to the abnormal society she portrays. By giving logical and thorough descriptions for everything from “comfort objects” to “Release,” the reader never feels that such a life is missing something important until he or she is introduced to “The Receiver.”
The Receiver is the holder of all memory, pain and pleasure that has been set aside in order to attain and maintain peace and order in this community. When Jonas is chosen as the next Receiver, he begins the process of taking on all of those memories. Through his explicit experiences Jonas begins to realize how much the community has lost by being the same. Lois Lowry uses language brilliantly in her novel to portray a character that changes the reader’s thought process. As Jonas becomes more aware of emotions and his individual purpose, the language becomes increasingly heated and urgent. As the climax is set up, an awareness of drastic change is felt by Jonas and the reader.
THE GIVER is convincingly plotted and rich with contemplation. The reader is left wondering if Jonas and Gabriel will have a better and a brighter future.
4. REVIEW(S)
PUBLISHERS WEEKLY: “In the "ideal" world into which Jonas was born, everybody has sensibly agreed that well-matched married couples will raise exactly two offspring, one boy and one girl. These children's
adolescent sexual impulses will be stifled with specially prescribed drugs; at age 12 they will receive an appropriate career assignment, sensibly chosen by the community's Elders. This is a world in which the old live in group homes and are "released"--to great celebration--at the proper time; the few infants who do not develop according to schedule are also "released," but with no fanfare. Lowry's development of this civilization is so deft that her readers, like the community's citizens, will be easily seduced by the chimera of this ordered, pain-free society. Until the time that Jonah begins training for his job assignment--the rigorous and prestigious position of Receiver of Memory--he, too, is a complacent model citizen. But as his near-mystical training progresses, and he is weighed down and enriched with society's collective memories of a world as stimulating as it was flawed, Jonas grows increasingly aware of the hypocrisy that rules his world. With a story-line that hints at Christian allegory and an eerie futuristic setting, this intriguing novel calls to mind John Christopher's Tripods trilogy and Hans Christian Andersen's The Little Match Girl. Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.”
SCHOOL LIBRARY JOURNAL: “In a complete departure from her other novels, Lowry has written an intriguing
story set in a society that is uniformly run by a Committee of Elders. Twelve-year-old Jonas's confidence in his comfortable "normal" existence as a member of this well-ordered community is shaken when he is assigned his life's work as the Receiver. The Giver, who passes on to Jonas the burden of being the holder for the community of all memory "back and back and back," teaches him the cost of living in an environment that is "without color, pain, or past." The tension leading up to the Ceremony, in which children are promoted not to another grade but to another stage in their life, and the drama and responsibility of the sessions with The Giver are gripping. The final flight for survival is as riveting as it is inevitable. The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.”
KIRKUS REVIEWS: “In a radical departure from her realistic fiction and comic chronicles of Anastasia, Lowry creates a chilling, tightly controlled future
society where all controversy, pain, and choice have been expunged, each childhood year has its privileges and responsibilities, and family members are selected for compatibility. As Jonas approaches the “Ceremony of Twelve,” he wonders what his adult “Assignment”' will be. Father, a “Nurturer” cares for “new-children”; Mother works in the “Department of Justice”; but Jonas's admitted talents suggest no particular calling. In the event, he is named “Receiver,” to replace an Elder with a unique function: holding the community's memories--painful, troubling, or prone to lead (like love) to disorder; the Elder (‘The Giver”) now begins to transfer these memories to Jonas. The process is deeply disturbing; for the first time, Jonas learns about ordinary things like color, the sun, snow, and mountains, as well as love, war, and death: the ceremony known as “release” is revealed to be murder. Horrified, Jonas plots escape to “Elsewhere,” a step he believes will return the memories to all the people, but his timing is upset by a decision to release a new-child he has come to love. Ill-equipped, Jonas sets out with the baby on a desperate journey whose enigmatic conclusion resonates with allegory: Jonas may be a Christ figure, but the contrasts here with Christian symbols are also intriguing. Wrought with admirable skill--the emptiness and menace underlying this Utopia emerge step by inexorable step: a richly provocative novel.”
5. CONNECTIONS
*Many students are disappointed with the ending of THE GIVER. Allow students to write an alternate ending to THE GIVER in their journals.
*Create an invitation to Jonas' upcoming Ceremonies that invites Community members to attend. Explain what the ceremonies are about and what will occur. Include appropriate images and make the invitation attractive and motivational. The invitation should be designed in the shape of a card.
*The Giver passes the memories through his hands to Jonas. Draw around your hand on a piece of paper. On your hand shape, write about your favorite memory.
*In a journal, students are to write about their three most memorable scenes from the book.
*Other books by Lois Lowry:
Lowry, Lois. GATHERING BLUE. ISBN 0440229499
Lowry, Lois. MESSENGER. ISBN 0618404414
Lowry, Lois. NUMBER THE STARS. ISBN 0440227534
Lowry, Lois. LOOKING BACK: A BOOK OF MEMORIES. ISBN 0385326998
Lowry, Lois. AUTUMN STREET. ISBN 0395278120
Wednesday, November 28, 2007
Tuesday, November 27, 2007
Genre 6 Fiction, Fantasy, and Young Adults
1. BIBLIOGRAPHY
Hiaasen, Carl. 2002. HOOT. New York, New York. Random House, Inc. ISBN 0440421705
2. PLOT SUMMARY
HOOT is a novel about Roy Eberhardt, the new kid in school. On Roy’s first day of school, he's pinned the names "Tex" and the nickname sticks likes glue and so does the harassment in school. Because Roy Eberhardt is the new kid on the block, his life is never meant to be simple. Roy’s main goal in life is to not be noticed and to be left alone. Throughout this novel, Roy Eberhardt encounters many interesting characters in Florida. Roy’s first encounter is with the school’s bully, Dana Matherson. Next, he sees running through the neighborhood, Mullet Fingers, a boy Roy’s own age that lives in the woods. Mullet Fingers lives in the woods to protect the burrowing owls. Then, Roy meets Beatrice Leep, Mullet Fingers stepsister and Mullet Finger’s protector. The reader will discover that Beatrice is Roy’s protector too.
Mullet Fingers is on an environmental mission in HOOT. He is trying to save burrowing owls from being destroyed by the Mother Paula’s Pancake House, which is supposed to be building a new restaurant where the owls live.
Mullet Fingers employs numerous tactics to stop Mother’s Paula’s Pancake House from building where the endangered burrowing owls dwell. First, Mullet Fingers place alligators in the port-a-potties on the building site. Next, Mullet Fingers positions snakes all over the job site to scare off the builders. This is only a few strategies Mullet Fingers uses in HOOT to halt the building of the Mother Paula’s Pancake House.
Roy tries to employ a different measure to help Mullet Fingers and Beatrice to save the burrowing owls. Roy checks out the Mother Paula's Permits to make sure they are in order. Roy gives a speech to his classmates to get them on board to save the burrowing owls. He enlist their help at the Mother Paula’s Pancake groundbreaking ceremony.
These few young teen try to save the endangered burrowing owls during this action-packed novel. Throughout this book, reader will wonder if Mullet Fingers, Roy and Beatrice will succeed with helping the burrowing owls escape their eminent doom.
3. CRITICAL ANALYSIS
In HOOT, the plot employs Roy Eberhardt, an intelligent, smart teen who has just moved to Florida from Montana. Roy misses the mountains and wilderness of Montana. As a young teen who has moved a lot, he's not surprised to be the victim of bully Dana Matherson. While being battered by Dana on the school bus, Roy sees a kid running along the sidewalk, a kid with no backpack and no shoes. Fascinated, he sets out to find him and gets involved with trying to save the endangered burrowing owls. In HOOT, the adults seem to be ignoring the burrows of tiny owls that will be buried by the bulldozing equipment. Roy's parents explain, "'Roy, they own the property. They can do pretty much whatever they please.' 'But-' 'They've probably got all the necessary paperwork and permits.' 'They got permits to bury owls?' Roy asked in disbelief. 'The owls will fly away. They'll find new dens somewhere else.' 'What if they've got babies? How will the baby birds fly away?' Roy shot back angrily. 'How, Dad?' 'I don't know,' his father admitted. 'How would you and Mom like it,' Roy pressed on, 'if a bunch of strangers showed up one day with a bulldozers to flatten this house? And all they had to say was 'Don't worry, Mr. and Mrs. Eberhardt, it's no big deal. Just pack up and move to another place.' How would you feel about that?' Roy's father stood up slowly, as if the weight of a hundred bricks were on his shoulders.'" Roy and his new friends are not about to take the destruction of the owls' burrows lightly. This novel carries the reader along with a pleasing suspense and steady pace. The author provides neat encapsulations of each character's motivations. Roy Eberhardt is an interesting character, one who may very well encourage young readers to question authority when necessary and act to protect the environment. HOOT is an example of superb contemporary realistic fiction for young adults. The young people in the story are believable and real.The adults tend to be more one-sided and stereotypical. For example, Mullet Finger's mother is evil and only cares about herself and looking good for the cameras. For example, "She was all dressed up like she'd been invited to a party, and she wasn't the least bit shy about sticking her nose in front of the cameras. Roy overheard her tell a reporter how proud she was of her boy, risking his freedom to save the poor helpless owls. 'He's my brave little champion!' Lonna crowed obnoxiously.' With a phony squeal of affection, she charged toward the wall of humanity that encircled her son.'"
Another interesting adult character is the idiot deputy Delinko, who wants to be promoted to detective and tries to look good for his captain and Roy's parents. He states, "'Speaking of jobs, 'Officer Delinko said, ' you remember the other night when I brought Roy home with his flat tire?' 'Of course.' 'In all that nasty weather.' 'Yes, I remember,' said Mr. Eberhardt impatiently. 'Did he happen to mention anything about you writing up a letter for me?' 'What kind of a letter?' 'To our police chief,' Officer Delinko said. 'No biggie- just a note for the permanent file, saying you folks appreciated me helping out your boy. Something along those lines.' 'And this 'note' should be sent to the chief?' 'Or to the captain. Even my sergeant would be okay. Roy didn't ask you?' 'Not that I recall,' said Mr. Eberhardt. 'Well, you know how kids are. He probably forgot.' 'what's your sergeant's name? I'll see what I can do.' Roy's father made no effort to conceal his lack of enthusiasm. He was running out of tolerance for the pushy young cop. 'Thanks a million,' Officer Delinko said, pumping Mr. Eberhardt's hand. 'Every little bit helps when you're trying to get ahead. And something like this, coming from a federal agent such as yourself-'"
The plot of the story is very contemporary and true to life. It concerns young people who are trying to protect the environment and are willing to go against adults and even large corporations to accomplish their goals.
This is a very realistic book. The conversation is natural, believable, and appropriate to the situation.
4. REVIEW EXCERPT(S)
PUBLISHERS WEKLY: “ With a Florida setting and proenvironment, antidevelopment message, Hiaasen (SICK PUPPY) returns to familiar turf for his first novel for young readers. Characteristically quirky characters and comic twists will surely gain the author new fans, though their attention may wander during his narrative's intermittently protracted focus on several adults, among them a policeman and the manager of a construction site for a new franchise of a pancake restaurant chain. Both men are on a quest to discover who is sabotaging the site at night, including such pranks as uprooting survey stakes, spray-painting the police cruiser's windows while the officer sleeps within and filling the portable potties with alligators. The story's most intriguing character is the boy behind the mischief, a runaway on a mission to protect the miniature owls that live in burrows underneath the site. Roy, who has recently moved to Florida from Montana, befriends the homeless boy (nicknamed Mullet Fingers) and takes up his cause, as does the runaway's stepsister. Though readers will have few doubts about the success of the kids' campaign, several suspenseful scenes build to the denouement involving the sitcom-like unraveling of a muckity-muck at the pancake house. These, along with dollops of humor, help make the novel quite a hoot indeed.”
SCHOOL LIBRARY JOURNAL: “Packed with quirky characters and improbable plot twists, Hiaasen's first novel for young readers is entertaining but ultimately not very memorable. Fans of the author's adult novels will find trademark elements-including environmental destruction, corrupt politicians, humorous situations, and a Florida setting-all viewed through the eyes of a middle-school student. Roy Eberhardt has just moved with his family to Coconut Cove. He immediately becomes the target of a particularly dense bully who tries to strangle him on the school bus. Roy seems more concerned, however, with discovering the identity of a running, barefoot boy he spots through the window of the bus. Meanwhile, plans to build a pancake house on a vacant lot are derailed when someone vandalizes the construction site. The two story lines come together when Roy discovers that the runaway boy is disrupting the construction to save a group of burrowing owls. Roy must help his new friend, nicknamed Mullet Fingers, as well as fend off the bully and adapt to life in Florida. The story is silly at times but rarely laugh-out-loud funny, and there are several highly unlikely scenes. Also, it wraps up a little too neatly-Roy's classmates join him to protest the construction project, his father finds the missing environmental impact report, and the owls are saved. While Roy is a sympathetic protagonist, few of the other characters are well developed. Students looking for humorous, offbeat characters and situations will probably prefer Louis Sachar's HOLES (Farrar, 1998) or books by Daniel Pinkwater. ”
BOOKLIST: “It seems unlikely that the master of noir-tinged, surrealistic black humor would write a novel for young readers. And, yet, there has always been something delightfully juvenile about Hiaasen's imagination; beneath the bent cynicism lurks a distinctly 12-year-old cackle. In this thoroughly engaging tale of how middle-schooler Roy Eberhardt, new kid in Coconut Cove, learns to love South Florida, Hiaasen lets his inner kid run rampant, both the subversive side that loves to see grown-ups make fools of themselves and the righteously indignant side, appalled at the mess being made of our planet. When Roy teams up with some classic children's lit outsiders to save the home of some tiny burrowing owls, the stage is set for a confrontation between right-thinking kids and slow-witted, wrongheaded civic boosters. But Hiaasen never lets the formula get in his way; the story is full of offbeat humor, buffoonish yet charming supporting characters, and genuinely touching scenes of children enjoying the wildness of nature. He deserves a warm welcome into children's publishing.”
5. CONNECTIONS
*Other books for children in this genre:
DeFelice, Cynthia. LOSTMAN’S RIVER. ISBN 0380723964
Barron, T.A. TREE GIRL. ISBN 0441009948
Pfitsch, Patricia Curtis. RIDING THE FLUME. ISBN 0689866925
Hobbs, Valerie. STEFAN’S STORY. ISBN 0374372403
Sachar, Louis. HOLES. ISBN 0440419468
* Students are to research the Internet and read trade books about the species of burrowing owls. Students are to create a large, colorful poster about the burrowing owls. Students are to share with the class their
poster and facts they learned about burrowing owls.
* Students are to create a poster comparing and contrasting the family situations of the Eberhardts,
The Mathersons, and the Leeps. Students are to include
information on how the families interact and
act.
Hiaasen, Carl. 2002. HOOT. New York, New York. Random House, Inc. ISBN 0440421705
2. PLOT SUMMARY
HOOT is a novel about Roy Eberhardt, the new kid in school. On Roy’s first day of school, he's pinned the names "Tex" and the nickname sticks likes glue and so does the harassment in school. Because Roy Eberhardt is the new kid on the block, his life is never meant to be simple. Roy’s main goal in life is to not be noticed and to be left alone. Throughout this novel, Roy Eberhardt encounters many interesting characters in Florida. Roy’s first encounter is with the school’s bully, Dana Matherson. Next, he sees running through the neighborhood, Mullet Fingers, a boy Roy’s own age that lives in the woods. Mullet Fingers lives in the woods to protect the burrowing owls. Then, Roy meets Beatrice Leep, Mullet Fingers stepsister and Mullet Finger’s protector. The reader will discover that Beatrice is Roy’s protector too.
Mullet Fingers is on an environmental mission in HOOT. He is trying to save burrowing owls from being destroyed by the Mother Paula’s Pancake House, which is supposed to be building a new restaurant where the owls live.
Mullet Fingers employs numerous tactics to stop Mother’s Paula’s Pancake House from building where the endangered burrowing owls dwell. First, Mullet Fingers place alligators in the port-a-potties on the building site. Next, Mullet Fingers positions snakes all over the job site to scare off the builders. This is only a few strategies Mullet Fingers uses in HOOT to halt the building of the Mother Paula’s Pancake House.
Roy tries to employ a different measure to help Mullet Fingers and Beatrice to save the burrowing owls. Roy checks out the Mother Paula's Permits to make sure they are in order. Roy gives a speech to his classmates to get them on board to save the burrowing owls. He enlist their help at the Mother Paula’s Pancake groundbreaking ceremony.
These few young teen try to save the endangered burrowing owls during this action-packed novel. Throughout this book, reader will wonder if Mullet Fingers, Roy and Beatrice will succeed with helping the burrowing owls escape their eminent doom.
3. CRITICAL ANALYSIS
In HOOT, the plot employs Roy Eberhardt, an intelligent, smart teen who has just moved to Florida from Montana. Roy misses the mountains and wilderness of Montana. As a young teen who has moved a lot, he's not surprised to be the victim of bully Dana Matherson. While being battered by Dana on the school bus, Roy sees a kid running along the sidewalk, a kid with no backpack and no shoes. Fascinated, he sets out to find him and gets involved with trying to save the endangered burrowing owls. In HOOT, the adults seem to be ignoring the burrows of tiny owls that will be buried by the bulldozing equipment. Roy's parents explain, "'Roy, they own the property. They can do pretty much whatever they please.' 'But-' 'They've probably got all the necessary paperwork and permits.' 'They got permits to bury owls?' Roy asked in disbelief. 'The owls will fly away. They'll find new dens somewhere else.' 'What if they've got babies? How will the baby birds fly away?' Roy shot back angrily. 'How, Dad?' 'I don't know,' his father admitted. 'How would you and Mom like it,' Roy pressed on, 'if a bunch of strangers showed up one day with a bulldozers to flatten this house? And all they had to say was 'Don't worry, Mr. and Mrs. Eberhardt, it's no big deal. Just pack up and move to another place.' How would you feel about that?' Roy's father stood up slowly, as if the weight of a hundred bricks were on his shoulders.'" Roy and his new friends are not about to take the destruction of the owls' burrows lightly. This novel carries the reader along with a pleasing suspense and steady pace. The author provides neat encapsulations of each character's motivations. Roy Eberhardt is an interesting character, one who may very well encourage young readers to question authority when necessary and act to protect the environment. HOOT is an example of superb contemporary realistic fiction for young adults. The young people in the story are believable and real.The adults tend to be more one-sided and stereotypical. For example, Mullet Finger's mother is evil and only cares about herself and looking good for the cameras. For example, "She was all dressed up like she'd been invited to a party, and she wasn't the least bit shy about sticking her nose in front of the cameras. Roy overheard her tell a reporter how proud she was of her boy, risking his freedom to save the poor helpless owls. 'He's my brave little champion!' Lonna crowed obnoxiously.' With a phony squeal of affection, she charged toward the wall of humanity that encircled her son.'"
Another interesting adult character is the idiot deputy Delinko, who wants to be promoted to detective and tries to look good for his captain and Roy's parents. He states, "'Speaking of jobs, 'Officer Delinko said, ' you remember the other night when I brought Roy home with his flat tire?' 'Of course.' 'In all that nasty weather.' 'Yes, I remember,' said Mr. Eberhardt impatiently. 'Did he happen to mention anything about you writing up a letter for me?' 'What kind of a letter?' 'To our police chief,' Officer Delinko said. 'No biggie- just a note for the permanent file, saying you folks appreciated me helping out your boy. Something along those lines.' 'And this 'note' should be sent to the chief?' 'Or to the captain. Even my sergeant would be okay. Roy didn't ask you?' 'Not that I recall,' said Mr. Eberhardt. 'Well, you know how kids are. He probably forgot.' 'what's your sergeant's name? I'll see what I can do.' Roy's father made no effort to conceal his lack of enthusiasm. He was running out of tolerance for the pushy young cop. 'Thanks a million,' Officer Delinko said, pumping Mr. Eberhardt's hand. 'Every little bit helps when you're trying to get ahead. And something like this, coming from a federal agent such as yourself-'"
The plot of the story is very contemporary and true to life. It concerns young people who are trying to protect the environment and are willing to go against adults and even large corporations to accomplish their goals.
This is a very realistic book. The conversation is natural, believable, and appropriate to the situation.
4. REVIEW EXCERPT(S)
PUBLISHERS WEKLY: “ With a Florida setting and proenvironment, antidevelopment message, Hiaasen (SICK PUPPY) returns to familiar turf for his first novel for young readers. Characteristically quirky characters and comic twists will surely gain the author new fans, though their attention may wander during his narrative's intermittently protracted focus on several adults, among them a policeman and the manager of a construction site for a new franchise of a pancake restaurant chain. Both men are on a quest to discover who is sabotaging the site at night, including such pranks as uprooting survey stakes, spray-painting the police cruiser's windows while the officer sleeps within and filling the portable potties with alligators. The story's most intriguing character is the boy behind the mischief, a runaway on a mission to protect the miniature owls that live in burrows underneath the site. Roy, who has recently moved to Florida from Montana, befriends the homeless boy (nicknamed Mullet Fingers) and takes up his cause, as does the runaway's stepsister. Though readers will have few doubts about the success of the kids' campaign, several suspenseful scenes build to the denouement involving the sitcom-like unraveling of a muckity-muck at the pancake house. These, along with dollops of humor, help make the novel quite a hoot indeed.”
SCHOOL LIBRARY JOURNAL: “Packed with quirky characters and improbable plot twists, Hiaasen's first novel for young readers is entertaining but ultimately not very memorable. Fans of the author's adult novels will find trademark elements-including environmental destruction, corrupt politicians, humorous situations, and a Florida setting-all viewed through the eyes of a middle-school student. Roy Eberhardt has just moved with his family to Coconut Cove. He immediately becomes the target of a particularly dense bully who tries to strangle him on the school bus. Roy seems more concerned, however, with discovering the identity of a running, barefoot boy he spots through the window of the bus. Meanwhile, plans to build a pancake house on a vacant lot are derailed when someone vandalizes the construction site. The two story lines come together when Roy discovers that the runaway boy is disrupting the construction to save a group of burrowing owls. Roy must help his new friend, nicknamed Mullet Fingers, as well as fend off the bully and adapt to life in Florida. The story is silly at times but rarely laugh-out-loud funny, and there are several highly unlikely scenes. Also, it wraps up a little too neatly-Roy's classmates join him to protest the construction project, his father finds the missing environmental impact report, and the owls are saved. While Roy is a sympathetic protagonist, few of the other characters are well developed. Students looking for humorous, offbeat characters and situations will probably prefer Louis Sachar's HOLES (Farrar, 1998) or books by Daniel Pinkwater. ”
BOOKLIST: “It seems unlikely that the master of noir-tinged, surrealistic black humor would write a novel for young readers. And, yet, there has always been something delightfully juvenile about Hiaasen's imagination; beneath the bent cynicism lurks a distinctly 12-year-old cackle. In this thoroughly engaging tale of how middle-schooler Roy Eberhardt, new kid in Coconut Cove, learns to love South Florida, Hiaasen lets his inner kid run rampant, both the subversive side that loves to see grown-ups make fools of themselves and the righteously indignant side, appalled at the mess being made of our planet. When Roy teams up with some classic children's lit outsiders to save the home of some tiny burrowing owls, the stage is set for a confrontation between right-thinking kids and slow-witted, wrongheaded civic boosters. But Hiaasen never lets the formula get in his way; the story is full of offbeat humor, buffoonish yet charming supporting characters, and genuinely touching scenes of children enjoying the wildness of nature. He deserves a warm welcome into children's publishing.”
5. CONNECTIONS
*Other books for children in this genre:
DeFelice, Cynthia. LOSTMAN’S RIVER. ISBN 0380723964
Barron, T.A. TREE GIRL. ISBN 0441009948
Pfitsch, Patricia Curtis. RIDING THE FLUME. ISBN 0689866925
Hobbs, Valerie. STEFAN’S STORY. ISBN 0374372403
Sachar, Louis. HOLES. ISBN 0440419468
* Students are to research the Internet and read trade books about the species of burrowing owls. Students are to create a large, colorful poster about the burrowing owls. Students are to share with the class their
poster and facts they learned about burrowing owls.
* Students are to create a poster comparing and contrasting the family situations of the Eberhardts,
The Mathersons, and the Leeps. Students are to include
information on how the families interact and
act.
Genre 6 Fiction, Fantasy, and Young Adults
1. BIBLIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York, New York. Simon and Schuster Publishing Inc. ISBN 0689849222
2. PLOT SUMMARY
THE FIRST PART LAST is a novel about a sixteen-year-old boy living with his mother and raising his infant daughter named Feather. The story begins on Bobby’s birthday with Nia (Bobby’s girlfriend) informing him she’s pregnant. The chapters are alternately titled “then” and “now,” which represent the past and the present. The “then” chapters provide insight on the lives of Bobby and Nia before Feather is born. The “now” chapters probe the austere veracity of being the solitary parent of a baby at the age of sixteen. The novel concludes with Bobby moving out of his mother’s apartment into his father’s apartment. Finally, Bobby moves out of his father’s apartment to live in a small town called Heaven, Ohio with his divorced brother, Paul. The story ends with Bobby full of hope for a brighter future for he and his daughter.
The reader discovers immediately that sixteen-year-old Bobby is raising his newborn baby, Feather, on his own. In chapters flipping from "Then" and "Now," the story of Bobby's single-fatherhood is revealed. Bobby is a male character who expresses complexity of feeling and thought in this novel. Bobby’s desire to be a good father and his conflicting fear of fatherhood are most evident in the moments he longs to be a child again and follows with the moments of knowing he will never have the life he lost. This is an interesting and poetic look at a teenage father with a heart filled with love for his child and Nia.
3. CRITICAL ANALYSIS
THE FIRST PART LAST by Angela Johnson is about teen pregnancy, told distinctively from the sixteen-year-old father's point of view. Bobby is your typical teen who lives in Brooklyn, New York. Before Feather, Bobby was the usual teenager who enjoyed pulling pranks at school, partying with his friends, and hanging out with his girlfriend Nia. For example, "AND THIS IS how I turned sixteen. . .Skipped school with my running buddies, K-Boy and J. L., and went to Mineo's for a couple of slices. Hit a matinee and threw as much popcorn at each other as we ate. Then went to the top of the Empire State Building 'cause I never had before. I said what everybody who'd ever been up there says. 'Everybody looks like ants.' Yea, right. . .Later on that night my pops, Fred, made my favorite meal-cheese fries and ribs-at his restaurant. I caught the subway home and walked real slow 'cause I knew my mom had a big-ass cake for me when I got there, and I was still full. (In my family, special days mean nonstop food.) I never had any cake though 'cause my girlfriend Nia was waiting on our stoop for me with a red balloon. Just sittin' there with a balloon, looking all lost. I'll never forget that look and how her voice shook when she said, 'Bobby, I've got something to tell you.' Then she handed me the balloon."
Bobby's life changes when Nia gets pregnant, and even though Bobby and Nia want to do the right thing for their baby, they're not sure what is the right thing. Should they put their baby up for adoption and go to college or raise their child together?
Bobby is a sympathetic narrator. Even though he doesn't always make the wisest decisions, the reader will understand his desire to just be a teenager sometimes, even though it compromises his role as a father. For example, "It's whacked, I know. And it didn't help that yesterday something happened that kind of messed me up. I forgot Feather, and left her alone. K-Boy called me up to hit the nets a little and I said yeah. So I grabbed my basketball, zipped up my jacket, and headed out the front door. Got all the way down the elevator. I got all the way to the street door. Then I was almost at the corner. . .She was still asleep as I crawled across the floor to her crib. Breathing that baby breath. Dreaming with baby eyes closed and sweet. And if she was older, just a little older, trusting that I'd be here for her. I lay my basketball down and it rolled out the door into the hall toward Mary's room. And I'd almost got all the way to the corner." The fact that Bobby does make mistakes makes and learns from these mistakes, makes his moments with his daughter all the more compassionate. Bobby is not without fault. Bobby is a father, who knows Feather is the best child in his world, and she makes him want to be a better man, and that type of desire makes for an intriguing character.
One of the biggest mysteries about Bobby is why he is raising Feather as a single father, and by switching back and forth between "now" and "then" in each chapter, Angela Johnson points us along the course that has led Bobby to his current situation. Rather than creating a rough, hard-to-follow narrative, the alternating past and present gives the reader a greater understanding of the significant moments in the past that influence Bobby's behavior in the present. In THE FIRST PART LAST, Angela Johnson presents the reader with real teenagers facing real challenges. This is an excellent book for any teenager, and especially those who are considering becoming or are already sexually active.
I found this story to be extremely compelling. Bobby's narration and commentary on his new life made me cry and laugh. For example, Angela Johnson is able to capture the confusion, euphoria and fatigue felt by this teen parent as he tries to be a man and do right by his baby and Nia. The format is tremendously successful, as it keeps the reader speculating why Nia is not in Feather's life, and how Bobby came to raise Feather instead of giving her up for adoption. The story also features strong adult figures that love Bobby in spite of his poor judgment. Bobby’s parents allow him to take responsibility for his actions and be a parent to his child.
4. REVIEW EXCERPT(S)
Starred review in SCHOOL LIBRARY JOURNAL: “Up-Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant. Bobby, 16, is a sensitive and intelligent narrator.
His parents are supportive but refuse to take over the child-care duties, so he struggles to balance parenting, school, and friends who don't comprehend his new role. Alternate chapters go back to the story of Bobby's relationship with his girlfriend Nia and how parents and friends reacted to the news of her pregnancy. Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking. Teens who enjoyed Margaret Bechard's HANGING ON TO MAX (Millbrook, 2002) will love this book, too, despite very different conclusions. The attractive cover photo of a young black man cradling an infant will attract readers.”
Starred review in BOOKLIST: “Bobby, the teenage artist and single-parent dad in Johnson's Coretta Scott King
Award winner, HEAVEN(1998), tells his story here. At 16, he's scared to be raising his baby, Feather, but he's totally devoted to caring for her, even as she keeps him up all night, and he knows that his college plans are on hold. In short chapters alternating between "now" and "then," he talks about the baby that now fills his life, and he remembers the pregnancy of his beloved girlfriend, Nia. Yes, the teens' parents were right. The couple should have used birth control; adoption could have meant freedom. But when Nia suffers irreversible postpartum brain damage, Bobby takes their newborn baby home. There's no romanticizing. The exhaustion is real, and Bobby gets in trouble with the police and nearly messes up everything. But from the first page, readers feel the physical reality of Bobby's new world: what it's like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
5. CONNECTIONS
*Allow students to write in their journal explaining how Bobby and Feather’s life would be different, if Nia were healthy and could help Bobby raise Feather.
*In small groups, students are to act out a scene from THE FIRST PART LAST.
*Other books by Angela Johnson:
Johnson, Angela. BIRD. ISBN 0803728476
Johnson, Angela. LOOKING FOR RED. ISBN 0689832532
Johnson, Angela. ON THE FRINGE. ISBN 0803726562
Johnson, Angela. HEAVEN: A NOVEL. ISBN
Johnson, Angela. TONING THE SWEEP. ISBN 0590481428
Johnson, Angela. DAISY AND THE DOLL (A VERMONT FOLKLIFE CENTER BOOK). ISBN 0916718239
Johnson, Angela. 2003. THE FIRST PART LAST. New York, New York. Simon and Schuster Publishing Inc. ISBN 0689849222
2. PLOT SUMMARY
THE FIRST PART LAST is a novel about a sixteen-year-old boy living with his mother and raising his infant daughter named Feather. The story begins on Bobby’s birthday with Nia (Bobby’s girlfriend) informing him she’s pregnant. The chapters are alternately titled “then” and “now,” which represent the past and the present. The “then” chapters provide insight on the lives of Bobby and Nia before Feather is born. The “now” chapters probe the austere veracity of being the solitary parent of a baby at the age of sixteen. The novel concludes with Bobby moving out of his mother’s apartment into his father’s apartment. Finally, Bobby moves out of his father’s apartment to live in a small town called Heaven, Ohio with his divorced brother, Paul. The story ends with Bobby full of hope for a brighter future for he and his daughter.
The reader discovers immediately that sixteen-year-old Bobby is raising his newborn baby, Feather, on his own. In chapters flipping from "Then" and "Now," the story of Bobby's single-fatherhood is revealed. Bobby is a male character who expresses complexity of feeling and thought in this novel. Bobby’s desire to be a good father and his conflicting fear of fatherhood are most evident in the moments he longs to be a child again and follows with the moments of knowing he will never have the life he lost. This is an interesting and poetic look at a teenage father with a heart filled with love for his child and Nia.
3. CRITICAL ANALYSIS
THE FIRST PART LAST by Angela Johnson is about teen pregnancy, told distinctively from the sixteen-year-old father's point of view. Bobby is your typical teen who lives in Brooklyn, New York. Before Feather, Bobby was the usual teenager who enjoyed pulling pranks at school, partying with his friends, and hanging out with his girlfriend Nia. For example, "AND THIS IS how I turned sixteen. . .Skipped school with my running buddies, K-Boy and J. L., and went to Mineo's for a couple of slices. Hit a matinee and threw as much popcorn at each other as we ate. Then went to the top of the Empire State Building 'cause I never had before. I said what everybody who'd ever been up there says. 'Everybody looks like ants.' Yea, right. . .Later on that night my pops, Fred, made my favorite meal-cheese fries and ribs-at his restaurant. I caught the subway home and walked real slow 'cause I knew my mom had a big-ass cake for me when I got there, and I was still full. (In my family, special days mean nonstop food.) I never had any cake though 'cause my girlfriend Nia was waiting on our stoop for me with a red balloon. Just sittin' there with a balloon, looking all lost. I'll never forget that look and how her voice shook when she said, 'Bobby, I've got something to tell you.' Then she handed me the balloon."
Bobby's life changes when Nia gets pregnant, and even though Bobby and Nia want to do the right thing for their baby, they're not sure what is the right thing. Should they put their baby up for adoption and go to college or raise their child together?
Bobby is a sympathetic narrator. Even though he doesn't always make the wisest decisions, the reader will understand his desire to just be a teenager sometimes, even though it compromises his role as a father. For example, "It's whacked, I know. And it didn't help that yesterday something happened that kind of messed me up. I forgot Feather, and left her alone. K-Boy called me up to hit the nets a little and I said yeah. So I grabbed my basketball, zipped up my jacket, and headed out the front door. Got all the way down the elevator. I got all the way to the street door. Then I was almost at the corner. . .She was still asleep as I crawled across the floor to her crib. Breathing that baby breath. Dreaming with baby eyes closed and sweet. And if she was older, just a little older, trusting that I'd be here for her. I lay my basketball down and it rolled out the door into the hall toward Mary's room. And I'd almost got all the way to the corner." The fact that Bobby does make mistakes makes and learns from these mistakes, makes his moments with his daughter all the more compassionate. Bobby is not without fault. Bobby is a father, who knows Feather is the best child in his world, and she makes him want to be a better man, and that type of desire makes for an intriguing character.
One of the biggest mysteries about Bobby is why he is raising Feather as a single father, and by switching back and forth between "now" and "then" in each chapter, Angela Johnson points us along the course that has led Bobby to his current situation. Rather than creating a rough, hard-to-follow narrative, the alternating past and present gives the reader a greater understanding of the significant moments in the past that influence Bobby's behavior in the present. In THE FIRST PART LAST, Angela Johnson presents the reader with real teenagers facing real challenges. This is an excellent book for any teenager, and especially those who are considering becoming or are already sexually active.
I found this story to be extremely compelling. Bobby's narration and commentary on his new life made me cry and laugh. For example, Angela Johnson is able to capture the confusion, euphoria and fatigue felt by this teen parent as he tries to be a man and do right by his baby and Nia. The format is tremendously successful, as it keeps the reader speculating why Nia is not in Feather's life, and how Bobby came to raise Feather instead of giving her up for adoption. The story also features strong adult figures that love Bobby in spite of his poor judgment. Bobby’s parents allow him to take responsibility for his actions and be a parent to his child.
4. REVIEW EXCERPT(S)
Starred review in SCHOOL LIBRARY JOURNAL: “Up-Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant. Bobby, 16, is a sensitive and intelligent narrator.
His parents are supportive but refuse to take over the child-care duties, so he struggles to balance parenting, school, and friends who don't comprehend his new role. Alternate chapters go back to the story of Bobby's relationship with his girlfriend Nia and how parents and friends reacted to the news of her pregnancy. Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking. Teens who enjoyed Margaret Bechard's HANGING ON TO MAX (Millbrook, 2002) will love this book, too, despite very different conclusions. The attractive cover photo of a young black man cradling an infant will attract readers.”
Starred review in BOOKLIST: “Bobby, the teenage artist and single-parent dad in Johnson's Coretta Scott King
Award winner, HEAVEN(1998), tells his story here. At 16, he's scared to be raising his baby, Feather, but he's totally devoted to caring for her, even as she keeps him up all night, and he knows that his college plans are on hold. In short chapters alternating between "now" and "then," he talks about the baby that now fills his life, and he remembers the pregnancy of his beloved girlfriend, Nia. Yes, the teens' parents were right. The couple should have used birth control; adoption could have meant freedom. But when Nia suffers irreversible postpartum brain damage, Bobby takes their newborn baby home. There's no romanticizing. The exhaustion is real, and Bobby gets in trouble with the police and nearly messes up everything. But from the first page, readers feel the physical reality of Bobby's new world: what it's like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.”
5. CONNECTIONS
*Allow students to write in their journal explaining how Bobby and Feather’s life would be different, if Nia were healthy and could help Bobby raise Feather.
*In small groups, students are to act out a scene from THE FIRST PART LAST.
*Other books by Angela Johnson:
Johnson, Angela. BIRD. ISBN 0803728476
Johnson, Angela. LOOKING FOR RED. ISBN 0689832532
Johnson, Angela. ON THE FRINGE. ISBN 0803726562
Johnson, Angela. HEAVEN: A NOVEL. ISBN
Johnson, Angela. TONING THE SWEEP. ISBN 0590481428
Johnson, Angela. DAISY AND THE DOLL (A VERMONT FOLKLIFE CENTER BOOK). ISBN 0916718239
Wednesday, November 7, 2007
1. BIBLIOGRAPHY
Pearsall, Shelley. 2002. TROUBLE DON’T LAST. New York, New York. Alfred A. Knopf Publishers, Inc. ISBN 0-375-81490-6.
2. PLOT SUMMARY
Eleven-year-old Samuel was born into slavery, on Master Hackler’s Kentucky farm. When Samuel was a small child on the Hackler's plantation, his mother was sold. Thereafter, Harrison and Lilly raised Samuel. Samuel was raised in the kitchen of the big house by Lilly, the master’s cook. This story is told through the narrative voice of Samuel. This novel begins with
Samuel in trouble. Samuel breaks a plate in the presence of the Hackler's. Samuel states, “After I had broken the china plate, Master Hackler’s loud, redheaded wife, Miz Catherine, had flung her table fork at me. ‘You aren’t worth the price of a broken plate, you know that?’ she hollered, and sent one of the silver forks flying. Good thing I had sense enough not to duck my head down, so it hit right where she was aiming, square on my chin. Even though it stung all the way up my ear, I didn’t make a face. I was half-proud of myself for that. ‘You pick up every little piece.’ Miz Catherine had snapped, pointing at the floor. ‘Every single piece with those worthless, black fingers of your, and I’ll decide what to do about your carelessness.’” For Samuel’s punishment, Master Hackler throws Samuel's blankets outside the kitchen door and informs Lilly that Samuel can not sleep near the hearth for the night. After this incident, Harrison remembers his past and realizes that this is only the beginning of poor Samuel’s troubles. Harrison’s back is laced with scars from a lifetime of cowhide lashings he received from Master Hackler's whip. Harrison tells Samuel to “sleep with your top eye open tonight.” This begins the saga of two runaway slaves known as Harrison and Samuel. This story is action-packed and filled with close calls and thrilling quests for two fugitive slaves trying to run to a life of freedom in Canada.
As noted by Shelly Pearsall, during their flight, Harrison and Samuel are aided by interesting characters, most of which are based on real life people. This novel is thrilling, gripping, and jam-packed with terrific plot twists and well-rounded characters. TROUBLE DON’T LAST is a fantastic novel for young readers.
3. CRITICAL ANALYSIS
Shelly Pearsall is a former schoolteacher and historian. Pearsall received the Scott O’Dell Award for Historical Fiction for TROUBLE DON’T LAST. In this novel, there is a clear distinction between fact and theory. The layout of TROUBLE DON’T LAST is logical and coherent. The text is sequential and reference aids such as a table of content, subheadings,
a map of Samuel and Harrison’s Journey of 1859, and a very informative section entitled “Author’s Notes” are included in this fabulous historical novel. The book’s cover is inviting and attractive. Pearsall’s writing is engaging and interesting. She does not talk down to her readers.
The characters in TROUBLE DON’T LAST are Samuel, Harrison, Lilly, Miz Catherine, and Master Hackler. This story is set on a Kentucky Plantation farm in 1859, a year before the Civil War begins. In the section entitled "Author's Notes," Mrs. Pearsall states, “ I chose the southern Ohio and northern region for my setting since it had been very active area for the Underground Railroad. I selected the year 1859 because Congress passed a national law called the Fugitive Slave Act in 1850, which affected everyone involved in the Underground Railroad. Severe penalties such as heavy fines and jail time awaited anyone-white or black-who helped or harbored runaway slaves anywhere in the United States after 1850.” Pearsall states, “Most of the events and names used in this novel are real, but they come from many different sources. I discovered names like Ordee Lee and Ham and Eggs in old letters and records of the Underground Railroad. The character of Hetty Scott is based on a description I found in John Parker’s autobiography. The heart-wrenching tale of Ordee Lee saving the locks of hair of his family comes from a salve’s actual account.”
TROUBLE DON’T LAST is an excellent read aloud for students in fifth grade and above. My son read this book in one afternoon. He could not put this wonderful book down and said that this is the best book he has ever read! After reading TROUBLE DON’T LAST, my son was on his computer researching the Underground Railroad and the Fugitive Slave Act. This novel encourages critical thinking and makes the reader want to learn more about slavery.
4. REVIEW EXCERPT(S)
Starred review in PUBLISHERS WEEKLY: “This memorable portrayal . . . proves gripping from beginning to end.”
Starred review in BOOKLIST: “A thrilling escape story, right until the last chapter.”
SCHOOL LIBRARY JOURNAL: “Strong characters and an innovative, suspenseful plot distinguish Pearsall’s first novel . . . A compelling story.”
KIRKUS REVIEWS: “One of the best Underground Railroad narratives in recent years . . . This succeeds as a suspenseful historical adventure.”
TEACHER MAGAZINE: “Pearsall’s heartbreaking, yet hopeful story provides a fine supplement to lessons on slavery.”
5. CONNECTIONS
*In TROUBLE DON”T LAST, Samuel has a set of clay marbles until Miz Catherine took them away. Allow students to make a set of clay marbles that Samuel might have made while in Canada. Students are to create designs that Samuel may have utilized that represent freedom.
*Allow students to write about their favorite part of the book and illustrate their creative writing story using visual elements and symbols from TROUBLE DON’T LAST.
*Allow students to read other books set during slavery. Compare and contrast the lives of these characters in a class book.
*Other stories about slavery:
Paulsen, Gary. NIGHTJOHN. ISBN 0440219361
Gorrell, Gena K. NORTH STAR TO FREEDOM: THE STORY OF THE UNDERGROUND RAILROAD. ISBN 0385323190
Carbone, Elisa. STEALING FREEDOM. ISBN 0440417074
Pearsall, Shelley. 2002. TROUBLE DON’T LAST. New York, New York. Alfred A. Knopf Publishers, Inc. ISBN 0-375-81490-6.
2. PLOT SUMMARY
Eleven-year-old Samuel was born into slavery, on Master Hackler’s Kentucky farm. When Samuel was a small child on the Hackler's plantation, his mother was sold. Thereafter, Harrison and Lilly raised Samuel. Samuel was raised in the kitchen of the big house by Lilly, the master’s cook. This story is told through the narrative voice of Samuel. This novel begins with
Samuel in trouble. Samuel breaks a plate in the presence of the Hackler's. Samuel states, “After I had broken the china plate, Master Hackler’s loud, redheaded wife, Miz Catherine, had flung her table fork at me. ‘You aren’t worth the price of a broken plate, you know that?’ she hollered, and sent one of the silver forks flying. Good thing I had sense enough not to duck my head down, so it hit right where she was aiming, square on my chin. Even though it stung all the way up my ear, I didn’t make a face. I was half-proud of myself for that. ‘You pick up every little piece.’ Miz Catherine had snapped, pointing at the floor. ‘Every single piece with those worthless, black fingers of your, and I’ll decide what to do about your carelessness.’” For Samuel’s punishment, Master Hackler throws Samuel's blankets outside the kitchen door and informs Lilly that Samuel can not sleep near the hearth for the night. After this incident, Harrison remembers his past and realizes that this is only the beginning of poor Samuel’s troubles. Harrison’s back is laced with scars from a lifetime of cowhide lashings he received from Master Hackler's whip. Harrison tells Samuel to “sleep with your top eye open tonight.” This begins the saga of two runaway slaves known as Harrison and Samuel. This story is action-packed and filled with close calls and thrilling quests for two fugitive slaves trying to run to a life of freedom in Canada.
As noted by Shelly Pearsall, during their flight, Harrison and Samuel are aided by interesting characters, most of which are based on real life people. This novel is thrilling, gripping, and jam-packed with terrific plot twists and well-rounded characters. TROUBLE DON’T LAST is a fantastic novel for young readers.
3. CRITICAL ANALYSIS
Shelly Pearsall is a former schoolteacher and historian. Pearsall received the Scott O’Dell Award for Historical Fiction for TROUBLE DON’T LAST. In this novel, there is a clear distinction between fact and theory. The layout of TROUBLE DON’T LAST is logical and coherent. The text is sequential and reference aids such as a table of content, subheadings,
a map of Samuel and Harrison’s Journey of 1859, and a very informative section entitled “Author’s Notes” are included in this fabulous historical novel. The book’s cover is inviting and attractive. Pearsall’s writing is engaging and interesting. She does not talk down to her readers.
The characters in TROUBLE DON’T LAST are Samuel, Harrison, Lilly, Miz Catherine, and Master Hackler. This story is set on a Kentucky Plantation farm in 1859, a year before the Civil War begins. In the section entitled "Author's Notes," Mrs. Pearsall states, “ I chose the southern Ohio and northern region for my setting since it had been very active area for the Underground Railroad. I selected the year 1859 because Congress passed a national law called the Fugitive Slave Act in 1850, which affected everyone involved in the Underground Railroad. Severe penalties such as heavy fines and jail time awaited anyone-white or black-who helped or harbored runaway slaves anywhere in the United States after 1850.” Pearsall states, “Most of the events and names used in this novel are real, but they come from many different sources. I discovered names like Ordee Lee and Ham and Eggs in old letters and records of the Underground Railroad. The character of Hetty Scott is based on a description I found in John Parker’s autobiography. The heart-wrenching tale of Ordee Lee saving the locks of hair of his family comes from a salve’s actual account.”
TROUBLE DON’T LAST is an excellent read aloud for students in fifth grade and above. My son read this book in one afternoon. He could not put this wonderful book down and said that this is the best book he has ever read! After reading TROUBLE DON’T LAST, my son was on his computer researching the Underground Railroad and the Fugitive Slave Act. This novel encourages critical thinking and makes the reader want to learn more about slavery.
4. REVIEW EXCERPT(S)
Starred review in PUBLISHERS WEEKLY: “This memorable portrayal . . . proves gripping from beginning to end.”
Starred review in BOOKLIST: “A thrilling escape story, right until the last chapter.”
SCHOOL LIBRARY JOURNAL: “Strong characters and an innovative, suspenseful plot distinguish Pearsall’s first novel . . . A compelling story.”
KIRKUS REVIEWS: “One of the best Underground Railroad narratives in recent years . . . This succeeds as a suspenseful historical adventure.”
TEACHER MAGAZINE: “Pearsall’s heartbreaking, yet hopeful story provides a fine supplement to lessons on slavery.”
5. CONNECTIONS
*In TROUBLE DON”T LAST, Samuel has a set of clay marbles until Miz Catherine took them away. Allow students to make a set of clay marbles that Samuel might have made while in Canada. Students are to create designs that Samuel may have utilized that represent freedom.
*Allow students to write about their favorite part of the book and illustrate their creative writing story using visual elements and symbols from TROUBLE DON’T LAST.
*Allow students to read other books set during slavery. Compare and contrast the lives of these characters in a class book.
*Other stories about slavery:
Paulsen, Gary. NIGHTJOHN. ISBN 0440219361
Gorrell, Gena K. NORTH STAR TO FREEDOM: THE STORY OF THE UNDERGROUND RAILROAD. ISBN 0385323190
Carbone, Elisa. STEALING FREEDOM. ISBN 0440417074
Genre 5-THE WATSONS GO TO BIRMINGHAM-1963
1. BIBLIOGRAPHY
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York, New York: Bantam Doubleday Dell Publishing Group Inc. ISBN 0385321759
2. PLOT SUMMARY
THE WATSONS GO TO BIRMINGHAM-1963 is told through the entertaining world of a ten-year-old boy named Kenny Watson. Kenny and his family are from Flint, Michigan. Kenny’s family includes his Momma, Dad, Joetta, and Bryon. Bryon is considered the family’s “official Juvenile delinquent.” When Bryon gets into trouble for the very last time, his parents decide to take a road trip with him and the other family members to Grandma’s Sands house in Birmingham, Alabama. This begins a trip for the Watson’s that brings the full thrust of the Civil Rights Movement to the forefront. The Watson’s family journey will be one filled with tragedy, humor, and realism.
3. CRITICAL ANALYSIS
The setting for THE WATSONS GO TO BIRMINGHAM-1963 is during the Civil Rights Movement. The story takes place in two cities. The two cities are the Watson’s hometown Of Flint, Michigan and Grandma Sands’ hometown of Birmingham, Alabama.The novel begins with the Watson family trying to stay warm on a bitterly cold winter’s day. Kenny state, “It was
one of those super-duper-cold Saturdays. One of those days that when you breathed out your breath kind of hung frozen in the air like a hunk of smoke and you could walk along and look exactly like a train blowing out big, fat white puffs of smoke.”
In Christopher Paul Curtis’ epilogue, he states, “At the time of the Watson’s family trip, the U.S. South was caught up in a struggle for basic human rights that became known as the civil rights movement.” Curtis further adds, “The characters and events in this novel are fictional. However, there were many unsolved bombings in Birmingham at the time of the story, including the one that took place at the Sixteenth Street Baptist Church on September 15, 1963. Four young-teenage girls-Addie Mae Collins, Denise McNair, Carole Robertson and Cynthia Wesley-were killed when a bomb went off during Sunday school.”
The characters in THE WATSONS GO TO BIRMINGHAM-1963 are Kenny, Bryon, Joetta, Momma, and Dad. Kenny Watson is the protagonist of Curtis’ historical novel. Kenny and the other members of the Watson family seem real and believable. The Watson’s set off on a family trip that could have actually happened.This historical novel is believable and accurate. The plot is not overwhelmed by details and is realistic to the time period. Further, the theme of devoted family love reflects the attitudes, values, and morals of the times of then and now. In this novel, Curtis' writing style showers the readers with the essence of the Civil Rights Movement. The Watson’s speech patterns enhance the characters. For example, Kenny says, “ He gave me his famous Death Stare, then leaned over Joey and whispered, ‘No cars, no cows, but I counted yo’ momma six times already.’ I couldn’t believe it! What kind of person would talk about their own momma? I said, ‘That’s your mother too, stupid!’ I knew he didn’t care, though. But I had to get him back, so I said, ‘You might have counted my momma six times, but have you counted your mouth lately, Lipless Wonder?’ I got him! He showed his teeth and said, ‘You little. . .’ and tried to grab me. Dad’s eye was in the rearview mirror. “All right, you two, I said no nonsense and I don’t mean maybe.’ Bryon used silent language to say, ‘I’m gonna jack you up in Alabama, you punk!’ I felt pretty good. Even though every time I looked at By his eyes were crossed I didn’t care because this one time I bugged him more than he bugged me!”
This wonderful historical book is created with the crucial literary elements which makes a magnificent novel. In conclusion, THE WATSONS GO TO BIRMINGHAM-1963 includes accurate historical facts and clear sequential information for this time period. The facts are presented by the characters in a clear, lively, and interesting dialogue. Further, the reference aids included in this well-thought-out book are subheadings and an epilogue. Finally, the black and white photographs in the front and back cover of this novel are attractive and inviting. This novel is superb reading for all ages.
4. REVIEW EXCERPT(S)
Starred review in PUBLISHERS WEELY: "An exceptional first novel."
Starred review in THE HORN BOOK MAGAZINE: “Superb . . . a warmly memorable evocation of an African American family."
THE NEW YORK TIMES BOOK REVIEW: "Marvelous . . . both comic and deeply moving." Starred review SCHOOL LIBRARY JOURNAL: "Ribald humor . . . and a totally believable child's view of the world will make this book an instant hit.” 5. CONNECTIONS
*Allow students to make a photographic time line of the Civil Rights Movement. Students are to utilize the internet to find pictures of the times to illustrate the events. Students are to explain to the class the events on their timeline and discuss why they choose their photographs.
*Students are to make a collage that shows how the life of an African American in the early 1960s would have differed from that of a white person in the south.
*Students are to use the internet and trade book to research the "Jim Crow" laws.
*Allow students to utilize a KWL organizer.
*Other books for children on the Civil Rights Movement:
Turck, Mary C. THE CIVIL RIGHTS MOVEMENT FOR KIDS: A HISTORY WITH 21 ACTIVITIES. ISBN 155652370
Ringgold, Faith. IF A BUS COULD TALK: THE STORY OF ROSA PARKS. ISBN 0689856768
Mcwhorter, Diane. A DREAM OF FREEDOM: THE CIVIL RIGHTS MOVEMENT. ISBN 0439576784
Bridges, Ruby. THROUGH MY EYES. ISBN 0590189239
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM-1963. New York, New York: Bantam Doubleday Dell Publishing Group Inc. ISBN 0385321759
2. PLOT SUMMARY
THE WATSONS GO TO BIRMINGHAM-1963 is told through the entertaining world of a ten-year-old boy named Kenny Watson. Kenny and his family are from Flint, Michigan. Kenny’s family includes his Momma, Dad, Joetta, and Bryon. Bryon is considered the family’s “official Juvenile delinquent.” When Bryon gets into trouble for the very last time, his parents decide to take a road trip with him and the other family members to Grandma’s Sands house in Birmingham, Alabama. This begins a trip for the Watson’s that brings the full thrust of the Civil Rights Movement to the forefront. The Watson’s family journey will be one filled with tragedy, humor, and realism.
3. CRITICAL ANALYSIS
The setting for THE WATSONS GO TO BIRMINGHAM-1963 is during the Civil Rights Movement. The story takes place in two cities. The two cities are the Watson’s hometown Of Flint, Michigan and Grandma Sands’ hometown of Birmingham, Alabama.The novel begins with the Watson family trying to stay warm on a bitterly cold winter’s day. Kenny state, “It was
one of those super-duper-cold Saturdays. One of those days that when you breathed out your breath kind of hung frozen in the air like a hunk of smoke and you could walk along and look exactly like a train blowing out big, fat white puffs of smoke.”
In Christopher Paul Curtis’ epilogue, he states, “At the time of the Watson’s family trip, the U.S. South was caught up in a struggle for basic human rights that became known as the civil rights movement.” Curtis further adds, “The characters and events in this novel are fictional. However, there were many unsolved bombings in Birmingham at the time of the story, including the one that took place at the Sixteenth Street Baptist Church on September 15, 1963. Four young-teenage girls-Addie Mae Collins, Denise McNair, Carole Robertson and Cynthia Wesley-were killed when a bomb went off during Sunday school.”
The characters in THE WATSONS GO TO BIRMINGHAM-1963 are Kenny, Bryon, Joetta, Momma, and Dad. Kenny Watson is the protagonist of Curtis’ historical novel. Kenny and the other members of the Watson family seem real and believable. The Watson’s set off on a family trip that could have actually happened.This historical novel is believable and accurate. The plot is not overwhelmed by details and is realistic to the time period. Further, the theme of devoted family love reflects the attitudes, values, and morals of the times of then and now. In this novel, Curtis' writing style showers the readers with the essence of the Civil Rights Movement. The Watson’s speech patterns enhance the characters. For example, Kenny says, “ He gave me his famous Death Stare, then leaned over Joey and whispered, ‘No cars, no cows, but I counted yo’ momma six times already.’ I couldn’t believe it! What kind of person would talk about their own momma? I said, ‘That’s your mother too, stupid!’ I knew he didn’t care, though. But I had to get him back, so I said, ‘You might have counted my momma six times, but have you counted your mouth lately, Lipless Wonder?’ I got him! He showed his teeth and said, ‘You little. . .’ and tried to grab me. Dad’s eye was in the rearview mirror. “All right, you two, I said no nonsense and I don’t mean maybe.’ Bryon used silent language to say, ‘I’m gonna jack you up in Alabama, you punk!’ I felt pretty good. Even though every time I looked at By his eyes were crossed I didn’t care because this one time I bugged him more than he bugged me!”
This wonderful historical book is created with the crucial literary elements which makes a magnificent novel. In conclusion, THE WATSONS GO TO BIRMINGHAM-1963 includes accurate historical facts and clear sequential information for this time period. The facts are presented by the characters in a clear, lively, and interesting dialogue. Further, the reference aids included in this well-thought-out book are subheadings and an epilogue. Finally, the black and white photographs in the front and back cover of this novel are attractive and inviting. This novel is superb reading for all ages.
4. REVIEW EXCERPT(S)
Starred review in PUBLISHERS WEELY: "An exceptional first novel."
Starred review in THE HORN BOOK MAGAZINE: “Superb . . . a warmly memorable evocation of an African American family."
THE NEW YORK TIMES BOOK REVIEW: "Marvelous . . . both comic and deeply moving." Starred review SCHOOL LIBRARY JOURNAL: "Ribald humor . . . and a totally believable child's view of the world will make this book an instant hit.” 5. CONNECTIONS
*Allow students to make a photographic time line of the Civil Rights Movement. Students are to utilize the internet to find pictures of the times to illustrate the events. Students are to explain to the class the events on their timeline and discuss why they choose their photographs.
*Students are to make a collage that shows how the life of an African American in the early 1960s would have differed from that of a white person in the south.
*Students are to use the internet and trade book to research the "Jim Crow" laws.
*Allow students to utilize a KWL organizer.
*Other books for children on the Civil Rights Movement:
Turck, Mary C. THE CIVIL RIGHTS MOVEMENT FOR KIDS: A HISTORY WITH 21 ACTIVITIES. ISBN 155652370
Ringgold, Faith. IF A BUS COULD TALK: THE STORY OF ROSA PARKS. ISBN 0689856768
Mcwhorter, Diane. A DREAM OF FREEDOM: THE CIVIL RIGHTS MOVEMENT. ISBN 0439576784
Bridges, Ruby. THROUGH MY EYES. ISBN 0590189239
Genre 5-JOAN OF ARC
1. BIBLIOGRAPHY
Stanley, Diane. 1998. JOAN OF ARC. New York, New York: Morrow Junior Books Publishing. ISBN 0688143296
2. PLOT SUMMARY
JOAN OF ARC is a historical picture book written and illustrated by Diane Stanley. This book gives a very detailed description of a fifteenth-century French peasant girl, who leads her war-torn country into successful battles against England. Further, Diane Stanley relates how this astounding heroine was burned at the stake for witchcraft. Moreover, Diane Stanley’s accounts in JOAN OF ARC enlightens the reader as to why she is considered France’s embodiment of national pride. JOAN OF ARC is a biography of tragic martyrdom and sheer determined bravery.
3. CRITICAL ANALYSIS
This historical picture book offers a fabulous sequential description of seven years in the life of an unforgettable saint, Joan of Arc. She was a valiant, and ill-fated character. Readers will be fascinated when they learn that this historical picture book reveals Joan of Arc's youth from thirteen to nineteen. Amazingly, Joan’s life before becoming a teenager was very ordinary. For example, “The future savior of France was much like all the other little girls in the village of Domremy. She was an ordinary peasant child, sunburned and strong, used to hard work. Sometimes she helped her father out in fields or in the garden. On other days, she looked after the animals. But mostly, she stayed at home with her mother and did housework. She was especially proud of her skill at spinning and sewing.” Further, after reading this historical picture book, readers will discover that Joan of Arc could not read or write. For example, “Joan dictated these letters and someone else wrote them for her, since she never learned to read, nor could she write anything but her own name, which she spelled Jehanne.” Moreover, Readers will learn that Joan of Arc’s accomplishes a great deal in her very short lifespan. Thus, almost five hundred years after her death, she was declared as a saint.
Diane Stanley's artwork, in this historical picture book, flawlessly stands out. Stanley effortlessly presents all facts with such insightfulness the reader is left with wanting to know more about Joan of Arc. Stanley presents the reader with clear, lively, and interesting facts about Joan of Arc. Stanley reveals her passion and enthusiasm for her female protagonist. For instance, “Joan was given a dress to wear, but men’s clothing was left in her cell, as if her captors were daring her to put it back on. Indeed, four days later, Joan defied the Church and doomed herself by once again dressing as a man. She supposedly told Cauchon that she had done it willingly, preferring death to life in an English prison.”
Stanley leaves her readers in awe with her superb illustrations. Diane Stanley’s illustrations are appropriate and accurate for this time period. Stanley’s picture book illustrations complement the text and are attractive and interesting. The front cover of JOAN OF ARC is lively and detailed with gold and jewel-toned colors that were common in documents of that time period. Diane Stanley’s use of mediums such as colored pencils and watercolors reveal why the illustrators portraits range from soft pastel watercolors to lavish artwork filled with intricate and painstaking straight lines and simple shapes. Diane Stanely’s illustrations are extremely eye-catching and museum worthy. I especially like the illustration of Joan of Arc in prison. This biographical picture book is a must read for second grade and above. My students love this picture book and they wanted me to read it over and over again. They were fascinated with the illustrations too! For days, I would see my students imitating Stanely’s illustrations in our classroom art center.
JOAN OF ARC is a well-written biographical picture book with accurate facts. Further, this picture book’s layout is logical, sequential, and coherent. Stanley reference aids in JOAN OF ARC includes background information about the Hundred Years War, a pronunciation guide, a map of England and France, author’s notes, bibliography, and recommended books for younger readers. Children of all ages will find JOAN OF ARC a fascinating biographical picture book.
4. REVIEW EXCERPT(S)
Starred Review PUBLISHERS WEEKLY: "Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general.”
SCHOOL LIBRARY JOURNAL: “This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt
different art styles and techniques appropriate to her subject. Joan of Arc's story is both history and mystery. How a peasant girl living in a class-structured century, a female in a man's world of war and politics, an unlettered visionary in a church-dominated society could change the course of history has been an ever-intriguing puzzle. Stanley finds answers in Joan's own words spoken before the Inquisition during her trial for heresy and in the 115 eyewitness accounts recorded in the Trial of Rehabilitation held after her martyrdom. From these 15th-century documents and other sources, the author weaves an absorbing and convincing story of a naive, brave, and driven young woman willing to face death to accomplish God's will as she heard it in her "voices." Stanley does not answer the question of whether Joan's role was divine or human in origin, concluding, "Sometimes, in studying history, we have to accept what we know and let the rest remain a mystery." The meticulously designed pages and colorful, decoratively framed illustrations are full of details from Joan's era. Decorative banners, costumes, scenes with crowds of soldiers and nobles, rooms with patterned floors, and gabled houses and crenellated castles reflect the bright world of the Flemish art of the late Middle Ages. Joan is pictured as young and serene, an innocent child among a throng of cynical warriors and disapproving priests. This narrative description of the greatest of French saints is a work of art, a good story, and a model of historical writing.”
PARENT CHOICE: “In this soberly respectful, impressively
researched and beautifully illustrated telling of the story of Joan of Arc, Diane Stanley has achieved a remarkable tour de force. Not only are her lucid acrylic paintings reminiscent of medieval manuscript illuminations both in their craftsmanship and spiritual content, but her words make us understand and sympathize with the religious faith and patriotic fervor of the Maid of Orleans. Every quote in her retelling of Joan's brave leadership of the French army to victory over the English is taken from the transcripts of Joan's eventual trial for heresy. Stanley makes us understand Joan's piety and the awesome achievements of this peasant girl, only 13 at the time of her first visions. This work is an admirable achievement.”
5. CONNECTIONS
* Allow students to draw their favorite part of the book using jewel- tones, watercolors, pencils, and collage medium. After completion, arrange artwork on the classroom walls.
* Students are to write a story about Joan of Arc using details from the book. Students are to share their story with the class.
*Other picture book biographies by Diane Stanley:
Stanley, Diane. BARD OF AVON: THE STORY OF WILLIAM SHAKESPEARE. ISBN 0688162940
Stanley, Diane. CHARLES DICKENS: THE MAN WHO HAD GREAT EXPECTATIONS. ISBN 0688091105
Stanley, Diane. CLEOPATRA. ISBN 0688154808
Stanley, Diane. LEONARDO DA VINCI. ISBN 068810438
Stanley, Diane. 1998. JOAN OF ARC. New York, New York: Morrow Junior Books Publishing. ISBN 0688143296
2. PLOT SUMMARY
JOAN OF ARC is a historical picture book written and illustrated by Diane Stanley. This book gives a very detailed description of a fifteenth-century French peasant girl, who leads her war-torn country into successful battles against England. Further, Diane Stanley relates how this astounding heroine was burned at the stake for witchcraft. Moreover, Diane Stanley’s accounts in JOAN OF ARC enlightens the reader as to why she is considered France’s embodiment of national pride. JOAN OF ARC is a biography of tragic martyrdom and sheer determined bravery.
3. CRITICAL ANALYSIS
This historical picture book offers a fabulous sequential description of seven years in the life of an unforgettable saint, Joan of Arc. She was a valiant, and ill-fated character. Readers will be fascinated when they learn that this historical picture book reveals Joan of Arc's youth from thirteen to nineteen. Amazingly, Joan’s life before becoming a teenager was very ordinary. For example, “The future savior of France was much like all the other little girls in the village of Domremy. She was an ordinary peasant child, sunburned and strong, used to hard work. Sometimes she helped her father out in fields or in the garden. On other days, she looked after the animals. But mostly, she stayed at home with her mother and did housework. She was especially proud of her skill at spinning and sewing.” Further, after reading this historical picture book, readers will discover that Joan of Arc could not read or write. For example, “Joan dictated these letters and someone else wrote them for her, since she never learned to read, nor could she write anything but her own name, which she spelled Jehanne.” Moreover, Readers will learn that Joan of Arc’s accomplishes a great deal in her very short lifespan. Thus, almost five hundred years after her death, she was declared as a saint.
Diane Stanley's artwork, in this historical picture book, flawlessly stands out. Stanley effortlessly presents all facts with such insightfulness the reader is left with wanting to know more about Joan of Arc. Stanley presents the reader with clear, lively, and interesting facts about Joan of Arc. Stanley reveals her passion and enthusiasm for her female protagonist. For instance, “Joan was given a dress to wear, but men’s clothing was left in her cell, as if her captors were daring her to put it back on. Indeed, four days later, Joan defied the Church and doomed herself by once again dressing as a man. She supposedly told Cauchon that she had done it willingly, preferring death to life in an English prison.”
Stanley leaves her readers in awe with her superb illustrations. Diane Stanley’s illustrations are appropriate and accurate for this time period. Stanley’s picture book illustrations complement the text and are attractive and interesting. The front cover of JOAN OF ARC is lively and detailed with gold and jewel-toned colors that were common in documents of that time period. Diane Stanley’s use of mediums such as colored pencils and watercolors reveal why the illustrators portraits range from soft pastel watercolors to lavish artwork filled with intricate and painstaking straight lines and simple shapes. Diane Stanely’s illustrations are extremely eye-catching and museum worthy. I especially like the illustration of Joan of Arc in prison. This biographical picture book is a must read for second grade and above. My students love this picture book and they wanted me to read it over and over again. They were fascinated with the illustrations too! For days, I would see my students imitating Stanely’s illustrations in our classroom art center.
JOAN OF ARC is a well-written biographical picture book with accurate facts. Further, this picture book’s layout is logical, sequential, and coherent. Stanley reference aids in JOAN OF ARC includes background information about the Hundred Years War, a pronunciation guide, a map of England and France, author’s notes, bibliography, and recommended books for younger readers. Children of all ages will find JOAN OF ARC a fascinating biographical picture book.
4. REVIEW EXCERPT(S)
Starred Review PUBLISHERS WEEKLY: "Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general.”
SCHOOL LIBRARY JOURNAL: “This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt
different art styles and techniques appropriate to her subject. Joan of Arc's story is both history and mystery. How a peasant girl living in a class-structured century, a female in a man's world of war and politics, an unlettered visionary in a church-dominated society could change the course of history has been an ever-intriguing puzzle. Stanley finds answers in Joan's own words spoken before the Inquisition during her trial for heresy and in the 115 eyewitness accounts recorded in the Trial of Rehabilitation held after her martyrdom. From these 15th-century documents and other sources, the author weaves an absorbing and convincing story of a naive, brave, and driven young woman willing to face death to accomplish God's will as she heard it in her "voices." Stanley does not answer the question of whether Joan's role was divine or human in origin, concluding, "Sometimes, in studying history, we have to accept what we know and let the rest remain a mystery." The meticulously designed pages and colorful, decoratively framed illustrations are full of details from Joan's era. Decorative banners, costumes, scenes with crowds of soldiers and nobles, rooms with patterned floors, and gabled houses and crenellated castles reflect the bright world of the Flemish art of the late Middle Ages. Joan is pictured as young and serene, an innocent child among a throng of cynical warriors and disapproving priests. This narrative description of the greatest of French saints is a work of art, a good story, and a model of historical writing.”
PARENT CHOICE: “In this soberly respectful, impressively
researched and beautifully illustrated telling of the story of Joan of Arc, Diane Stanley has achieved a remarkable tour de force. Not only are her lucid acrylic paintings reminiscent of medieval manuscript illuminations both in their craftsmanship and spiritual content, but her words make us understand and sympathize with the religious faith and patriotic fervor of the Maid of Orleans. Every quote in her retelling of Joan's brave leadership of the French army to victory over the English is taken from the transcripts of Joan's eventual trial for heresy. Stanley makes us understand Joan's piety and the awesome achievements of this peasant girl, only 13 at the time of her first visions. This work is an admirable achievement.”
5. CONNECTIONS
* Allow students to draw their favorite part of the book using jewel- tones, watercolors, pencils, and collage medium. After completion, arrange artwork on the classroom walls.
* Students are to write a story about Joan of Arc using details from the book. Students are to share their story with the class.
*Other picture book biographies by Diane Stanley:
Stanley, Diane. BARD OF AVON: THE STORY OF WILLIAM SHAKESPEARE. ISBN 0688162940
Stanley, Diane. CHARLES DICKENS: THE MAN WHO HAD GREAT EXPECTATIONS. ISBN 0688091105
Stanley, Diane. CLEOPATRA. ISBN 0688154808
Stanley, Diane. LEONARDO DA VINCI. ISBN 068810438
Wednesday, October 24, 2007
Genre 4 Nonfiction
1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. New York, New York. Crown Publishers, Inc. ISBN 0517800136.
2. PLOT SUMMARY
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE is the inconceivable survival account of Ernest Shackleton, who endeavors to cross the Antarctic continent in 1914. Shackleton, with his crew of twenty-seven men, ends up confined on an ice pack for seven months. When the ice finally crushes Ernest Shackleton’s ship, he and crew survives another five months on the moving ice floes. Shackleton and his crew travels
through stormy seas to the cast off Elephant Island. Shackleton and his crew are finally rescued two years after they had set out on their expedition. This happens when Shackleton and five crew members travels eight hundred miles in an open boat to get help. The saga ends happily with all crew members surviving the unimaginable ordeal.
3. CRITICAL ANALYSIS
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE TRUE STORY OF SHACKELTON AND THE ENDURANCE is a biography written in prose form by Jennifer Armstrong. Jennifer Armstrong is a multitalented author of series books for young and older readers. Armstrong is also the writer of chapter books for young and adult readers. She is the author of picture books and young and adult novels too. On Mrs. Armstrong’s web page, she enlightens her readers with why she shifts from fiction writing to nonfiction writing in SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. Mrs. Armstrong states, "I always thought it was one of the greatest adventures I had ever heard about. At the time, nobody had written a book about the voyage for kids, so when I decided I'd like to try writing nonfiction, I picked this story to write." Armstrong’s accounts of this extraordinary journey is conveyed through journals, memoirs, and Ernest Shackleton and other crew members diaries. For example, Shackleton writes in his journal, “Mighty blocks of ice, gripped between meeting floes, rose slowly until they jumped like cherrystones squeezed between thumb and finger.” Further Harry McNeish writes in his diary, “As the wind increased, it gained a grip on the broken ice and began driving it relentlessly against the ship. ’All hands is standing bye, we had a slight shot last. . .there was a noise under the bottom aft the same as if the ice had broken up. . .the Boss thinks it was a whale but I think different.’”
The cover of this biography is extremely impressive and appealing. This book reads like a narrative. For instance, Armstrong writes, “The penguins did not disappear. They seemed to be stuck on Elephant Island along with the men. As the weeks lengthened into months of captivity, the men could not help feeling twinges of despair. But every morning the ever-optimistic Wild rolled up his sleeping bag and said to the men, ‘Get your things ready, boys. The Boss may come today.’”
The font utilized in this amazing text is not large. In addition, there is a great deal of white space and over forty fascinating copies of black and white photographs saved from the hundreds that Frank Harley had to thrust aside. Shackelton saves his reproductions of the photographs as his documentation of his enthralling adventure.
Jennifer Armstrong’s SHIPWRECK AT THE BOTTOM OF THE WORLD is organized in a logical and coherent format. The framework for the subject matter is clear and in sequential order. Included in this biography is a contents page, a photograph and a list of the Imperial Trans-Antarctic Expedition crew, the original plans of the ship Endurance, maps of the Endurance expedition of 1914-1916, epilogue, acknowledgments, bibliography, and an index.
Jennifer Armstrong’s reveals through her description of the crew’s adventures, a story of sheer courage and strength of the crew of the Endurance. This biography is a must for ages ten and above who love to read nonfiction.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: ”Grade 6 Up-Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Imperial Trans-Antarctic Expedition reads like an adventure novel. In 1914, Sir Ernest Shackleton attempted to be the first explorer to cross Antarctica by foot "from sea to sea." On the eve of World War I, he set out with a crew of scientists and sailors on a specially designed ship, Endurance, but he and his team never reached their objective. The ship became entrapped in ice, and the men were forced to abandon their mission and try to survive in the brutally harsh Antarctic wasteland for 19 months. Thanks to Shackleton's leadership, the bravery of his crew, and a lot of luck, everyone survived. The astonishing circumstances of their ordeal include a treacherous hike across miles of frozen wasteland, an 800-mile open-boat journey through savage seas, and a perilous trek across the uncharted mountain ranges of South Georgia Island. Armstrong brings all of these experiences vividly to life, frequently using quotes from members of the expedition. Excellent black-and-white photographs taken during the journey document the entire adventure story. Elizabeth Cody Kimmel's Ice Story (Clarion, 1999) has larger and more plentiful photographs but Armstrong's text is far more engaging. Kimmel relates all of the facts skillfully, but Armstrong crafts them into an unforgettable story of true heroism and the triumph of the human spirit. A look that will capture the attention and imagination of any reader.”
KIRKUS REVIEWS: ”( Mairhe Mehan, 1996, etc.) narrates the incredible survival saga of Ernest Shackleton, who with a crew of 27 attempted to cross the Antarctic continent in 1914, and ended up trapped in their ship in the ice pack for seven months. When their ship was finally crushed by the ice they survived for another five months on the moving ice floes, traveled through storm-tossed seas to an uninhabited island, and were rescued, two years after they had set out, after Shackleton and five of his crew traveled 800 miles in an open boat to get help. This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers. The black-and-white photos, taken mostly on glass plates by the expedition's photographer, Frank Hurley, survived along with the men and are of exceptional quality.”
Publishers Weekly: "Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
5. CONNECTIONS
*As a social studies lesson, allow students to chart the expedition of the Endurance.
* http://www.jennifer-armstrong.com/
*Other non-fiction books by Jennifer Armstrong:
Armstrong, Jennifer. SHATTERED: STORIES OF CHILDREN AND WAR. ISBN 0440237653
Armstrong, Jennifer. POCKETS. ISBN 0517709260
Armstrong, Jennifer. DEAR MR. PRESIDENT: THEODORE ROOSEVELT LETTERS FROM A YOUNG COAL MINER. ISBN 1890817275
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. New York, New York. Crown Publishers, Inc. ISBN 0517800136.
2. PLOT SUMMARY
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE is the inconceivable survival account of Ernest Shackleton, who endeavors to cross the Antarctic continent in 1914. Shackleton, with his crew of twenty-seven men, ends up confined on an ice pack for seven months. When the ice finally crushes Ernest Shackleton’s ship, he and crew survives another five months on the moving ice floes. Shackleton and his crew travels
through stormy seas to the cast off Elephant Island. Shackleton and his crew are finally rescued two years after they had set out on their expedition. This happens when Shackleton and five crew members travels eight hundred miles in an open boat to get help. The saga ends happily with all crew members surviving the unimaginable ordeal.
3. CRITICAL ANALYSIS
SHIPWRECK AT THE BOTTOM OF THE WORLD: THE TRUE STORY OF SHACKELTON AND THE ENDURANCE is a biography written in prose form by Jennifer Armstrong. Jennifer Armstrong is a multitalented author of series books for young and older readers. Armstrong is also the writer of chapter books for young and adult readers. She is the author of picture books and young and adult novels too. On Mrs. Armstrong’s web page, she enlightens her readers with why she shifts from fiction writing to nonfiction writing in SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. Mrs. Armstrong states, "I always thought it was one of the greatest adventures I had ever heard about. At the time, nobody had written a book about the voyage for kids, so when I decided I'd like to try writing nonfiction, I picked this story to write." Armstrong’s accounts of this extraordinary journey is conveyed through journals, memoirs, and Ernest Shackleton and other crew members diaries. For example, Shackleton writes in his journal, “Mighty blocks of ice, gripped between meeting floes, rose slowly until they jumped like cherrystones squeezed between thumb and finger.” Further Harry McNeish writes in his diary, “As the wind increased, it gained a grip on the broken ice and began driving it relentlessly against the ship. ’All hands is standing bye, we had a slight shot last. . .there was a noise under the bottom aft the same as if the ice had broken up. . .the Boss thinks it was a whale but I think different.’”
The cover of this biography is extremely impressive and appealing. This book reads like a narrative. For instance, Armstrong writes, “The penguins did not disappear. They seemed to be stuck on Elephant Island along with the men. As the weeks lengthened into months of captivity, the men could not help feeling twinges of despair. But every morning the ever-optimistic Wild rolled up his sleeping bag and said to the men, ‘Get your things ready, boys. The Boss may come today.’”
The font utilized in this amazing text is not large. In addition, there is a great deal of white space and over forty fascinating copies of black and white photographs saved from the hundreds that Frank Harley had to thrust aside. Shackelton saves his reproductions of the photographs as his documentation of his enthralling adventure.
Jennifer Armstrong’s SHIPWRECK AT THE BOTTOM OF THE WORLD is organized in a logical and coherent format. The framework for the subject matter is clear and in sequential order. Included in this biography is a contents page, a photograph and a list of the Imperial Trans-Antarctic Expedition crew, the original plans of the ship Endurance, maps of the Endurance expedition of 1914-1916, epilogue, acknowledgments, bibliography, and an index.
Jennifer Armstrong’s reveals through her description of the crew’s adventures, a story of sheer courage and strength of the crew of the Endurance. This biography is a must for ages ten and above who love to read nonfiction.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: ”Grade 6 Up-Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Imperial Trans-Antarctic Expedition reads like an adventure novel. In 1914, Sir Ernest Shackleton attempted to be the first explorer to cross Antarctica by foot "from sea to sea." On the eve of World War I, he set out with a crew of scientists and sailors on a specially designed ship, Endurance, but he and his team never reached their objective. The ship became entrapped in ice, and the men were forced to abandon their mission and try to survive in the brutally harsh Antarctic wasteland for 19 months. Thanks to Shackleton's leadership, the bravery of his crew, and a lot of luck, everyone survived. The astonishing circumstances of their ordeal include a treacherous hike across miles of frozen wasteland, an 800-mile open-boat journey through savage seas, and a perilous trek across the uncharted mountain ranges of South Georgia Island. Armstrong brings all of these experiences vividly to life, frequently using quotes from members of the expedition. Excellent black-and-white photographs taken during the journey document the entire adventure story. Elizabeth Cody Kimmel's Ice Story (Clarion, 1999) has larger and more plentiful photographs but Armstrong's text is far more engaging. Kimmel relates all of the facts skillfully, but Armstrong crafts them into an unforgettable story of true heroism and the triumph of the human spirit. A look that will capture the attention and imagination of any reader.”
KIRKUS REVIEWS: ”( Mairhe Mehan, 1996, etc.) narrates the incredible survival saga of Ernest Shackleton, who with a crew of 27 attempted to cross the Antarctic continent in 1914, and ended up trapped in their ship in the ice pack for seven months. When their ship was finally crushed by the ice they survived for another five months on the moving ice floes, traveled through storm-tossed seas to an uninhabited island, and were rescued, two years after they had set out, after Shackleton and five of his crew traveled 800 miles in an open boat to get help. This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers. The black-and-white photos, taken mostly on glass plates by the expedition's photographer, Frank Hurley, survived along with the men and are of exceptional quality.”
Publishers Weekly: "Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."
5. CONNECTIONS
*As a social studies lesson, allow students to chart the expedition of the Endurance.
* http://www.jennifer-armstrong.com/
*Other non-fiction books by Jennifer Armstrong:
Armstrong, Jennifer. SHATTERED: STORIES OF CHILDREN AND WAR. ISBN 0440237653
Armstrong, Jennifer. POCKETS. ISBN 0517709260
Armstrong, Jennifer. DEAR MR. PRESIDENT: THEODORE ROOSEVELT LETTERS FROM A YOUNG COAL MINER. ISBN 1890817275
Tuesday, October 23, 2007
1. BIBLIOGRAPHY
Montgomery, Sy. 2006. THE GOOD GOOD PIG: THE EXTRAORDINARY LIFE OF CHRISTOPHER HOGWOOD. Detriot, MI: Thorndike Press. ISBN 0786289511
2. PLOT SUMMARY
Sy Montgomery is a naturalist who would spend many months living on her own in remote areas, such as the Amazon. Montgomery reveals her life with a family pet named Christopher Hogwood. “Christopher Hogwood came home on my lap in a shoebox. He was a creature who would prove in many ways to be more human than I am.” Christopher not only survived his runt beginnings of seven pounds, but also flourished into a seven hundred and fifty pound hog. The life and times of Christopher Hogwood is inspiring to all readers. During Christopher’s fourteen years of life, he taught the rural New Hampshire community many lessons which includes, supporting your community, the value of family and friends, the ability to be self-accepting, and never giving up. After reading this book, I will never eat pork again.
3. CRITICAL ANALYSIS
THE GOOD GOOD PIG is a wonderful chronicle of a pig named Christopher Hogwood. This narrative acquaints the reader with Christopher Hogwood and Sy Montgomery’s life story. This book includes interesting facts about pigs and pig lore. For instance, there are more than three hundred different breeds from around the world, from the fat Poland China developed in Ohio to the long-bodied Yorkshire from England. From New Zealand breeders come the small, docile Kune-Kunes, with cute dewlaps hanging from the lower jaw. From the Austro-Hungarian Empire came the fleecy-coated Swallow-Bellied Mangalitsa, bred for meat suited to Hungarian salami” In addition, “For their strength and cunning, wild pigs were emulated by warrior, invoked by wizards, consulted by soothsayers. In pre-Christian Europe, fortune-tellers looked into the fresh livers of pigs to see the future, for it was said their organs reflected the divine rays sent down by the gods.”
This book consists of six-paged colored photographs, which informs the reader of interesting tidbits about Christopher Hogwood. For example, on the first page of the two colored photograph spread, Montgomery writes,“ Even when he began to bulk up, at first, Chris stayed about the size of a cat.”
This book reveals to readers the relationship Mrs. Montgomery had with her parents. Montgomery tells the reader how her parents did not approve of her husband. Montgomery states, “When we announced our plans to marry, Howard came to Virginia. My father was pained. He knew what was in store. My mother was livid. Speaking to me even more slowly than her Arkansas accent normally flowed, as if belaboring the obvious. She detailed Howard’s unsuitability: he didn’t have a ‘real’ job, he laughed too loudly, his hair was wild, and his sneakers were coming untied. Then attempting to sound sympathetic, she added, ‘And he can’t help it that he’s Jewish.’”
Sy Montgomery’s THE GOOD GOOD PIG THE EXTRAORDINARY LIFE OF CHRISTOPHER HOGWOOD is a must read for middle school age to adults. This book is filled with clever humor. I enjoyed reading this book and learning interesting facts about pigs and Sy Montgomery’s adventurous life.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “Montgomery's books on exotic wildlife (Journey of the Pink Dolphins, etc.) take her to the far corners of the world, but the
story of her closest relationships with the animal kingdom plays out in her own New England backyard. When she adopts a sickly runt from a litter of pigs, naming him Christopher Hogwood after the symphony conductor, raising him for slaughter isn't an option: Montgomery's a vegetarian and her husband is Jewish. Refitting their barn to accommodate a (mostly) secure sty, they keep Christopher as a pet. As he swells to 750 pounds, he becomes a local celebrity, getting loose frequently enough that the local police officer knows to carry spare apples to lure him back home. The pig also bonds with Montgomery's neighbors, especially two children who come over to help feed him and rub his tummy. Montgomery's love for Christopher (and later for Tess, an adopted border collie) dominates the memoir's emotional space, but she's also demonstrably grateful for the friendships the pig sparks within her community. The humor with which she recounts Christopher's meticulous eating habits and love of digging up turf is sure to charm readers.”
SCHOOL LIBRARY JOURNAL: “Adult/High School–For
writer and world traveler Montgomery, the grounding force of her New Hampshire home was a 750-pound pig. This book is not merely a chronicle of her love for and life with Christopher Hogwood, but also a testament to the lessons learned through her 14-year relationship with him. Usually preferring the company of animals to most people, Montgomery developed an extensive network of friends who were willing to cache and freeze their food scraps for the always grateful, bottomless pig. In turn, these friends witnessed an enjoyment of life's bounty as only a pig can experience–with utter abandon. Montgomery's delightful anecdotes about Christopher's personality, neighborhood wanderings, and haute skin care à la Pig Spa are entwined with biographical details about her family life and fascinating animal-research projects. Christopher was undoubtedly Montgomery's muse for this introspective account of personal growth and her underlying mantra of caring for all the Earth's creatures. He also helped her weather the pain of intractable parents who would not accept their Jewish son-in-law. Like Montgomery's earlier books, this title blends facts about animal behavior, natural history, geography, and culture with myths, legends, and a large helping of adventure. The color photographs of Christopher from runt to virtual behemoth are an added attraction. More importantly, the author's engaging writing style will captivate even the most uninspired teen readers.”
BOOKLIST: “Starred Review No less an authority
than the great biologist E. O. Wilson has affirmed the significance of our intrinsic affinity for other living organisms, our biophilia, and it's obvious from naturalist Montgomery's unforgettable books about tigers, pink dolphins, and the golden moon bear that she is an animal lover of the first order. Now she chronicles the life of the animal her life revolved around for 14 years, a pig named Christopher Hogwood: 750 pounds of bliss, affection, and good cheer. Even as a runt he had a special aura, and once Montgomery and her husband, the writer Howard Mansfield, nursed him into robust health on their New Hampshire homestead, he proved to be an exceptionally intelligent, sociable, and loving companion, if rather demanding. It took a village to keep Christopher fed and entertained, and Montgomery's descriptions of Christopher's amazing adventures and celebrity status are hilarious, enchanting, and deeply affecting. Joyful and serene, smart and friendly, Christopher soothed many a troubled heart, and Montgomery writes with extraordinary lucidity, candor, and grace about what this good, good pig taught her and others about life, love, happiness, and all that we share with our fellow species on this precious planet.”
CONNECTIONS
*Arrange for an employee of an animal care-facility to be a guest speaker in your classroom.
*Plan a school class fundraising activity such as a car wash or bike-a-thon to help our local animal shelters.
*Investigate volunteering at The Society for the Prevention of Cruelty to Animals.
*Allow students to bring pictures of their pets to school and discuss how the pet(s) have changed their lives.
*Other books written by Sy Montgomery:
Montgomery, Sy. SEARCH FOR THE GOLDEN MOON BEAR: SCIENCE AND ADVENTURE IN THE ASIAN TROPICS. ISBN 0743205847
Montgomery, Sy. QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF PAPUA NEW GUINEA. ISBN 0618496416
Montgomery, Sy. JOURNEY OF THE PINK DOLPHIN: AN AMAZON QUEST. ISBN 0753156083
Montgomery, Sy. 2006. THE GOOD GOOD PIG: THE EXTRAORDINARY LIFE OF CHRISTOPHER HOGWOOD. Detriot, MI: Thorndike Press. ISBN 0786289511
2. PLOT SUMMARY
Sy Montgomery is a naturalist who would spend many months living on her own in remote areas, such as the Amazon. Montgomery reveals her life with a family pet named Christopher Hogwood. “Christopher Hogwood came home on my lap in a shoebox. He was a creature who would prove in many ways to be more human than I am.” Christopher not only survived his runt beginnings of seven pounds, but also flourished into a seven hundred and fifty pound hog. The life and times of Christopher Hogwood is inspiring to all readers. During Christopher’s fourteen years of life, he taught the rural New Hampshire community many lessons which includes, supporting your community, the value of family and friends, the ability to be self-accepting, and never giving up. After reading this book, I will never eat pork again.
3. CRITICAL ANALYSIS
THE GOOD GOOD PIG is a wonderful chronicle of a pig named Christopher Hogwood. This narrative acquaints the reader with Christopher Hogwood and Sy Montgomery’s life story. This book includes interesting facts about pigs and pig lore. For instance, there are more than three hundred different breeds from around the world, from the fat Poland China developed in Ohio to the long-bodied Yorkshire from England. From New Zealand breeders come the small, docile Kune-Kunes, with cute dewlaps hanging from the lower jaw. From the Austro-Hungarian Empire came the fleecy-coated Swallow-Bellied Mangalitsa, bred for meat suited to Hungarian salami” In addition, “For their strength and cunning, wild pigs were emulated by warrior, invoked by wizards, consulted by soothsayers. In pre-Christian Europe, fortune-tellers looked into the fresh livers of pigs to see the future, for it was said their organs reflected the divine rays sent down by the gods.”
This book consists of six-paged colored photographs, which informs the reader of interesting tidbits about Christopher Hogwood. For example, on the first page of the two colored photograph spread, Montgomery writes,“ Even when he began to bulk up, at first, Chris stayed about the size of a cat.”
This book reveals to readers the relationship Mrs. Montgomery had with her parents. Montgomery tells the reader how her parents did not approve of her husband. Montgomery states, “When we announced our plans to marry, Howard came to Virginia. My father was pained. He knew what was in store. My mother was livid. Speaking to me even more slowly than her Arkansas accent normally flowed, as if belaboring the obvious. She detailed Howard’s unsuitability: he didn’t have a ‘real’ job, he laughed too loudly, his hair was wild, and his sneakers were coming untied. Then attempting to sound sympathetic, she added, ‘And he can’t help it that he’s Jewish.’”
Sy Montgomery’s THE GOOD GOOD PIG THE EXTRAORDINARY LIFE OF CHRISTOPHER HOGWOOD is a must read for middle school age to adults. This book is filled with clever humor. I enjoyed reading this book and learning interesting facts about pigs and Sy Montgomery’s adventurous life.
4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “Montgomery's books on exotic wildlife (Journey of the Pink Dolphins, etc.) take her to the far corners of the world, but the
story of her closest relationships with the animal kingdom plays out in her own New England backyard. When she adopts a sickly runt from a litter of pigs, naming him Christopher Hogwood after the symphony conductor, raising him for slaughter isn't an option: Montgomery's a vegetarian and her husband is Jewish. Refitting their barn to accommodate a (mostly) secure sty, they keep Christopher as a pet. As he swells to 750 pounds, he becomes a local celebrity, getting loose frequently enough that the local police officer knows to carry spare apples to lure him back home. The pig also bonds with Montgomery's neighbors, especially two children who come over to help feed him and rub his tummy. Montgomery's love for Christopher (and later for Tess, an adopted border collie) dominates the memoir's emotional space, but she's also demonstrably grateful for the friendships the pig sparks within her community. The humor with which she recounts Christopher's meticulous eating habits and love of digging up turf is sure to charm readers.”
SCHOOL LIBRARY JOURNAL: “Adult/High School–For
writer and world traveler Montgomery, the grounding force of her New Hampshire home was a 750-pound pig. This book is not merely a chronicle of her love for and life with Christopher Hogwood, but also a testament to the lessons learned through her 14-year relationship with him. Usually preferring the company of animals to most people, Montgomery developed an extensive network of friends who were willing to cache and freeze their food scraps for the always grateful, bottomless pig. In turn, these friends witnessed an enjoyment of life's bounty as only a pig can experience–with utter abandon. Montgomery's delightful anecdotes about Christopher's personality, neighborhood wanderings, and haute skin care à la Pig Spa are entwined with biographical details about her family life and fascinating animal-research projects. Christopher was undoubtedly Montgomery's muse for this introspective account of personal growth and her underlying mantra of caring for all the Earth's creatures. He also helped her weather the pain of intractable parents who would not accept their Jewish son-in-law. Like Montgomery's earlier books, this title blends facts about animal behavior, natural history, geography, and culture with myths, legends, and a large helping of adventure. The color photographs of Christopher from runt to virtual behemoth are an added attraction. More importantly, the author's engaging writing style will captivate even the most uninspired teen readers.”
BOOKLIST: “Starred Review No less an authority
than the great biologist E. O. Wilson has affirmed the significance of our intrinsic affinity for other living organisms, our biophilia, and it's obvious from naturalist Montgomery's unforgettable books about tigers, pink dolphins, and the golden moon bear that she is an animal lover of the first order. Now she chronicles the life of the animal her life revolved around for 14 years, a pig named Christopher Hogwood: 750 pounds of bliss, affection, and good cheer. Even as a runt he had a special aura, and once Montgomery and her husband, the writer Howard Mansfield, nursed him into robust health on their New Hampshire homestead, he proved to be an exceptionally intelligent, sociable, and loving companion, if rather demanding. It took a village to keep Christopher fed and entertained, and Montgomery's descriptions of Christopher's amazing adventures and celebrity status are hilarious, enchanting, and deeply affecting. Joyful and serene, smart and friendly, Christopher soothed many a troubled heart, and Montgomery writes with extraordinary lucidity, candor, and grace about what this good, good pig taught her and others about life, love, happiness, and all that we share with our fellow species on this precious planet.”
CONNECTIONS
*Arrange for an employee of an animal care-facility to be a guest speaker in your classroom.
*Plan a school class fundraising activity such as a car wash or bike-a-thon to help our local animal shelters.
*Investigate volunteering at The Society for the Prevention of Cruelty to Animals.
*Allow students to bring pictures of their pets to school and discuss how the pet(s) have changed their lives.
*Other books written by Sy Montgomery:
Montgomery, Sy. SEARCH FOR THE GOLDEN MOON BEAR: SCIENCE AND ADVENTURE IN THE ASIAN TROPICS. ISBN 0743205847
Montgomery, Sy. QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF PAPUA NEW GUINEA. ISBN 0618496416
Montgomery, Sy. JOURNEY OF THE PINK DOLPHIN: AN AMAZON QUEST. ISBN 0753156083
1. BIBLIOGRAPHY
Simon, Seymour. 1991. SNAKES. 1992. New York, New York: HarperCollins Publishers. ISBN 0-06-0229-752
2. PLOT SUMMARY
This is a very interesting book about snakes. The information included in this book are about the snake’s predators, their prey, the way they survive, and how they live. Also, included in SNAKES are visually captivating photographs. Readers will learn about the snake’s characteristics, habits, and the natural environment of all kinds of snakes.
3. CRITICAL ANALYSIS
Seymour Simon is the author of over two hundred and fifty well written science trade books. The National Science Teachers Association has named over half of these books Outstanding Science Trade Books for Children. Therefore, the information presented in SNAKES is very accurate. For example, my children loved reading these facts, “Giant snakes sometimes attack people, but they almost never try to eat them. One reason is that most humans are just too large and too quick to be caught easily. Another reason is that humans are smart and in a group can help one another fend off the snake. If a giant snake does attack a person, it is probably because the snake mistakes the person for an animal that it normally preys upon. A person is more likely to be hit by lightning than attacked by a giant snake.” My students enjoy reading these facts about giant snakes. This trade book is very engaging and appropriate for young readers. The organization of SNAKES is sufficient. There are no reference aids in this book. This trade book is without subheadings, no table of contents, and no index page. Even though these reference aids are missing, SNAKES is a good read aloud and browsing trade book.
My second grade students loved the photographs. The full-page photographs are remarkable. My students were thrilled to see the photograph of the cobra. The photographs complement the text. The size of font and the photographs clearly communicate the subject matter effectively. The overall layout of SNAKES is appropriate to the subject matter. After reading this book, my students were drawing pictures of cobras, vipers, and boas for days. This trade book by Seymour Simon, illustrate the brilliance of his work. Simons writing is interesting and offers the reader the opportunity to want to learn more about snakes. I utilize Simon’s work in my curriculum because he is an outstanding author of children’s trade books, his writing is accurate, and his knowledge of the subject matter is exceptional.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Grade 1-4-- An attractive, well-written easy reader. Demuth looks
at how several types of snakes live, what they eat, and how they protect themselves. Comparisons are made between small and large varieties, and between snakes and familiar objects in order to describe their size and weight. Some facts are merely mentioned with little or no follow-up, e.g., How is the snake's venom used for medicine? How does a cobra know to raise its head and look around in response to a snake charmer? Moffatt's cut-paper illustrations are interesting, colorful, and well designed. While not as naturalistic as photographs or some representational art, the collage technique has the advantage of appearing three dimensional and does a fine job of conveying movement and texture. Alexandra Parsons's Amazing Snakes (McKay, 1990) offers similar coverage, and its full-color photographs effectively enhance its informational value. Make a place for Snakes in primary-level nonfiction collections.”
KIRKUS REVIEWS: “The dramatic cover photo of an orangey-gold boa snaking from a black background will insure
that this doesn't sit long on the shelf. Inside, riveting full-page color photos on every spread and the clearly written (if rather difficult) text on life cycle, anatomy, reproduction, classification, movement, diet, and poisonous snakes will also draw an appreciative audience. Another winner from the prolific, reliable Simon. insure that this doesn't sit long on the shelf. Inside,
riveting full-page color photos on every spread and the clearly written (if rather difficult) text on life cycle, anatomy, reproduction, classification, movement, diet, and poisonous snakes will also draw an appreciative audience. Another winner from the prolific, reliable Simon.”
BOOKLIST: “Simon offers a clear, siccinct text illuminated with stunning, large color photographs of these graceful felines.”
5. CONNECTIONS
*Allow students to categorize Seymour Simon’s books according to subjects.
*Students will use the computer and trade books on snakes. Students will choose a snake from SNAKES and draw a picture of their favorite snake. Students will write interesting facts about their snake. Students will share their final product with the class. Place all completed work on the bulletin board in the classroom.
*Other books by Seymour Simon:
Simon, Seymour. GIANT SNAKES. ISBN 0811854116
Simon, Seymour. WEATHER. ISBN 0688175211X
Simon, Seymour. TORNADOES. ISBN 0788146465
Simon, Seymour. STARS. ISBN 0060890002
Simon, Seymour. OCEANS. ISBN 0688094538
* http: www.seymoursimon.com
Simon, Seymour. 1991. SNAKES. 1992. New York, New York: HarperCollins Publishers. ISBN 0-06-0229-752
2. PLOT SUMMARY
This is a very interesting book about snakes. The information included in this book are about the snake’s predators, their prey, the way they survive, and how they live. Also, included in SNAKES are visually captivating photographs. Readers will learn about the snake’s characteristics, habits, and the natural environment of all kinds of snakes.
3. CRITICAL ANALYSIS
Seymour Simon is the author of over two hundred and fifty well written science trade books. The National Science Teachers Association has named over half of these books Outstanding Science Trade Books for Children. Therefore, the information presented in SNAKES is very accurate. For example, my children loved reading these facts, “Giant snakes sometimes attack people, but they almost never try to eat them. One reason is that most humans are just too large and too quick to be caught easily. Another reason is that humans are smart and in a group can help one another fend off the snake. If a giant snake does attack a person, it is probably because the snake mistakes the person for an animal that it normally preys upon. A person is more likely to be hit by lightning than attacked by a giant snake.” My students enjoy reading these facts about giant snakes. This trade book is very engaging and appropriate for young readers. The organization of SNAKES is sufficient. There are no reference aids in this book. This trade book is without subheadings, no table of contents, and no index page. Even though these reference aids are missing, SNAKES is a good read aloud and browsing trade book.
My second grade students loved the photographs. The full-page photographs are remarkable. My students were thrilled to see the photograph of the cobra. The photographs complement the text. The size of font and the photographs clearly communicate the subject matter effectively. The overall layout of SNAKES is appropriate to the subject matter. After reading this book, my students were drawing pictures of cobras, vipers, and boas for days. This trade book by Seymour Simon, illustrate the brilliance of his work. Simons writing is interesting and offers the reader the opportunity to want to learn more about snakes. I utilize Simon’s work in my curriculum because he is an outstanding author of children’s trade books, his writing is accurate, and his knowledge of the subject matter is exceptional.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Grade 1-4-- An attractive, well-written easy reader. Demuth looks
at how several types of snakes live, what they eat, and how they protect themselves. Comparisons are made between small and large varieties, and between snakes and familiar objects in order to describe their size and weight. Some facts are merely mentioned with little or no follow-up, e.g., How is the snake's venom used for medicine? How does a cobra know to raise its head and look around in response to a snake charmer? Moffatt's cut-paper illustrations are interesting, colorful, and well designed. While not as naturalistic as photographs or some representational art, the collage technique has the advantage of appearing three dimensional and does a fine job of conveying movement and texture. Alexandra Parsons's Amazing Snakes (McKay, 1990) offers similar coverage, and its full-color photographs effectively enhance its informational value. Make a place for Snakes in primary-level nonfiction collections.”
KIRKUS REVIEWS: “The dramatic cover photo of an orangey-gold boa snaking from a black background will insure
that this doesn't sit long on the shelf. Inside, riveting full-page color photos on every spread and the clearly written (if rather difficult) text on life cycle, anatomy, reproduction, classification, movement, diet, and poisonous snakes will also draw an appreciative audience. Another winner from the prolific, reliable Simon. insure that this doesn't sit long on the shelf. Inside,
riveting full-page color photos on every spread and the clearly written (if rather difficult) text on life cycle, anatomy, reproduction, classification, movement, diet, and poisonous snakes will also draw an appreciative audience. Another winner from the prolific, reliable Simon.”
BOOKLIST: “Simon offers a clear, siccinct text illuminated with stunning, large color photographs of these graceful felines.”
5. CONNECTIONS
*Allow students to categorize Seymour Simon’s books according to subjects.
*Students will use the computer and trade books on snakes. Students will choose a snake from SNAKES and draw a picture of their favorite snake. Students will write interesting facts about their snake. Students will share their final product with the class. Place all completed work on the bulletin board in the classroom.
*Other books by Seymour Simon:
Simon, Seymour. GIANT SNAKES. ISBN 0811854116
Simon, Seymour. WEATHER. ISBN 0688175211X
Simon, Seymour. TORNADOES. ISBN 0788146465
Simon, Seymour. STARS. ISBN 0060890002
Simon, Seymour. OCEANS. ISBN 0688094538
* http: www.seymoursimon.com
Wednesday, October 10, 2007
THE FROGS WORE RED SUSPENDERS
1. BIBLIOGRAPHY
Prelutsky, Jack. 2002. THE FROGS WORE RED SUSPENDERS. Ill. by Petra Mathers. Greenwillow Books. New York, New York: Harper Collins Publishers. ISBN 0688167195
2. PLOT SUMMARY
Jack Prelutsky’s twenty-eight modern classic poems are nonsensical. These poems are centered around a geographical theme, which covers Canada and fifteen states. For example, there are poems about people and animals, set in such places as South Dakota, Atlanta, Minot, Indianapolis, Kentucky, Minneapolis, Tuscaloosa, Tucumcari, and the Grand Canyon.”
Children will delight in the Poem entitled “Peanut Peg and Peanut Pete.” This is a very catchy poem filled with rhyme and rhythm. For example, “Peanut cookies, peanut cakes, peanut butter shakes, peanut ices, peanut pies, peanut sauce, and peanut fries!”
3. CRITICAL ANALYSIS
Jack Prelutsky’s collection of poetry is entertaining and fun, especially when read aloud. His writing is in the traditional poetic form. He utilizes word play, alliteration, and puns. Prelutsky achieves humor through strong word play. For instance, the poem “Sarah Small” is rich in internal rhyme and a nonsense theme. “Near pajamas, row on row, multicolored sweaters grow. Neckties flutter in the breeze underneath the mitten trees.” Further, in the poem “Barnaby Boone” Prelutsky’s utilization of unpredictable rhymes appeal to readers of all ages. For example, “He drifted up north, and he drifted out east, until he had finished the last of his feast. He ran out of food, so he came back to earth, landing his yellow balloon in Fort Worth.”
Petra Mathers’ illustrations are in watercolors. Mathers’ use of watercolors communicates subtle thematic tone in each poem. Moreover, each drawing is entertaining, humorous, and compelling images that connect perfectly with the poems. Readers are thrilled with the subplots in many of the illustrations. Petra Mathers illustrations accurately complement Jack Prelutsky’s poetry.
My students love the illustrations in this poetry book. They especially enjoy the drawings of “Baby in a High Chair” and “One Old Owl.” Many of my students were drawing the baby boy and the owl over and over again in their journals. This is an excellent poetry book.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Prechool-Grade 3- -The prolific poet is back with an illustrator who matches him in freshness and simplicity. The poems offer vivid glimpses of life; have a beginning, middle, and end; and have a clear underlying music and flow. The selections are for slightly younger audience than much of Prelutsky’s work: Some poems are as simple as MOTHER GOOSE RHYMES (“Baby in a high chair,/baby in a bib,/baby in a stroller,/baby in a crib”), while others would make great flannelboard rhymes for sharing with four-and five-year-olds (“In her garden, Sarah Small/grows galoshes, short and tall./Shirts of yellow, hats of red/beautify her flower bed”) Many of the 28 poems play with American place names, from Tuscaloosa to Tucumcari, and might enliven a geography lesson. Mathers’s wonderful watercolors highlight her talents for color and expression. Her treatment of light is lovely, especially in her delicate and exquisite skies, while the comic dignity of some of her creatures, such as the frogs in red suspenders, suits Prelutsky’s mood just right. A superb choice.”
PUBLISHERS WEEKLY:”In these 28 poems that alight everywhere from Tuscaloosa to El Paso, Winnemucca to the Grand Canyon, ‘the rhymes flow easily, set to a consistently bouncy beat that makes reading them aloud effortless,’ wrote PW. ‘The watercolors exude a puckish charm well matched to the nimble word play.’”
PARENT’S CHOICE: “The prolific and talented Jack Prelutsky offers yet another collection of newly-minted nonsense verse. There’s a fresh wrinkle in this volume: Exotic place names of various cities and towns across the nation-Minneapolis, Winnemucca and El Paso, to name a few-figure in the rhymes. The title verse is one of the exception, as is this reviewer’s favorite, There was a Tiny Baker (“Who had a tiny shop / he baked a tiny cook / with frosting on the top.” Etc.) Petra Mather’s bright and cheery watercolor illustrations are a decided asset to an uneven but enjoyable work.”
5. CONNECTIONS
*In the art center, students will create a frog puppet wearing red suspenders. After creating their puppets, students are to share their puppets with the class, as the teacher reads “The Frog Wore Red Suspenders.”
*Allow students to choose their favorite illustration from the book. Using watercolors, students are to draw and paint their favorite illustration. Display students work on the wall.
*Allow Students to read aloud “Granny Gooding.” After reading aloud the poem, students are to illustrate the poem in their journals.
*Other books by Jack Prelutsky include:
Prelutsky, Jack. THE NEW KID ON THE BLOCK. ISBN 0807202460
Prelutsky, Jack. A PIZZA THE SIZE OF THE SUN. ISBN 1415918007
Prelutsky, Jack. JACK PRELUTSKY”S BIG COLLECTION. ISBN 0807284289
Prelutsky, Jack. 2002. THE FROGS WORE RED SUSPENDERS. Ill. by Petra Mathers. Greenwillow Books. New York, New York: Harper Collins Publishers. ISBN 0688167195
2. PLOT SUMMARY
Jack Prelutsky’s twenty-eight modern classic poems are nonsensical. These poems are centered around a geographical theme, which covers Canada and fifteen states. For example, there are poems about people and animals, set in such places as South Dakota, Atlanta, Minot, Indianapolis, Kentucky, Minneapolis, Tuscaloosa, Tucumcari, and the Grand Canyon.”
Children will delight in the Poem entitled “Peanut Peg and Peanut Pete.” This is a very catchy poem filled with rhyme and rhythm. For example, “Peanut cookies, peanut cakes, peanut butter shakes, peanut ices, peanut pies, peanut sauce, and peanut fries!”
3. CRITICAL ANALYSIS
Jack Prelutsky’s collection of poetry is entertaining and fun, especially when read aloud. His writing is in the traditional poetic form. He utilizes word play, alliteration, and puns. Prelutsky achieves humor through strong word play. For instance, the poem “Sarah Small” is rich in internal rhyme and a nonsense theme. “Near pajamas, row on row, multicolored sweaters grow. Neckties flutter in the breeze underneath the mitten trees.” Further, in the poem “Barnaby Boone” Prelutsky’s utilization of unpredictable rhymes appeal to readers of all ages. For example, “He drifted up north, and he drifted out east, until he had finished the last of his feast. He ran out of food, so he came back to earth, landing his yellow balloon in Fort Worth.”
Petra Mathers’ illustrations are in watercolors. Mathers’ use of watercolors communicates subtle thematic tone in each poem. Moreover, each drawing is entertaining, humorous, and compelling images that connect perfectly with the poems. Readers are thrilled with the subplots in many of the illustrations. Petra Mathers illustrations accurately complement Jack Prelutsky’s poetry.
My students love the illustrations in this poetry book. They especially enjoy the drawings of “Baby in a High Chair” and “One Old Owl.” Many of my students were drawing the baby boy and the owl over and over again in their journals. This is an excellent poetry book.
4. REVIEW EXCERPT(S)
SCHOOL LIBRARY JOURNAL: “Prechool-Grade 3- -The prolific poet is back with an illustrator who matches him in freshness and simplicity. The poems offer vivid glimpses of life; have a beginning, middle, and end; and have a clear underlying music and flow. The selections are for slightly younger audience than much of Prelutsky’s work: Some poems are as simple as MOTHER GOOSE RHYMES (“Baby in a high chair,/baby in a bib,/baby in a stroller,/baby in a crib”), while others would make great flannelboard rhymes for sharing with four-and five-year-olds (“In her garden, Sarah Small/grows galoshes, short and tall./Shirts of yellow, hats of red/beautify her flower bed”) Many of the 28 poems play with American place names, from Tuscaloosa to Tucumcari, and might enliven a geography lesson. Mathers’s wonderful watercolors highlight her talents for color and expression. Her treatment of light is lovely, especially in her delicate and exquisite skies, while the comic dignity of some of her creatures, such as the frogs in red suspenders, suits Prelutsky’s mood just right. A superb choice.”
PUBLISHERS WEEKLY:”In these 28 poems that alight everywhere from Tuscaloosa to El Paso, Winnemucca to the Grand Canyon, ‘the rhymes flow easily, set to a consistently bouncy beat that makes reading them aloud effortless,’ wrote PW. ‘The watercolors exude a puckish charm well matched to the nimble word play.’”
PARENT’S CHOICE: “The prolific and talented Jack Prelutsky offers yet another collection of newly-minted nonsense verse. There’s a fresh wrinkle in this volume: Exotic place names of various cities and towns across the nation-Minneapolis, Winnemucca and El Paso, to name a few-figure in the rhymes. The title verse is one of the exception, as is this reviewer’s favorite, There was a Tiny Baker (“Who had a tiny shop / he baked a tiny cook / with frosting on the top.” Etc.) Petra Mather’s bright and cheery watercolor illustrations are a decided asset to an uneven but enjoyable work.”
5. CONNECTIONS
*In the art center, students will create a frog puppet wearing red suspenders. After creating their puppets, students are to share their puppets with the class, as the teacher reads “The Frog Wore Red Suspenders.”
*Allow students to choose their favorite illustration from the book. Using watercolors, students are to draw and paint their favorite illustration. Display students work on the wall.
*Allow Students to read aloud “Granny Gooding.” After reading aloud the poem, students are to illustrate the poem in their journals.
*Other books by Jack Prelutsky include:
Prelutsky, Jack. THE NEW KID ON THE BLOCK. ISBN 0807202460
Prelutsky, Jack. A PIZZA THE SIZE OF THE SUN. ISBN 1415918007
Prelutsky, Jack. JACK PRELUTSKY”S BIG COLLECTION. ISBN 0807284289
Tuesday, October 9, 2007
DANITRA BROWN LEAVES TOWN
1. BIBLIOGRAPHY
Grimes, Nikki. 2002. DANITRA BROWN LEAVES TOWN. Ill. by Floyd Cooper. New York, New York: HarperCollins Publishers. ISBN 0688131565
2. PLOT SUMMARY
Danitra Brown share with readers her summer at her aunt’s house in the country and her best friend Zuri’s summer at home in the city. Zuri and Danitra share events in their lives by corresponding with each other through poems and letters.
3. CRITICAL ANALYSIS
DANITRA BROWN LEAVES TOWN is a delightful series of letters and poems told in very simple free verse form by two best friends, Danitra and Zuri. In the poem “Big Plans,” Danitra Brown’s advice to her best friend Zuri Jackson is to enjoy her summer of freedom, She says, ”surrender to summer; to raspberry ices and pink lemonade and walks on the beach…never a lick of homework to spoil one afternoon.” Danitra is excited about leaving. Zuri is upset that Danitra is happy about leaving her. In the poem “ The Bad Good-bye,” Zuri says, “ And now that she is on her way, she has the nerve to call and say which station she is leaving from, as though expecting me to come. ‘I have better things to do,’ I blurt. The phone is silent. Danitra’s hurt. But why am I supposed to care when my Supposed-to-be best friend is leaving me. And loving it?” After getting over her anger, Zuri decides to begin her summer. While outside playing, Zuri encounters Nina. They play handball together. Zuri says, “I wonder why I’d never noticed Nina before. Maybe the summer wouldn’t be such a bore.”
Through letters, the girls make up and share their life with each other. For example, Danitra writes Zuri, “I wish that you were here. I camped out my first night in my aunt’s yard.” This is a warm story about friends being separated and welcoming each other home as best friends.
Floyd Cooper’s oil wash paintings are filled with soft pastels against a vibrant backdrop. Cooper’s illustrations are remarkable! His exuberant paintings are a complement to the lively poems in this splendid book of poetry. Floyd Cooper’s illustrations are so life-like that each painting gives the eye an appearance of Photography. Each page is filled with color and images of carefree youth. For example, “First Night’s” illustrations are exquisite and detailed. Floyd’s use of bright yellow, teal, lavender, and dark brown depicts tone and mood for this piece.
My students enjoyed reading this book of poetry. They could relate to Danitra and Zuri’s relationship. Many students shared their thoughts about their summer without their friends. My class could understand Zuri's and Danitra's emotions. They discussed why Zuri is unkind to Danitra, before she leaves for the country. They know Zuri really isn't mad at Danitra for leaving her. One student said, "Zuri is sad because she is going to miss Danitra."
This is a perfect book to read to students at the beginning of the school year and before the close of the school year.
4. REVIEW EXCERPT(S)
Texas Bluebonnet Book 2004-2005
BOOKLIST: “. . .told in simple free verse with big, joyful oil-wash paintings. . .The surprise is in the details: On one page Zuri writes to Danitra about a hip-swinging, head-bobbling, foot-stomping block party, and the bouncy painting shows Cooper at his best. Just as vital are the words and pictures of Danitra swinging in the country garden. Kids will see that both friends travel far and welcome each other home.”
PUBLISHERS WEEKLY: “Zuri describes in verse the summer that she and her best friend Danitra are separated in DANITRA BROWN LEAVES TOWN by NIKKI Grimes, a follow-up to MEET DANITRA BROWN. Floyd Cooper’s luminescent pastels chronicle the long days and Zuri’s many moods.”
SCHOOL LIBRARY JOURNAL: “Grades 3-5- -Grimes and Cooper return with another story told through poems about Danitra Brown and Zuri Jackson. This time, the friends exchange letters all summer long while Danitra is visiting relatives. Zuri starts out felling angry and disappointed that Danitra is leaving her behind and doesn’t seem to care, but eventually both girls make new friends while they look forward to being together again. Some vignettes may leave readers with perplexing questions; for example, Danitra describes a stubborn dragonfly that she’s sure would like to eat her, but the accompanying image depicts her smiling at it benignly. All in all, however, Cooper’s photo-realist artwork in soft hues against glowing backdrops is a lovely complement to the girls’ many moods.”
5. CONNECTIONS
*Allow students to create a Venn diagram comparing and contrasting Zuri and Danitra.
*Students are to write in their journals about a friend they had to leave behind, due to summer vacation.
*Other book written by Nikki Grimes:
Grimes, Nikki. JAZMIN’S NOTEBOOK. ISBN 9780141307022.
Grimes, Nikki. MEET DANITRA BROWN. Ill. By Floyd Cooper. ISBN 9780688154714.
Grimes, Nikki. BRONX MASQUERADE. ISBN 9780142501894.
*For further information on Nikki Grimes visit her web site at: http://www.nikkigrimes.com
Grimes, Nikki. 2002. DANITRA BROWN LEAVES TOWN. Ill. by Floyd Cooper. New York, New York: HarperCollins Publishers. ISBN 0688131565
2. PLOT SUMMARY
Danitra Brown share with readers her summer at her aunt’s house in the country and her best friend Zuri’s summer at home in the city. Zuri and Danitra share events in their lives by corresponding with each other through poems and letters.
3. CRITICAL ANALYSIS
DANITRA BROWN LEAVES TOWN is a delightful series of letters and poems told in very simple free verse form by two best friends, Danitra and Zuri. In the poem “Big Plans,” Danitra Brown’s advice to her best friend Zuri Jackson is to enjoy her summer of freedom, She says, ”surrender to summer; to raspberry ices and pink lemonade and walks on the beach…never a lick of homework to spoil one afternoon.” Danitra is excited about leaving. Zuri is upset that Danitra is happy about leaving her. In the poem “ The Bad Good-bye,” Zuri says, “ And now that she is on her way, she has the nerve to call and say which station she is leaving from, as though expecting me to come. ‘I have better things to do,’ I blurt. The phone is silent. Danitra’s hurt. But why am I supposed to care when my Supposed-to-be best friend is leaving me. And loving it?” After getting over her anger, Zuri decides to begin her summer. While outside playing, Zuri encounters Nina. They play handball together. Zuri says, “I wonder why I’d never noticed Nina before. Maybe the summer wouldn’t be such a bore.”
Through letters, the girls make up and share their life with each other. For example, Danitra writes Zuri, “I wish that you were here. I camped out my first night in my aunt’s yard.” This is a warm story about friends being separated and welcoming each other home as best friends.
Floyd Cooper’s oil wash paintings are filled with soft pastels against a vibrant backdrop. Cooper’s illustrations are remarkable! His exuberant paintings are a complement to the lively poems in this splendid book of poetry. Floyd Cooper’s illustrations are so life-like that each painting gives the eye an appearance of Photography. Each page is filled with color and images of carefree youth. For example, “First Night’s” illustrations are exquisite and detailed. Floyd’s use of bright yellow, teal, lavender, and dark brown depicts tone and mood for this piece.
My students enjoyed reading this book of poetry. They could relate to Danitra and Zuri’s relationship. Many students shared their thoughts about their summer without their friends. My class could understand Zuri's and Danitra's emotions. They discussed why Zuri is unkind to Danitra, before she leaves for the country. They know Zuri really isn't mad at Danitra for leaving her. One student said, "Zuri is sad because she is going to miss Danitra."
This is a perfect book to read to students at the beginning of the school year and before the close of the school year.
4. REVIEW EXCERPT(S)
Texas Bluebonnet Book 2004-2005
BOOKLIST: “. . .told in simple free verse with big, joyful oil-wash paintings. . .The surprise is in the details: On one page Zuri writes to Danitra about a hip-swinging, head-bobbling, foot-stomping block party, and the bouncy painting shows Cooper at his best. Just as vital are the words and pictures of Danitra swinging in the country garden. Kids will see that both friends travel far and welcome each other home.”
PUBLISHERS WEEKLY: “Zuri describes in verse the summer that she and her best friend Danitra are separated in DANITRA BROWN LEAVES TOWN by NIKKI Grimes, a follow-up to MEET DANITRA BROWN. Floyd Cooper’s luminescent pastels chronicle the long days and Zuri’s many moods.”
SCHOOL LIBRARY JOURNAL: “Grades 3-5- -Grimes and Cooper return with another story told through poems about Danitra Brown and Zuri Jackson. This time, the friends exchange letters all summer long while Danitra is visiting relatives. Zuri starts out felling angry and disappointed that Danitra is leaving her behind and doesn’t seem to care, but eventually both girls make new friends while they look forward to being together again. Some vignettes may leave readers with perplexing questions; for example, Danitra describes a stubborn dragonfly that she’s sure would like to eat her, but the accompanying image depicts her smiling at it benignly. All in all, however, Cooper’s photo-realist artwork in soft hues against glowing backdrops is a lovely complement to the girls’ many moods.”
5. CONNECTIONS
*Allow students to create a Venn diagram comparing and contrasting Zuri and Danitra.
*Students are to write in their journals about a friend they had to leave behind, due to summer vacation.
*Other book written by Nikki Grimes:
Grimes, Nikki. JAZMIN’S NOTEBOOK. ISBN 9780141307022.
Grimes, Nikki. MEET DANITRA BROWN. Ill. By Floyd Cooper. ISBN 9780688154714.
Grimes, Nikki. BRONX MASQUERADE. ISBN 9780142501894.
*For further information on Nikki Grimes visit her web site at: http://www.nikkigrimes.com
OUT OF THE DUST
1. BIBLIOGRAPHY
Hesse, Karen. 1997. OUT OF THE DUST. New
York, New York: Scholastic Press. ISBN 0-590-36080-9
2. PLOT SUMMARY
Karen Hesse tells the story of farm life, dust storms, and the 1930’s Depression era, through the first person narrative of a fourteen-year-old girl named Billie Jo Kelby. OUT OF THE DUST is a wonderful coming of age novel about a young girl’s bleak life on a wheat farm, during the horrific Dust Bowl. Further, this is a story about a young person’s struggle against the elements of nature, the break down and the rebuilding of a family’s life.
3. CRITICAL ANALYSIS
OUT OF THE DUST is a historical novel written in a journal style of blank verse poems. Karen Hesse’s use of spacing reflects the emotions of the characters in the story. For example, when Billie Jo is playing the piano, Hesse spacing of words remind me of piano keys and people swaying to the beat of the music. The lines on each page capture the beautiful rhythm of this wonderful novel.
Throughout this book, Hesse provides recurring imagery of dust, fire, wind, and red. For example, Billie Jo states, ”I hollered myself red the day I was born. Red’s the color I’ve stayed ever since.” Further,” Daddy named me Billie Jo. He wanted a boy. Instead, he got a long-legged girl with a wide mouth and cheekbones like bicycle handles. He got a redheaded, freckled, narrow-hipped girl with a fondness for apples and a hunger for playing fierce piano.” Moreover, “. . .Wind came, bringing a red dust like prairie fire, hot and peppery, searing the inside of my nose, the whites of my eyes. Roaring dust, turning the day from sunlight to midnight.” Finally, ”And I know now that all the time I was trying to get out of the dust, the fact is, what I am, I am because of the dust. And what I am is good enough. Even for me.”
The main characters in Karen Hesse’s OUT OF THE DUST novel are Billie Jo Kelby, Bayard Kelby,Polly (Ma) Kelby, Mad Dog Craddock, and Louise. This story takes place during the Great Depression, on a farm in the Oklahoma Panhandle,
during the winter of 1934 through the fall of 1935. During this time, in the Oklahoma Panhandle, there were severe dust storms, drought, and tornadoes that caused the soil to erode. Farmers and their families suffered great losses. This time in history is called the Dust Bowl. Billie Jo wants to be “free of the weight of dust.’’
There are several major themes in OUT OF THE DUST. The themes are family, loss, grief, forgiveness, and the harsh environment. In this novel, Billie Jo and her father suffer numerous losses. The first loss is when Billie Jo’s best friend Livvie and her family move away to California to avoid the Dust Bowl. Next, Billie Jo’s mother dies during childbirth. Later, Billie Jo’s newborn brother dies. Then, due to the fire that caused the death of Billie Jo’s mother, Billie Jo suffers the loss of not being able to play the piano, because of her severely burned hands. As a result of the accident, Billie Jo has experienced the loss of a mother, a brother, the inability to play the piano, her self-esteem, and a grieving father who has lost everything and everyone, except for his daughter, Billie Jo.
OUT OF THE DUST is an excellent read aloud. I read this book to my class, during story time. My students loved this book! They did not want me to put it down. My students really enjoyed the rhythm of the words.
4. REVIEW EXCERPT(S)
Starred review in BOOKLIST: “A Powerfully compelling tale of a girl with enormous strength, courage, and love.”
Starred review in PUBLISHERS WEEKLY: “Readers may find their own feelings swaying in beat with the heroine’s shifting moods.”
Starred review in SCHOOL LIBRARY JOURNAL: “Free-Verse poems...allow the narrator to speak for herself much more eloquently than would be possible in standard prose.”
5. CONNECTIONS
*For students to make a music connection,throughout the day, provide Depression-era music for the students to enjoy.
*Allow students to read other books set during the Great Depression. Compare and contrast the lives of these characters.
Porter, Tracey. TREASURES IN THE DUST. ISBN 0613182847
Stanley, Jerry. CHILDREN OF THE DUST BOWL: THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP.ISBN 0517880946
Hesse, Karen. 1997. OUT OF THE DUST. New
York, New York: Scholastic Press. ISBN 0-590-36080-9
2. PLOT SUMMARY
Karen Hesse tells the story of farm life, dust storms, and the 1930’s Depression era, through the first person narrative of a fourteen-year-old girl named Billie Jo Kelby. OUT OF THE DUST is a wonderful coming of age novel about a young girl’s bleak life on a wheat farm, during the horrific Dust Bowl. Further, this is a story about a young person’s struggle against the elements of nature, the break down and the rebuilding of a family’s life.
3. CRITICAL ANALYSIS
OUT OF THE DUST is a historical novel written in a journal style of blank verse poems. Karen Hesse’s use of spacing reflects the emotions of the characters in the story. For example, when Billie Jo is playing the piano, Hesse spacing of words remind me of piano keys and people swaying to the beat of the music. The lines on each page capture the beautiful rhythm of this wonderful novel.
Throughout this book, Hesse provides recurring imagery of dust, fire, wind, and red. For example, Billie Jo states, ”I hollered myself red the day I was born. Red’s the color I’ve stayed ever since.” Further,” Daddy named me Billie Jo. He wanted a boy. Instead, he got a long-legged girl with a wide mouth and cheekbones like bicycle handles. He got a redheaded, freckled, narrow-hipped girl with a fondness for apples and a hunger for playing fierce piano.” Moreover, “. . .Wind came, bringing a red dust like prairie fire, hot and peppery, searing the inside of my nose, the whites of my eyes. Roaring dust, turning the day from sunlight to midnight.” Finally, ”And I know now that all the time I was trying to get out of the dust, the fact is, what I am, I am because of the dust. And what I am is good enough. Even for me.”
The main characters in Karen Hesse’s OUT OF THE DUST novel are Billie Jo Kelby, Bayard Kelby,Polly (Ma) Kelby, Mad Dog Craddock, and Louise. This story takes place during the Great Depression, on a farm in the Oklahoma Panhandle,
during the winter of 1934 through the fall of 1935. During this time, in the Oklahoma Panhandle, there were severe dust storms, drought, and tornadoes that caused the soil to erode. Farmers and their families suffered great losses. This time in history is called the Dust Bowl. Billie Jo wants to be “free of the weight of dust.’’
There are several major themes in OUT OF THE DUST. The themes are family, loss, grief, forgiveness, and the harsh environment. In this novel, Billie Jo and her father suffer numerous losses. The first loss is when Billie Jo’s best friend Livvie and her family move away to California to avoid the Dust Bowl. Next, Billie Jo’s mother dies during childbirth. Later, Billie Jo’s newborn brother dies. Then, due to the fire that caused the death of Billie Jo’s mother, Billie Jo suffers the loss of not being able to play the piano, because of her severely burned hands. As a result of the accident, Billie Jo has experienced the loss of a mother, a brother, the inability to play the piano, her self-esteem, and a grieving father who has lost everything and everyone, except for his daughter, Billie Jo.
OUT OF THE DUST is an excellent read aloud. I read this book to my class, during story time. My students loved this book! They did not want me to put it down. My students really enjoyed the rhythm of the words.
4. REVIEW EXCERPT(S)
Starred review in BOOKLIST: “A Powerfully compelling tale of a girl with enormous strength, courage, and love.”
Starred review in PUBLISHERS WEEKLY: “Readers may find their own feelings swaying in beat with the heroine’s shifting moods.”
Starred review in SCHOOL LIBRARY JOURNAL: “Free-Verse poems...allow the narrator to speak for herself much more eloquently than would be possible in standard prose.”
5. CONNECTIONS
*For students to make a music connection,throughout the day, provide Depression-era music for the students to enjoy.
*Allow students to read other books set during the Great Depression. Compare and contrast the lives of these characters.
Porter, Tracey. TREASURES IN THE DUST. ISBN 0613182847
Stanley, Jerry. CHILDREN OF THE DUST BOWL: THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP.ISBN 0517880946
Tuesday, September 25, 2007
1. BIBLIOGRAPHY
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. by Sue Truesdell. New York: HarperCollins. ISBN 0-06-022757-5
2. PLOT SUMMARY
AND THE GREEN GRASS GREW ALL AROUND is a delightful collection of over two hundred and fifty folk poems. The collection includes “from autograph rhymes to street rhymes, from parodies to riddles and nonsense, from work poems and story poems to love poems.” This book is a tribute to folk poetry and its unique cadence of life. While reading this book, I came across some folk poetry that I would recite to my son and daughter, when they were little. Also, I remember my mom and dad and other relatives would recite these folk poems. For example, my grandmother would say, “Too bad, So sad, You’re mad, I’m glad.” Further, my father would always say to my sisters and brother, when we wanted to borrow the car, “No way, Jose.” My all time favorite from my mother, “ Twinkle, twinkle, little star, What you say is what you are.” Now that my children are grown, I hear my son and my daughter saying to my grandson,” I love you, I love you, I love you lots. My love for you would fill all the pots. Buckets, pitchers, kettles and cans, The big washtub and both dishpans.” In my classroom, I say to my students, “You get what you get and you don’t throw a fit.” I grew up with this amazing poetry. I love it!
3. CRITICAL ANALYSIS
AND THE GREEN GRASS GREW ALL AROUND is an eclectic collection of familiar and unfamiliar folk poetry from numerous authors. Many of the verses are introduced as fun and games; other poems are presented as teases and taunts, and wishes and warnings. This collection includes rhymes, riddles, finger plays, and chants. These folk poems
have been passed down orally from generation to generation. These poems are a part of our history and culture. Folk poems are forever etched in our hearts and minds and shall live on through our descendents. Furthermore, in the back section of AND THE GREEN GRASS GREW ALL AROUND, there is an area, which includes notes, sources, bibliography, and an index of first lines. This selection provides the reader with useful and interesting background information about the history of folk poetry. “ Children and adults will find pleasure in reading this wonderful collection of folk poetry. I read this book of folk poetry to my students. They loved it! One student said that you always say "No way Jose and you get what you get and you don't throw a fit." I told them that I learned in my class that this is an oral tradition and I'm passing it down to them. They gained great pleasure from chapter three entitled "School". They read that chapter over and over again.
The illustrations by Sue Truesdell in AND THE GRASS GREW ALL AROUND are in black and white pen and watercolor. The illustrations are simple and reflect a cartoon like quality. The amusing illustrations compliment the text enormously well. The reader’s eyes are drawn to the humorous and playful animated charactures Truesdell bring to life on print.
4. REVIEW EXCERPTS
The Horn Book: “Sue Truesdell’s cartoon drawings dance and tumble across the pages as a perfect accompaniment to the rhymes they illustrate. . . A wonderful collection for reading, singing, and laughing out loud.”
School Library Journal: “A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children’s folk poetry heard on schoolgrounds and wherever else kids are having fun.”
5. CONNECTIONS
*In groups of two or three students, allow students to choose several folktale poems and recite them to the class, using hand signs and motions.
*During recess, encourage students to say a few of their favorite poems while participating in jump roping and hopscotch.
*During story time, read this book by Alvin Schwartz for the children to enjoy:
Schwartz, Alvin. I SAW YOU IN THE BATHTUB AND OTHER FOLK RHYMES. ISBN 9780833568632
Schwartz, Alvin. 1992. AND THE GREEN GRASS GREW ALL AROUND: FOLK POETRY FROM EVERYONE. Ill. by Sue Truesdell. New York: HarperCollins. ISBN 0-06-022757-5
2. PLOT SUMMARY
AND THE GREEN GRASS GREW ALL AROUND is a delightful collection of over two hundred and fifty folk poems. The collection includes “from autograph rhymes to street rhymes, from parodies to riddles and nonsense, from work poems and story poems to love poems.” This book is a tribute to folk poetry and its unique cadence of life. While reading this book, I came across some folk poetry that I would recite to my son and daughter, when they were little. Also, I remember my mom and dad and other relatives would recite these folk poems. For example, my grandmother would say, “Too bad, So sad, You’re mad, I’m glad.” Further, my father would always say to my sisters and brother, when we wanted to borrow the car, “No way, Jose.” My all time favorite from my mother, “ Twinkle, twinkle, little star, What you say is what you are.” Now that my children are grown, I hear my son and my daughter saying to my grandson,” I love you, I love you, I love you lots. My love for you would fill all the pots. Buckets, pitchers, kettles and cans, The big washtub and both dishpans.” In my classroom, I say to my students, “You get what you get and you don’t throw a fit.” I grew up with this amazing poetry. I love it!
3. CRITICAL ANALYSIS
AND THE GREEN GRASS GREW ALL AROUND is an eclectic collection of familiar and unfamiliar folk poetry from numerous authors. Many of the verses are introduced as fun and games; other poems are presented as teases and taunts, and wishes and warnings. This collection includes rhymes, riddles, finger plays, and chants. These folk poems
have been passed down orally from generation to generation. These poems are a part of our history and culture. Folk poems are forever etched in our hearts and minds and shall live on through our descendents. Furthermore, in the back section of AND THE GREEN GRASS GREW ALL AROUND, there is an area, which includes notes, sources, bibliography, and an index of first lines. This selection provides the reader with useful and interesting background information about the history of folk poetry. “ Children and adults will find pleasure in reading this wonderful collection of folk poetry. I read this book of folk poetry to my students. They loved it! One student said that you always say "No way Jose and you get what you get and you don't throw a fit." I told them that I learned in my class that this is an oral tradition and I'm passing it down to them. They gained great pleasure from chapter three entitled "School". They read that chapter over and over again.
The illustrations by Sue Truesdell in AND THE GRASS GREW ALL AROUND are in black and white pen and watercolor. The illustrations are simple and reflect a cartoon like quality. The amusing illustrations compliment the text enormously well. The reader’s eyes are drawn to the humorous and playful animated charactures Truesdell bring to life on print.
4. REVIEW EXCERPTS
The Horn Book: “Sue Truesdell’s cartoon drawings dance and tumble across the pages as a perfect accompaniment to the rhymes they illustrate. . . A wonderful collection for reading, singing, and laughing out loud.”
School Library Journal: “A marvelous book that is sure to become a classic if children have any say in the matter. Schwartz has gathered sassy, funny, scary, and slightly naughty children’s folk poetry heard on schoolgrounds and wherever else kids are having fun.”
5. CONNECTIONS
*In groups of two or three students, allow students to choose several folktale poems and recite them to the class, using hand signs and motions.
*During recess, encourage students to say a few of their favorite poems while participating in jump roping and hopscotch.
*During story time, read this book by Alvin Schwartz for the children to enjoy:
Schwartz, Alvin. I SAW YOU IN THE BATHTUB AND OTHER FOLK RHYMES. ISBN 9780833568632
1. BIBLIOGRAPHY
DePaola, Tomie. 1992. JAMIE O’ROURKE AND THE BIG POTATO: AN IRISH FOLKTALE. New York: G.P. Putnam’s Sons. ISBN 9780399222573
2. PLOT SUMMARY
Jamie O’Rourke was perhaps the laziest man in Ireland. He didn’t like to work. He avoided work like the plague. He especially disliked work involving digging up potatoes. Jamie would make excuses to avoid work. “Me back’s as sore as can be. . .I’ll break in two if I so much as get up out of this bed.” Jamie’s wife Eileen would do all the chores.
One day Eileen hurt her back and was on bed rest. She could not work. While Eileen was out of commission, Jamie began to worry about his future. He said, “No Eileen to dig meant no praties all winter, and no praties meant no food.” Jamie decided to see Father O’Mallery at the church to confess and ask for help. On his way to church, he saw a leprechaun singing and working. Jamie grabbed the leprechaun and asked for his gold. The leprechaun said he was just starting out in his shoe profession and only had a few pieces of gold in his pot. He said he would give Jamie a wish instead of gold. Jamie agreed and wished for the biggest potato in the world. The leprechaun gave Jamie a potato seed. When Jamie arrived home, he told Eileen about their good fortune. She became angry and told him he was not only lazy, but an idiot. He should have asked for a pot of gold. Jamie planted the potato seed and after some time had passed, the potato seed grew into an enormous potato. Jamie tried everything he could to dig the huge potato out of the garden. Jamie decided to ask the villagers for help. They helped and he offered each villager a portion of the potatoes. The villagers ate potatoes all winter long and grew sick and tired of potatoes. In the end, all the villagers agreed to give Jamie and his wife food for the rest of their lives, if Jamie would promise not to plant another magical potato seed.
3. CRITICAL ANALYSIS
All ages will delight in the lighthearted tone of the text and the colorful illustrations. Ages four to eight will find this to be one of their favorite classics read aloud. My students found this book very enjoyable. They were shocked at how Jamie would get out of working in the potato garden. One student said that Jamie reminded him of his lazy brother Justin. He compared himself to Eileen and his brother Justin to Jamie. My student said that Jamie was not being fair to Eileen. Just like his brother wasn't being fair to him. My other students identified with poor hard working Eileen too and thought that Jamie should be punished. This book was a real success with my students.
The illustrations capture a rural life of sheep, stonewalls and beautiful green hillsides. The thatched roof cottages give a feel of old world charm. The illustrations are amusing and clearly capture the life of the town’s people on the Emerald Isle. The illustrations are precise and stimulating and reflect detail with lively watercolor and vibrant orange borders.
4. REVIEW EXCERPTS
Kirkus Reviews: It makes a cheery picture book, with the artist using the lighter, brighter side of his palette and including some affectionate caricatures of the Irish in his decorative illustrations. Attractive and amusing.”
Publisher’s Weekly: “DePaola’s distinctive homespun style and genial gentry round, child like faces add plenty of zip to this silly story.”
Booklist: “Illustrated in DePaola’s signature style, this has an inviting look. . .An engaging read-aloud choice for Saint Patrick’s Day.”
5. CONNECTIONS
*After reading this folktale with students, using a globe, show children the location of Ireland. Research Ireland as a geography project with students. Allow students to write a story about what they learned about Ireland.
*Have students write and draw their favorite part of the story. Display their work on the bulletin board.
*Allow students to have a potato taste test. Provide hash browns, potato wedges, baked potatoes, etc. for the children to samples.
*Another related book by Tomie DePaola and the sequel to JAMIE O’ROURKE AND THE BIG POTATO:
DePaola, Tomie. JAMIE O’ROURKE AND THE POOKA.
ISBN 9780698116030
DePaola, Tomie. 1992. JAMIE O’ROURKE AND THE BIG POTATO: AN IRISH FOLKTALE. New York: G.P. Putnam’s Sons. ISBN 9780399222573
2. PLOT SUMMARY
Jamie O’Rourke was perhaps the laziest man in Ireland. He didn’t like to work. He avoided work like the plague. He especially disliked work involving digging up potatoes. Jamie would make excuses to avoid work. “Me back’s as sore as can be. . .I’ll break in two if I so much as get up out of this bed.” Jamie’s wife Eileen would do all the chores.
One day Eileen hurt her back and was on bed rest. She could not work. While Eileen was out of commission, Jamie began to worry about his future. He said, “No Eileen to dig meant no praties all winter, and no praties meant no food.” Jamie decided to see Father O’Mallery at the church to confess and ask for help. On his way to church, he saw a leprechaun singing and working. Jamie grabbed the leprechaun and asked for his gold. The leprechaun said he was just starting out in his shoe profession and only had a few pieces of gold in his pot. He said he would give Jamie a wish instead of gold. Jamie agreed and wished for the biggest potato in the world. The leprechaun gave Jamie a potato seed. When Jamie arrived home, he told Eileen about their good fortune. She became angry and told him he was not only lazy, but an idiot. He should have asked for a pot of gold. Jamie planted the potato seed and after some time had passed, the potato seed grew into an enormous potato. Jamie tried everything he could to dig the huge potato out of the garden. Jamie decided to ask the villagers for help. They helped and he offered each villager a portion of the potatoes. The villagers ate potatoes all winter long and grew sick and tired of potatoes. In the end, all the villagers agreed to give Jamie and his wife food for the rest of their lives, if Jamie would promise not to plant another magical potato seed.
3. CRITICAL ANALYSIS
All ages will delight in the lighthearted tone of the text and the colorful illustrations. Ages four to eight will find this to be one of their favorite classics read aloud. My students found this book very enjoyable. They were shocked at how Jamie would get out of working in the potato garden. One student said that Jamie reminded him of his lazy brother Justin. He compared himself to Eileen and his brother Justin to Jamie. My student said that Jamie was not being fair to Eileen. Just like his brother wasn't being fair to him. My other students identified with poor hard working Eileen too and thought that Jamie should be punished. This book was a real success with my students.
The illustrations capture a rural life of sheep, stonewalls and beautiful green hillsides. The thatched roof cottages give a feel of old world charm. The illustrations are amusing and clearly capture the life of the town’s people on the Emerald Isle. The illustrations are precise and stimulating and reflect detail with lively watercolor and vibrant orange borders.
4. REVIEW EXCERPTS
Kirkus Reviews: It makes a cheery picture book, with the artist using the lighter, brighter side of his palette and including some affectionate caricatures of the Irish in his decorative illustrations. Attractive and amusing.”
Publisher’s Weekly: “DePaola’s distinctive homespun style and genial gentry round, child like faces add plenty of zip to this silly story.”
Booklist: “Illustrated in DePaola’s signature style, this has an inviting look. . .An engaging read-aloud choice for Saint Patrick’s Day.”
5. CONNECTIONS
*After reading this folktale with students, using a globe, show children the location of Ireland. Research Ireland as a geography project with students. Allow students to write a story about what they learned about Ireland.
*Have students write and draw their favorite part of the story. Display their work on the bulletin board.
*Allow students to have a potato taste test. Provide hash browns, potato wedges, baked potatoes, etc. for the children to samples.
*Another related book by Tomie DePaola and the sequel to JAMIE O’ROURKE AND THE BIG POTATO:
DePaola, Tomie. JAMIE O’ROURKE AND THE POOKA.
ISBN 9780698116030
1. BIBLIOGRAPHY
Martin, Rafe. THE ROUGH-FACE GIRL. Ill. by David Shannon. New York, NY: G.P. Putnam’s Sons. ISBN 0399218599
2. PLOT SUMMARY
This is an Algonquin Indian version of the Cinderella story. THE ROUGH-FACE Girl’s characters include an Invisible Being, his sister, and a frail and poverty-stricken father with three daughters. “The two older daughters are cruel and hard-hearted, and make the youngest sister sit by the fire and feed the flames.” After years of feeding the flames of the campfire, the youngest sister’s face and arms become scarred and her hair is seared and rough. The older sisters tease the younger sister and make her life miserable. One day the two older sisters speak with their poor father and asks him for a new wardrobe. They say that one of them will marry the Invisible Being. Their only obstacle is the Invisible Being’s sister. As they approach the Invisible Being’s Wigwam, they encounter the sister at the entrance. The sister of the Invisible Being asks the cruel daughters two questions about the Invisible Being that they cannot answer. As a result, they are turned away. The younger sister meets with her father and asks him for some beads, moccasins, and a buckskin dress. The father is sorry and has nothing left to give her, but some hand-me-down beads and moccasins. She says, “Whatever you can spare, I can use.” The Rough-Face Girl arrives at the Invisible Being’s wigwam and is greeted by his sister. The sister asks the girl the same two questions she asked her two older sisters. “What’s his bow and the runner of his sled made of?” She, unlike her sisters, successfully answers the questions and can sees and has always seen the Invisible Being. The sister of the Invisible Being takes the Rough-Face Girl to the lake. The water heal the Rough-Face Girl’s scars. In the end, the Rough-Face Girl marries the Invisible Being and live happily ever after.
3. CRITICAL ANALYSIS
The two older sisters mistreat the Rough- Face Girl. The Rough-Face Girl lives a simple life full of pain and despair. She is kind, loving, and selfless. The older sisters are cruel, selfish and despicable. The sisters and the women in the village want to marry the rich, supposedly handsome Invisible Being. The Rough-Face Girl overcomes her tormentors and is transformed from brunt to beautiful. She marries the Invisible Being.
This Algonquin version of the Cinderella story differs from the popular classic version. In this Native American folktale, the Rough-Face Girl lives with her biological father and sisters. In the well know classic variation, the ill-treated girl lives with her stepmother and two stepsisters. After the Rough-Face Girl marries the Invisible Being and lives happily ever after, the fate of the father and the two sisters are not revealed in this version. In the popular Cinderella version, it is told to the reader the father and daughters outcome.
David Shannon’s illustrations are beautiful, magical and mysterious. His use of soft acrylic paints reflects the mood and magic of this wonderful folktale. Shannon use of brown woodland sticks compliments each page of his illustrations. Shannon brings a feel of nature to the illustrations. This feel of nature, brings the text alive for the reader.
Furthermore, the use of the different shades of brown and tan creates a unique contrast of visual effect. The illustrations present a rhythm to the text that makes this folktale an excellent read aloud. Children of all ages will enjoy this fascinating story. The ROUGH-FACE GIRL is one of my students favorite Cinderella stories. During story time, I would watch my students reading parts of the book like a Readers Theater. I truly enjoyed watching the boys play the part of the cruel sisters. They were so cute when they were trying to figure out what to tell the Invisible Being's sister about his bow. After seeing them perform, I wrote my students a script of THE ROUGH-FACE GIRL. They like the script and give me a daily performance.
4. REVIEW EXCERPTS
School Library Journal: “Simply in the words of an oral storyteller, Martin retells an Algonquin folktale. . . Shannon’s finely crafted. . .paintings. . .embody the fuller flavor of the story. . .this is a splendid read-aloud.”
PARENT’S Magazine: “There are many versions of the Cinderella story, but none is more eloquent or affecting- - or more strikingly illustrated.”
Booklist: “Given the beauty of the story, the strength of many of the illustrations, and the current interest in comparing variants of folktales from different cultures, libraries will find this a well-used picture book.”
5. CONNECTIONS
*During creative writing, have students write an outcome for the father and the two cruel sisters. Students should illustrate their story using soft acrylic paints. Allow students to share their story with their classmates.
*After reading aloud three versions of the Cinderella story, provide blank story booklets for the children and encourage them to write their own version of a Cinderella story. Students should share their version with the other second grade students in their classroom.
*In the drama center, have students act out THE ROUGH-FACE GIRL.
*Other versions of the Cinderella story:
Louie, Ai-Ling. Ill. by Ed Young. YEH-SHEN: A CINDERELLA STORY FROM CHINA. ISBN 9780785715337
Steptoe, John. MUFARO’S BEAUTIFUL DAUGHTERS. ISBN 9780688040468
Climo, Shirley. Ill. by Ruth Heller. KOREAN CINDERELLA. ISBN 0064433978
Martin, Rafe. THE ROUGH-FACE GIRL. Ill. by David Shannon. New York, NY: G.P. Putnam’s Sons. ISBN 0399218599
2. PLOT SUMMARY
This is an Algonquin Indian version of the Cinderella story. THE ROUGH-FACE Girl’s characters include an Invisible Being, his sister, and a frail and poverty-stricken father with three daughters. “The two older daughters are cruel and hard-hearted, and make the youngest sister sit by the fire and feed the flames.” After years of feeding the flames of the campfire, the youngest sister’s face and arms become scarred and her hair is seared and rough. The older sisters tease the younger sister and make her life miserable. One day the two older sisters speak with their poor father and asks him for a new wardrobe. They say that one of them will marry the Invisible Being. Their only obstacle is the Invisible Being’s sister. As they approach the Invisible Being’s Wigwam, they encounter the sister at the entrance. The sister of the Invisible Being asks the cruel daughters two questions about the Invisible Being that they cannot answer. As a result, they are turned away. The younger sister meets with her father and asks him for some beads, moccasins, and a buckskin dress. The father is sorry and has nothing left to give her, but some hand-me-down beads and moccasins. She says, “Whatever you can spare, I can use.” The Rough-Face Girl arrives at the Invisible Being’s wigwam and is greeted by his sister. The sister asks the girl the same two questions she asked her two older sisters. “What’s his bow and the runner of his sled made of?” She, unlike her sisters, successfully answers the questions and can sees and has always seen the Invisible Being. The sister of the Invisible Being takes the Rough-Face Girl to the lake. The water heal the Rough-Face Girl’s scars. In the end, the Rough-Face Girl marries the Invisible Being and live happily ever after.
3. CRITICAL ANALYSIS
The two older sisters mistreat the Rough- Face Girl. The Rough-Face Girl lives a simple life full of pain and despair. She is kind, loving, and selfless. The older sisters are cruel, selfish and despicable. The sisters and the women in the village want to marry the rich, supposedly handsome Invisible Being. The Rough-Face Girl overcomes her tormentors and is transformed from brunt to beautiful. She marries the Invisible Being.
This Algonquin version of the Cinderella story differs from the popular classic version. In this Native American folktale, the Rough-Face Girl lives with her biological father and sisters. In the well know classic variation, the ill-treated girl lives with her stepmother and two stepsisters. After the Rough-Face Girl marries the Invisible Being and lives happily ever after, the fate of the father and the two sisters are not revealed in this version. In the popular Cinderella version, it is told to the reader the father and daughters outcome.
David Shannon’s illustrations are beautiful, magical and mysterious. His use of soft acrylic paints reflects the mood and magic of this wonderful folktale. Shannon use of brown woodland sticks compliments each page of his illustrations. Shannon brings a feel of nature to the illustrations. This feel of nature, brings the text alive for the reader.
Furthermore, the use of the different shades of brown and tan creates a unique contrast of visual effect. The illustrations present a rhythm to the text that makes this folktale an excellent read aloud. Children of all ages will enjoy this fascinating story. The ROUGH-FACE GIRL is one of my students favorite Cinderella stories. During story time, I would watch my students reading parts of the book like a Readers Theater. I truly enjoyed watching the boys play the part of the cruel sisters. They were so cute when they were trying to figure out what to tell the Invisible Being's sister about his bow. After seeing them perform, I wrote my students a script of THE ROUGH-FACE GIRL. They like the script and give me a daily performance.
4. REVIEW EXCERPTS
School Library Journal: “Simply in the words of an oral storyteller, Martin retells an Algonquin folktale. . . Shannon’s finely crafted. . .paintings. . .embody the fuller flavor of the story. . .this is a splendid read-aloud.”
PARENT’S Magazine: “There are many versions of the Cinderella story, but none is more eloquent or affecting- - or more strikingly illustrated.”
Booklist: “Given the beauty of the story, the strength of many of the illustrations, and the current interest in comparing variants of folktales from different cultures, libraries will find this a well-used picture book.”
5. CONNECTIONS
*During creative writing, have students write an outcome for the father and the two cruel sisters. Students should illustrate their story using soft acrylic paints. Allow students to share their story with their classmates.
*After reading aloud three versions of the Cinderella story, provide blank story booklets for the children and encourage them to write their own version of a Cinderella story. Students should share their version with the other second grade students in their classroom.
*In the drama center, have students act out THE ROUGH-FACE GIRL.
*Other versions of the Cinderella story:
Louie, Ai-Ling. Ill. by Ed Young. YEH-SHEN: A CINDERELLA STORY FROM CHINA. ISBN 9780785715337
Steptoe, John. MUFARO’S BEAUTIFUL DAUGHTERS. ISBN 9780688040468
Climo, Shirley. Ill. by Ruth Heller. KOREAN CINDERELLA. ISBN 0064433978
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