Literature Reviews by Clare

Is is a Blog or a Wikki

2010-09-07T16:28:00.003-05:00

This is a bit confusing to me but this is how I look at the two:

Blog is a post most often written by one person, that is updated regularly. Often blogs are tied to a specific topic but not always. Basically a blog is a diary kept on line and instead of being ones private thoughts and wonderings it is the putting of these thought out for anyone with internet access to read.

WIKKI's are collective works that allow editing by many of already published material.

Adventure in Learning: Web 2.0

2010-09-07T16:28:00.000-05:00

Adventure in Learning: Web 2.0: "This blog is set up for my class entitled; Web 2.0. I am taking this class because I am very technology challenged. I want very much to be a..."

RULES

2009-08-06T23:34:00.002-05:00

"Saying you'll do something means you have to do it unless you have a very good reason.

"Dont let a little dispute injure a great friendship."
Rules by Catherine

Bibliographic Information

Rules by Cynthia Lord

Publisher: Scholastic Press, p. 2008 c2006

ISBN: 9780439443838

Dewey: Fic Interest Level: 3rd-6th Reading :Level: 3.9

Subjects: Autiism, brothers and sisters, people with disabilities

Plot Summary

Twelve year old Catherine attempts to make her life normal. This is a difficult task as her brother suffers from autism. All family attention revolves around his disability. Her life becomes more complicated when she becomes friends with Jason a young man who is a paraplegic. Add to this mix she meets and becomes friends with a new neighbor.

Catherine comes up with the idea of writing rules for her brother David. The rules are ones that will keep David from doing things that will embarass her in public.

Catherine's problems escalate during the summer when this story takes place. The problems come from Catherine's behavior, not from that of her friends. As the story reaches it climax Catherine comes to realize the responsibility she has for her problems. What she learns from her friendst help her to develop into a young lady.

Critical Analysis

The themes that are dealt with in this realistic fiction include friendship, honesty, acceptance, and diversity. Each chapter title is a rule from Catherine.Each rule is a clue to what the chapter will be about. As an example: :Don't run down the clinic hallway, is the title of the chapter that deals with David's visits to the clinic

The characters are very believable. They seem like young people who live in your neighborhood. The narrative and the dialogue are what you would expect from young people.The summer in which the story takes place is one of emotional growth for Catherine. She vascialtes between resenting her brother and loving him at the same time.These are normal feelings for siblings of children with disabilities.

The ending is predicatble for the reader.There are no real twists or surprses for anyone who has grown up with lifetime movies, The setting is recognizable as current and so the reader will easily identify with the main characters. Despite this the themes are universal and are relative to any period in history and geographical place.

Catherine has a strong voice that is apparent in the narrative and in the rules she composes for David. The reader gets a look into her being.and despite her flaws will find her to be a very likable human being.

The author Cybthia Lord has a very interesting website that includes information about her books and has teacher suggestions. She will also reply to your letters if you include a self-addressed stamp envelope. This is typical of authors who write for young people to have a website. apparently she used to do book talks which she no longer does. That is sad as I am sure this would have been one way to hook students and get them interested in reading other books.

Reviews/Excerpets.

Booklist: "... a heartwarming first novel."

New York Public Library's 100 Titles for Reading: "Catherineis an appealing andbelievable character, accutley self-conscious, torn between her love forher brotherand her resnetment of his special needs."

Kidpost Book of the Week, Washington Post: " ... will draw in readers as she struggles to find order and balance in her life."

Booklist (February 15,2006 ( Vol. 102, No. 12): "Lots fo the rules are practical. Others are more subtle and shed light on issues in Catherine's own life."

Kirkus Review (March 1, 2006): "Catherine is an appealing and believable character."

Library Media Connection (October 2006): "The first person narrative is very engaging and readers will identify with Catherine's struggles and cheer for her at the end."

Connections

The title is itself excellent to connect students to the text. A discussion can focus on what students perceive as rules.they can reflect on what the word rules mean to them. What rules do they consider as necessary? What rules do they have in their lives? What rules would they write for a sibling? Each then could produce a graphic displaying the rule to share with the class. These graphics could make an interesting display for the library or the classroom.

Another way that students could connect to rules would be to have them choose one of Catherine's rules that they feel pertains to them and write a paper about how it does relate to their lives.

The characters in this novel are well-developed and lend themselves to character study lessons for students. Each student could draw an outline of one of the characters and put a strength or weakness on each limb. Emotional characteristics could be written on the body proper. Underneath they could wtrite three words that describe the character.A fun way to share these would be to not name the character but have the class guess which character it is.

Draewing cards are important to Jason and using this idea could also be a way for students to connect to the text.Discuss with students the idea of these cards and how they helped jJason communicate. Have them do drawing cards for some of the words that Catherine made in the story.

Awards

Nominated for state Kids' Choice Awards in: Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Hawaii, Illinois, Indiana, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, New Hampshire, New Jersey, New Mexico, North Carolina, Ohio, Oklahoma, Pacific Northwest (voting together: Alaska, Alberta CA, British Columbia CA, Idaho, Montana, Oregon and Washington), Pennsylvania, Rhode Island, South Dakota, Tennessee, Utah, Vermont, Virginia, West Virginia and Wyoming.

Newberry Medal/Honor

Notable Best Books (A.L.A.)

Schneider Family Book Award

Mitten Award (Michigan Library Association)

Great Lakes Great Book Award (Michigan)

Maine Student Book Award

Dorothy Canfield Fisher Award

Kentucky Blue Grass Award

Great Stone Face Award (New Hampshire)

Buckeye Children's Book Award (Ohio)

Websites

Cynthia Lords website: http://www.cynthialord.com

Autism Information: http://www.autism-society.org

Scholastic book website has video interviews with Cynthia Lord that are very interesing.

Other Books by Cynthia Lord

Hot Rod Hamster

Touch Blue

Rapunzel's Revenge

2009-08-06T09:00:00.004-05:00

"Changing lies, righting wrongs, and changing their world forever."
Nathan Hale 2007

Bibliographic Information

Rapunzel's Revenge
by Shannon Hale, illustrated by Nathan Hale
Publisher: Bloomsbury, 2008
ISBN: 9781599900704
Dewey: 741.5 Classification: nonfiction
Interest level: 5th-10th grade Reading level:: 5.4
Subjects: (fiction) revenge, hair, robbers and outlaws, witches, comics, fantasy , graphic novels.

Plot Summary

Rapunzel grows up in a castle. The woman who raises her has Rapunzel believe she is her mother. As she matures Rapunzel is curious about the outside world and attempts to see what is out there. Because she will not stop trying to view the world beyond her castle Rapunzel is punished and is put in a large hollow tree .. Rapunzel is able to escape her tree prison with the help of Jack to save her land from the evil of the witch. Rapunzel's character appears to be that of a cowgirl who is very independent and who faces all odds. This is a retelling of the Rapunzel tale with the major elements still there just presented differently and with added details that make this a fantasy tale full of adventure. It is the classic struggle of good vs. evil.

Critical Analysis

As in all fantasy this tale does not rely on any particular historical setting, Rapunzel lives in a castle and yet appears to be a cowgirl. Her adventures take place in a setting reminiscent of the old west. This tale is a retelling of a story that is a part of our folklore and is a story of heroes and magic. Thus it qualifies as a fantasy graphic novel. Rapunzel like so many other characters in fantasy deals with the questions such as," what if this is not my real family?' In fact Mother Gothel is not her real mother as Rapunzel discovers.According to Tunnell and Jacobs (Children's Literature in Action p. 205), "fantasy is defined by elements that violate the natural, physical laws of known world." This story does that through the creation of a world that is imaginary and filled with magic. Yet as in all well written fantasy it it believable
In this tale the reader will find all six ingredients listed in Children's Literature in Action by Sylvia M. Vardell.
There is magic the witch as an example, other worlds, the good versus evil theme that is what the text is about, heroism on the part of Rapunzel in particular, character archtypes; the prince in the original is Jack in this tale, ( the Jack from Jack in the Beanstalk).
Rapunzel and Jack are believable and can easily be related to as they travel on their quest to save their world. Rapunzel is the very epitome of an independent young woman and many young readers will delight at her strength. The tale itself is well written and one to savor. The pictures are vivid and well detailed and do in fact give the reader a vision of Rapunzel and her world.
Part of my joy in reading is creating my own internal movie of the text. This creates a problem for me in that graphic novels are filled with too much visual detail and it distracts me from the story line. This book is no exception. In my youth I really enjoyed reading comics and in particular a series called ,"Classics Illustrated." The pictures were not so exaggerated and overpowering, but were instead a backdrop for the story. Today's graphic art all looks the same and as though it were from a Japanese comic. However, I realize that is not a feeling shared by all, just like everyone does not appreciate the same artists. We live in a wonderfully diverse world and this genre is popular with many.
Despite my misgivings this is a beautiful book and one worth having in my collection. I am on a quest as Shannon Hale said in one of her interviews to find , "the right graphic novel," that will bring me over to this format. Rapunzel is beginning to do just that.

Review/Excerpts

School Library Journal: :Rapunzel's Revenge is a well-written, well-drawn and beautifully modernized version of the well-known tale of Rapunzel... more than just an enjoyable read, but a lush engaging adventure that will appeal to kids of all ages."

Booklist (September 1, 2008 (Vol. 105, No.1): "This graphic novel retelling of the fairy tale classic set in a swashbuckling Wild West puts action first and features some serious girl power in its spunky and strong heroine.

Horn Book (November-December, 2008): "Newbies may not realize how particularly well matched the Hale's gutsy tale is to its format, but this introduction - with its high action quotient, immediate sensory thrills, and wisecracking heroes- should win many converts."

Kirkus Review (August 1, 2008): "A beloved fairy tale gets a glossy graphic novel makeover, reworked in a fanciful Old West setting...A dash of typical fairy tale romance, a strong sense of social justice, and a spunky heroine make this a standout choice for younger teens,"

Library Media Connection (November/December 2008): Rapunzel and Jack are unique characters and there dialogue allows that uniqueness to shine through."

Connections

This is a perfect text to use for a writing lesson on how to write your own fairy tale. After sharing this novel with the students you can discuss the setting and the characters. Discuss how the setting impacts the characters, ask what would happen if the setting changed? Have the class brainstorm a list of other settings for this tale. Choose one of the settings and discuss how this might change the characters. For example if the setting were underwater would the characters even be human?
Have the students work in groups to choose a setting and characters to write own fairy tale.this can be their own original fairy tale or they can choose to do a retelling of a well-known fairy tale as the Hales did in Rapunzel's Revenge. Once their tale is written they can create their own graphic novel to publish
This will give them the experience of choosing text that narrates the story and that is illustrated as well. This experience will allow them to see that as in the Hales text that sometimes the story is best told in pictures and sometimes in text. This will give them a text to text connection with this type of literature.
This assignment cannot just be assigned without the proper foundation of background knowledge having been presented through previous lessons. A fairy tale unit discussing the elements found in fairy tales is necessary. This means that the students will need to have listened to, or read a number of this genre.Class discussions will have had to take place that allow the students to locate the elements in each particular story.
An introduction to the genre of graphic novels and its respective elements will also have to be done. all of this is possible to be accomplished in the library setting through shared reading, videos, book trailers even that show specific elements from chosen books. This would also be an excellent unit for a collaboration with teachers to share the responsibility of these lessons. Collaboration would make it possible for the students to develop a deeper understanding of these specific genres. Do not forgot to include the art teacher as they can be invaluable in sharing the art style with the students. The effect of collaboration will be to expand student learning and in the end enjoyment of these types of books.

Awards

An ALA 2009 Notable Children's Book
A YALSA 2009 Great Graphic Novel for Teens
An Al's Book Club for Kids selection (See Shannon and Dean on NBC's Today show)
Three starred reviews
A Kid's Indie Next for fall '08 (formerly known as Booksense Picks)
A Junior Library Guild Premiere Selection
Nominee for the Texas Lone Star reading list
A Best Book of the year from kidsread.com and teenreads.com
A Cybil Award winner
On the Dorothy Canfield Fisher ChildrenÕs Book Award Master List (Vermont)
Nominated for the 2010 Popular Paperbacks for Young Adults
On the 2009-2010 Maine Student Book Award Reading List
On the TriState YA Review Group Books of Note for 2009 (Pennsylvania, Delaware, and New Jersey)

Websites

The official website of Shannon Hale: www.squeetus.com
Biographical and contact information of Nathan Hale: http://jacketflap.com

Other Books by Shannon Hale

Actor Housewife
Princess Academy
The Goose Girl
Emma Bunting
River Secrets
Book of a Thousand Days
Austenland
Calamity Jack

Other Books written or illustrated by Nathan Hale
Written/Illustrated
Yellowbelly and Plum go to School
The Devil You Know
La Vache Orange- a CD by Nathan Hale and Lucille Batel

Books Illustrated by Nathan Hale
Calamity Jack (by Shannon Hale)
Balloon on the Moon ( by Dan McCann)
The Dinosaur Night Before Christmas ( by Anne Mueche)

how i live now

2009-08-05T13:52:00.002-05:00

"... classic thinking meant you thought you wsere a freak, this is rubbish, much of life is lived on the edges." Meg Rosoff; author of, how i live now.

Bibliographic Information

how i live now by Meg Rosoff

Publisher: Wendy Lamb Books 2006, c 2004
ISBN: 9780553376050
Dewey: Fic
Interest Level: YA Readubg Kevek: 6.9
Subjexts: war, cousins, family, farm life, eating disorders

Plot Summary

When 15 year old Elizabeth (Daisy) and her pregnant stepmother do not get along Daisy is sent to England to live with some cousins she has never met. Daisy bonds with her cousins but they become separated when a war waged by terrorists breaks out. Daisy struggles to survive and eventually is able to be reunited with her cousins.

Critical Analysis

This is a realistic fiction for YA readers. This text lives up to the requirements of the genre. It deals with the topics of love between cousins and war in a very frank and open manner. The text is written in the first-person, it is the voice of Daisy. She tells her story with war as the backdrop and discusses how it affects her and her cousins. .Her words ring true for that of a young person facing some very difficult challenges. Her own word on page 1 chapter one give us a clue that Edmond is the catalyst for many of the choices that Daisy will make on her journey to adulthood. On page 1 she says," Mostly everything changes because of Edmond. and so here's what happened." When she tells us of her love for Edmond one can easily visualize a young girl saying her words. "It would easier to tell this story it it were all about a chaste and perfect love between Two Children against the World at an Extreme Time in History but let;s face it that would be a load of crap.' (p.46).
We see in the story an accurate representation of how young people might cope with these extreme circumstance with little adult input. The themes of friendship and family are embedded in the story itself. The more difficult themes of love between cousins and war are dealt with an equally adept mannerand. It is, however, not the text I am used to or in general comfortable with. It is not, Little Women. Regardless of this I found myself drawn into the text and felt profound emotion as I related to the main characters.
This novel fits the, "edgy serious," catagory of this genre and is getting close to being a novel for younf adults. In fact most adults would enjoy reading this text as well.
The setting is apparently modern and the story is realistic. We are never told specifically the time but we do know it takes place after the world wars at a time whern the internet exists.
The main characters are the four cousins, Osbert, Edmond, Isaas, Piper and Daisy. The adults, Aunt Penn, Dad , and tjhe stepmother are important to the plot even though minimual time is given to discussing them in the text.
The reader is hooked with the first page and this engagement continues as we read to find out how Edmond and Daisy interact. Much of the story is serious but there are some light moments that give the reader a chance to chuckle or smile inwardly at the characters. Daisy's observation about her cousin Isaac and the fact that he talks very little and yet appears to listen to everything is so very typicall of how a young person would look at how adults react to perveived problems in their children, She says that if Isaac lived in the states he would be," dangled over a tank full of Educational consultants and remedial experts all snapping at his ankles for the next twenty years arguing about hisSpecial Needs..."
The ending all but tales your breath away. When Daisy and Edmond are finally reunitedit is bittersweet. Edmond now lives inside himself and Daisy struggles to bring him out. Edmond lives inside himself Daisy realizex because he saw a massacre of people of the village where he lives. It is not a happy ending, nor was it predictable but it is powerful and reaches a satisfying conclusion. Daisy ends her narrative by saying," After a;; this time, I know exactly where I bleong. Here. With Edmond, and that's how I live now."
Meg Rosoff does have a website as do many YA writers it is not interactive. She does list how to contact her publicity people and publisher, there is a letter from her as well as a list of events she will be attending.
http://www.megrisoff.co.uk

Reviews/Excerpts

Publisher's Weekly (May 8, 2006) 'This riveting first noevel paints a frighteningly realistic picture of a world war breaking out in the 21 century ."

Kirkus Revies. "This is a very reliable, contemporary story told in honest, raw first=person and filled with horror, love, pathos, and change. War as it will, changes the young people irrevocably."

Booklist starred review: "it is an ominous prognostication of what a third world war might look like."

The Horn Book." a winning community.... and sober vision... lyrical and compassionate, that is literally and emotionally deeply satisfying"

The Sunday Te;egraph, U.K. :Readers won't just read this book, they will let it possess them."

Awards

Guardian Children' Fiction Prize
Branford Boase Book Award
Das Lucks des Jakes Book Prize (Germany)
Julia Ward Howe Prize
Michael L. Printz Award
Publisher's Weekly Best Book
ALA Best Books
Publisher's Weekly Flying Start Author
Booklist Editor;s Choice
Kirkus Review Editor;s Choice

Shortlisted for the following awards

Los Angeles Times Book PrizeBooklist Teenage PrizeWhibead Children;s Book Award

Orange first Novel Prize

Connections

There are several simple writing assignments that students could do after reading this text that would be different from a typical bookreport. The first would be to write a short dexcription of the life Daisy led before England and the one she led in England. Fo extra credit they could add a description of what her life was like upon her return to New York.

Another way for students to connect would be for them to trace Daisy's acts of courage from her arrival in London to the clomax of the text. They could them share these thoughts either in a class discussion or on a class blog.

There are, of course, many topic for class discussions that could be done in small groups so all students would have a chance to participate. Some of the topics are lighter then others so the teacher will have to use some judgement depending on the group they are working with in order to make the discussions meaningful. This could be done in social studies class or in literature class in order to be successful. This text can be paired with a nonfiction text or section of textbook to show how events in history can effect the young and their outtlook on life.

Any number of research topics could be generated from the text and will depend on the class focus.these could even involve issues of legality regarding the cousins and their feelings for others. Should this be a legal issue and if so for the national government, for states or local entities?

Other Books by the Same Author

Meet Wild Boars, Just in Case, What I Was, The Brides Farewell. Wild Boars Cook, and Jumoy Jack and Googly

Websites of Interest

www.warchild.org.uk- discussion of international programs that aid war affected children.

www@edi.org/issues/woeld_at_war/wwar00.html- site for center of defense information regarding global conflicts

www.esnational.org- lessons plans on defining and understanding war

http://www.youtube.com- Teen board video winner entitled-how i live now.

http.//www.break.com-- this sight has a video interview with the author

The River Between Us

2009-07-29T04:13:00.002-05:00

Bibliographic Information

The River Between Us
Richard Peck 1934-
164p. : 22cm.
Dial Books 2003, New York
ISBN: 0803727356
Dewey Classification: Fic
Subject classifications: Civil War, racially mixed people, race relations, social life and customs of the 19th century.

Plot summary

Tilly Pruitt's family lives in the state of Illinois. There home is on the Mississippi river bank. Tilly's brother, Noah, marches and practices being a soldier prior to the Civil War and in doing so upsets his mother. The family life is changed one day when a steamboat arrives and two passengers disembark These two become borders at the Pruitt's home and a spellbinding tale of Civil War and of family mystery begins that leads to a very unexpected climax. The story begins in the future with the family of Howard Leland Hutchings traveling back to the home of his father. While at home Howard, who is the narrator of the story, is told the tale about his relationship to Tilly and that he is the grandson of Delphine ( the mysterious border from New Orleans) and Noah..

Critical Analysis

This book will challenge it's young readers and is not for the faint of heart. The brutality of the Civil War is presented in very real terms. The literary device of beginning in the future (1916) and then traveling back in time through the grandmother's story can be confusing for some readers initially. It will be important for the teacher to support through modeling reading and think-alouds for struggling readers and for those English as a second language learners. These students will be more used to reading a story that is sequential and the events of the story are written from beginning to end in a straight line format. Once the student is comfortable with this format they will be engaged in this artfully written story. Mr. Peck presents a tale that will be hard to put down until the end is reached. The last paragraph is very compelling in it's simplicity and feeling. It leaves no doubt just how the narrator feels about his heritage, " I didn't have to think it over. I was proud of anything that made me his son. ... One day I'd tell a son of my own this story of who we were. A son, or daughter with enormous violet eyes."
The characters are fully developed and not one- dimensional. They all have to deal with the complicated family relationships in the context of where and when they lived. Each comes complete with their own fears and concerns. All of this makes it easy for the reader to relate in many ways to their struggles.
The plot is well laid out with many twists and this keeps the reader focused and engaged to see what will happen next. The reader will find that this text is well crafted as it reaches a very real and very human conclusion. The book is definitely an experience not to be missed . Richard Peck has successfully written yet another authentic historical fiction.
The author's note following the story gives real insight into the author's thinking when he wrote this story. It also explains the history of the time as it relates to free women of color in New Orleans during this period in history.

ReviewsExcerpts

Horn Book (September/October, 2003): "The harsh realities of war are brutality related in a complex, always suprising plot that resonates on multiple levels."

Kirkus Review starred (Aug. 15, 2003): "Peck writes beautifully, bringing history alive through Tilly's marvelous voice and deftly handling themes of family, race, war, and history. A rich tale full of magic, mystery, and surprise."

Publishers Weekly (May 9, 2005): "The author crafts his characters impeccably and threads together their fates in surprising ways that shed light on the complicated events of the Civil War.

Publishers Weekly ( July 14, 2003): "Without compromising his superb comedic timing and vibrant portrayals of country folk, Peck reaches new depth with this Civil War-era novel."

School Library Journal (September 1, 2003): "Peck masterfully describes the female Civil War experience, the subtle and not-too-subtle ways country was changing and the split loyalty that separated towns even families."

Connections

Due to the subject matter that is part of this work one effective way to deal with these is through literature circles. This will give the students a chance to engage even more fully in the text and the issues it presents. Discussion questions need to be based on higher level thinking rather then on the simpler comprehension questions. Using Bloom one could begin with analysis such as; discussion about the difference in treatment of officers as compared to that of ordinary soldiers. Was this fair or not? For synthesis the students could write a letter from Dr. Hutchings to Tilly as he did in the story. In their letters students should include specific people and places that were part of the story .They need also to pose questions to Tilly that would reflect the student's understanding of the life and time in which both Tilly and Dr. Hutchings lived. As evaluation it would support student understanding by discussing of the split time line and how they felt about this device. Does it add to the telling by having Dr. Hutchings be the narrator for this piece?
In order to develop student understanding of the importance of key cities on the Mississippi to the Civil War the students could create a map of the river. This will also allow the students to focus on just where the story takes place. Once complete the maps could be scanned into the computer and the students couldl display them on the white board. This will create an interactive way for the students to trace each character's trips.
Many historical novels are good for using timeline activities and this one is especially good due to the specific events of the Civil War. Students could brainstorm some events from the story. Once this list is done the students could work in groups to see how quickly they can put the events in correct order. Students will enjoy the competition and the challenge of being able to successfully complete the task. This will demonstrate their understanding of the time and of the story..

2009-07-29T04:12:00.000-05:00

The Midwife's Apprentice

2009-07-28T21:38:00.001-05:00

Bibliographic Information

The Midwife's Apprentice
Karen Cushman
122p.: 19cm.
Clarion Books, 1995
New York
ISBN: 978039549295
Interest level: YA (grades 7-12) Reading level: 6.0
Subject headings: Middle Ages, homeless, midwives.

Plot summary

A young, homeless girl living in medevil England becomes an apprentice to a rather unpleasant midwife. Despite many obstacles this young girl is able to gain what she wants most in her world; contentment, a place in the world, and , " a full belly." She has successes and failures along the way and these experiences allow her to mature and accept what life has to offer.

Critical Analysis

This is a feminist story set in medevil England. During this time in history women had a very definite place in society. Ms. Cushman manages to round out her characters within the context of this concise narrative. The characters are not idealized images but are very real with flaws and faults. We meet the young orphan when she is found by the midwife in a dung heap trying to keep warm. The description Ms. Cushman provides the reader gives real insight into the life as it was, not as a sugar coated vision. " Tonight she settled for the warm rotting of a dung heap, where she dreamed of nothing, for she hoped for nothing and expected nothing. It was as cold and dark inside her as out in the frosty night."
This is a relatively brief text that can be read in a short amount of time. Although there is some confusion caused due to this bevity. The progression of events does not give the reader time to digest what has happened, particulary if they are not familiar with the history of this period. The events unfold to allow the reader to follow the orphan now named Alyce on her journey to womanhood. The themes of failure and success that are part of everyone's maturation into adulthood are relevant to young people today and they will be able to relate to the text on this level,even if they are not totally comfortable with the history.
Ms. Cushman does an excellent job of supporting the reader's understanding with her notes about midwives down through history. Historical fiction writers are basically writers by craft, who use history as the backdrop for their stories. This means that they are often faced with presenting unfamiliar language, context and density. Ms. Cushman has avoided these problem successfully through clear, concise languagethat giver her readers a view into the window of history.
Students will need to look up some of the terms that are not familiar to children of today such as Saint Swithin and Martinmas because they are not clearly defined within in the context of the text.
Ms. Cushman does provide the reader with clues to the authenticity of her text through the use of such devices as the inclusion of lyrics from the period and the use of actual people who did exist during this time.

Reviews/Excerpts

Award: Newberry Medal 1996

Booklist starred (Vol. 91, No. 14 ( March 15, 1995): "Cushman writes with a sharp simplicity and a pulsating beat."

Kirkus Review starred (1995): "... is a gripping story about a time, place, and society that 20th century readers can hardly fathom. Fortunately Cushman does the fathoming for them."

Publishers Weekly ( February 27,1995): "Cushman has an almost unrivaled ability to build atmosphere and her evocation of a medevil village, ... it is suprisingly colorful and pungent."

School Library Journal (May 1995): "With simplicity, art, and humor, Cushman presents another tale of medevil England."

Connections

This book is one that would be appropriate for 7th-12 grader students The text is short enough to be read by the student on their own and so could be use as independent work. It could also be used effectively as a class read. Older students are otten not given the opportunity to listen to fluent reading and it is a shame that is not often part of literature classes. The teacher could read each chapter and then allow the students to do a response journal. The responses could be in the format of a diary written by Alyce.
Due to the excellent character descriptions this is a good text to use for a project such as a story quilt. Each character could have a square devoted to them. Students could illustrate how that character looks to them. The other squares could consist of illustrations of important events from the tale.
Older students could meet in discussion groups . These groups could look at some of the themes and issues found in the narrative such as medevil life, midwives, poverty and homelessness, or the struggles faced by orphans.. The students could look to the text to help them clarrify what the author says about these issues. They could then do independent research on the topics and use this information to come back to the discussion group ready to take a deeper look at these serious issues.
If it is possible to provide each student with their own copy to keep (paperback), they could annotate to clear up any misunderstandings due to language or gaps in their knowledge pertaining to the history of the time. This is a good way to pull the students into the text and take ownership of their learning.
A fun project for this text would be to have students divide into groups and each group create a timeline of events. These timelines could be put on a bulletin board . They could be placed one under the other and students could compare and discuss what each group put on their timeline as important to the story of the midwifes apprentice.

The Witch of Blackbird Pond

2009-07-28T12:46:00.002-05:00

Bibliographic Information

The Witch of Blackbird Pond
Elizabeth George Speare
Bantam Doubleday Dell books for Young Readers
New York
Copyright 1958, renewed 1986.
ISBN: 9780440495963
Dewey Classification: Fic
Interest Level 5th-8th grade Reading level: 7.2
Subject Headings: witches, New England, Puritans, Quakers, bigotry.

Plot Summary

Kit Tyler becomes an orphan when her grandfather passes away. Prior to his death Kit has led a life of ease where little is asked of her on the Caribbean island of Barbados. Kit decides to leave because she feels she has no other options. She journeys to America to live with her aunt' family. In her haste to leave Kit does not let her aunt know she is coming. The voyage goes well and Kit meets two people who will become very important to her. They are a young child named Prudence and Nat, the son of the ship's captain.
The America Kit travels to is far different then the land she left. Her aunt lives in a very restrictive Puritan colony where everyone is expected to conform to a very strict code of conduct. Everyone must work in order for the family to survive, something Kit has not done in the past. This is a very difficult transition for Kit but she is determined to fit in.
This proves very trying and becomes more so when she befriends a Quaker women who the village thinks is a witch. No one will have anything to do with this, "witch of Blackbird Pond."
All of this climaxes with an accusation that Kit herself is a witch. During the investigation it is Prudence and Nat who are able to come to her rescue and prove that she is indeed not a witch.

Critical Analysis

This is a well written tale that engages the reader instantly into the plot and keeps them there until the end. During this time in history women had few choices when it came to providing for themselves and this is the core of the story. Kit is at once independent and yet like all of us wants desperately to fit into her world. Readers will relate to this theme easily. The story is told using precise descriptions of the geography and the culture in early Connecticut. Object such as the often used stocks and the place of worship and town government, the meeting house give authenticity to this narrative. The clothing descriptions allow the reader to visualize what the Puritans must have looked like going about their daily lives. This is in stark contrast to the wardrobe that Kit arrives with.
The ending of the tale seems, however, hurried and is completely predictable. The mob hysteria that surrounded the accusations of witchcraft during this time period would not have been so easily quieted and most likely there would have been a far different ending. Some are disappointed with the ending and Kit and Nat getting married. But while this is predictable it is also true to the choices that would have been made in order just to survive in the harsh world that existed.
This is an excellent book to pair with a nonfiction reading about Puritans in order for students to build background knowledge to make this historical narrative even that much more real.

Review/ Excerpts/Awards

Award: Newberry
Review:
Booklist: "Strong, plot, fully realized characters and convincing atmosphere distinguish this historical narrative of a girl whose rebellion against bigotry and her Puritan surroundings culminated in a witch hunt and trial."

Connections

One good way to make a connection to this text would be to have students create a different ending based on what they learned about Puritan life. These endings could bepresented to the class and the students could give supportive evidence as to why their ending would work.
This is also a great book to use as a springboard for group discussions on such important issues as race relations in early America, women's roles in society, religious freedom, and what it meant to be a royalist or a patriot and how it effected families to name just a few of the numerous possibilities.
A book talk as the reading progresses would be an effective way to reinforce historical concepts and to teach literary elements.. The teacher could use questions that elicit responses that cause the reader to think about each characters motivation, that is to get a picture of each character and where they are and just how they got there.
Two questions can be asked at several points in the narrative that would promote this kind of thinking.
1) How are things looking for Kit at this time in the narrative? ( when she leaves Barbados, when she saves Hannah, when she is accused of witchcraft for example).
2) Based on what you now know from the author what do you think the character will do now?
In order to successfully answer this question the students will have to have background knowledge about this time period and be able to effectively pull out from the text the clues the author has embedded there.
A simple Venn diagram comparing and contrasting Barbados and Connecticut would be very effective for some students.
Narrative text is written to tell a story, to convey ideas be it explicit or implicit. In many texts this makes the story difficult to follow when you add the history to the setting. This is not the case for this novel as comprehension is in fact aided with the knowledge of history and this makes the townspeople more real to the reader.

Oceans

2009-07-17T06:17:00.002-05:00

Bibliographic Information
Oceans
by Simon, seymour
Piblisher: Smithsonian, 2006 Also published previously by Morrow Junior Books 1990.
ISBN: 978-0-006-088999-9
Dewey: 551.45 Classification: nonfiction
Interest level: 3rd-6th grade Reading Level: 5.9

Plot Summary
This is a concept text that offers the basic information on how the world's ocean(s) resahpe our earth. The text is supported with clear photographic images, diagrams, and maps. A quote from the book sums this up in a very effective manner,"Every moment of every day, the sea is at work reshaping the land."

Critical Analysis
Seymour Simon is a prolific writer of nonfiction books. He is known for the accurate and detailedinformation presented in each of his books. His style is easy to read while providing excellent content and vocabulary to his readres. According to Mr. Simon he is actively involved in the selection of the photographs for his text. He wants the illustrations to be accurate and to support his writing. This gives his text even more creditibility. Mr. Simon uses photographs, maps and graphs to support visual access. He does not use access features that one would expect to find in a work of nonfiction and this includes the omission of a table of contents. This makes it difficult to determine the organizstion of the text and the reader must just read through the text or scan and try to see how the text is set up. There are no notes or io bibliographies to support text, there is simply the text.
The necessary vocabulary to support understanding of how the ocean(s) reshape our land is introduced through context for the reader. Examples of these words would include; El Nino, tsunami, tidal wave, crests, and troughs.

Review Excerpts
Horn Book (March 2007) "...Seymour's concise exploration is enhanced by crisp photos and clear graphs, diagrams, and maps.

Awards
Orbis 1990

Connections'
The often used KWL lchart could be used very effectively with this concept book. This could be set up on large paper for the class to brainstorm. Later this information could be set up in a display or on a bulletin board to share with other classes when they come to the library. Teacher/librarian could begin by eliciting from students what do they already know about oceans and how they effect earth. Post these on the chart on the K (What we know section) Then students could write one thing they would like tio learn about ocean effects on earth and post on the W ( what we want to learn) section of the chart.. Using a jigsaw approach for reading could be used since the text is so readable. Divide class into groups and provide each group with a section to read. Each group needs to read their section. After the reading they need to discuss what they have read and record this to be shared with class. Each group must decide how they wish to share graphically the informatiuon with others The graphic representations could then be presented and posted under the L ( what we learned ) Once this is complete the class need to take a second look at their initial questions- were they answered- what were the answers- if not how would they find these answers. These topics could them be used to create research areas for groups to develop and investigate. An extension of this would be the creation of a fourth section to the chart-E (further exploration topics)- from what I have learned so far what area would I like to expliore in more depth?

Joan of Arc

2009-07-17T05:31:00.004-05:00

Bibliographic Information
Joan of Arc
by Diane Stanley
Publisher; Harper Collins, 1998
Classification: Biography, nonfiction
Interest Level: 3rd-8th. Reading Level: 6.3.

Plot summary
This is a biography of Joan of Arc. She was a 15th century French girl who claimed to hear voices telling her to lead the French army against England. Joan was given only a year to accomplish her task according to her voices. Her efforts to save France ended with her death on May 39, 1431. She met her death not on the battlefield but instead was burned at the stake as a witch.

Critical Analysis
Diane Stanley has created yet another picture book biography that uses illustrations to add in the subject of the actual text. The illustrations are done in a style that looks like a medieval tapestry. The cover begins this type of of illustration and it is carried out in the text. Each page of text is bordered and has a small illustration at the top of the page. The picture draws the reader into the page of text to see how it in fact relates to the information on the page.
The note about the 100 years war prior to the actual text is very helpful for the reader of this biography as a source of background knowledge. This is followed by a pronunciation guide that supports the fluent reading of the text. There is a map that helps the reader put into perspective the setting for this life. After the biography Ms. Stanley further supports the student with additional information about Joan and her struggles in court and her final sainthood.
Ms. Stanley uses visual access features very successfully in this information rich text. These, of course, would include the illustrations as well as the map.
The verbal access features include a bibliography and a list of materials recommended for younger readers. She uses a sequential organization that the reader can follow once they discover this. However, there is no table of contents to help the reader so one must scan the pages to determine the way the text is set up. The only clues are the pictures that accompany the text, there are no titles to help.
All quotes from the book are taken from actual transcripts of her trial and not just a literary device. this speaks to the accuracy of the facts presented in the text.

Review Excerpts
Publishers Weekly (January 7, 2002) "Appealing to the audiences intelligence and imagination this book stimulates an interest in both its particular subject , Joan of Arc, and history in general."

Awards
Orbis 1998

Connections
In the beginning the scaffolding support for students in the 3rd-5th grade will probably need to be high. The text is information rich and would not be a good text to read in one setting. The background of the 100 years was is a critical piece the student must have in order to fully appreciate the like of Joan. This can be done using the first two pages of this text about the war in a stand alone lesson before introducing Joan to the students.
Sharing the illustrations with the class and discussing them would be a good introduction before the actual reading. Sharing the pronunciation guide with the students in the form of a large poster to go over words that might cause the reader difficulty will help the reader focus on the text and not on struggling with unfamiliar words. If students are to read this text on their own it would be helpful to have a recording of the pronunciation for them to listen to before reading.
If you choose to read this text with students each section could be read during a class period and then the students could create an open window web to note important information. This web should have four windows and a door that open. The labels for each are; who, what, when,where, and why.. Each section could be given a title by the students to organize the information. Once the text is complete the students could use the webs and created titles to produce a medieval tapestry that represents the important people, events, places in the life of Joan of Arc/

We are the Ship

2009-07-17T04:05:00.002-05:00

Title: We are the Ship the story of Negro League Baseball
Author/Illustrator : Nelson, Jadir\Publisher : Jump at the Sun/ Hyperion, 2008
ISBN: 978-0-780
Dewey : 796.357 Classification : nonfiction
Interest level : 3rd- 8th grade
Reading level : 6.0

Plot summary
This is a first for Kadir Nelson. He both wrote and illustrated this nonfiction text. The title came from the motto of the Negro National leagues, : We are the ship; all else is the sea.". Mr. Nelson describes what is what like to be a part of this baseball league as seen from the eye of a third party who seems to be an elderly player who was part of this whole experience. Mr. Nelson relates the suffering and the triumph of being part of this history in a narrative that reads like a story being told, rather then just a list of dry facts.
The text is set up with a baseball theme of innings. Each section is an inning rather then a chapter. Each inning tells of a specific time in the history of the Negro leagues. The last chapter or extra inning tells about the end of these leagues.
The book begins with a very moving introduction from Hank Aaron. Mr. Aaron not only introduces the text but says a thank you to all those who paved the way for Aaron and others to reach their potential greatness.
After the actual narrative Mr. Nelson includes; an authors note, end notes, acknowledgements, a bibliography, and a filmography. As part of the history of the leagues one will also find two lists that are important to the understanding of this part of history; first a list of Negro leagurers who made it to the majors, and second is a list of Negro leagurers who are in the National Baseball Hall of Fame.

Critical Analysis
The text is illustrated in color. The illustrations include a double fold-out of the first Colored World series lineup. The pictures of the players make them seem larger then life. The players look intense and determined. What I didn't really see in the pictures is the sense of joy the players had in being part of the game that is so well described in the text. One example is the picture of Willie Foster and some young fans. Ther is no joy or excitment of the game seen on any of the faces. The fans look almost sad and yet the text describes the scene in this manner, " ... it was a big deal when a Negro league team came to town. It was like a family reunion. They would barbecue and play music." With a few exceptions the pictures show the angry and frustration of the players. These players suffered much to accomplish what they did and this needs to be part of this important story, but there were victories achieved even as this was happening. The student reader will get much from the pictures and will take away a sense of the struggle and suffering but not of the pride and determination to play the game if they only look at the pictures and not thoroughly digest the words.
The visual access features truly stand as the illustrations draw attention to the topic in a very dramatic way. The fold-out is particularly well done. The pages are a replica of the ticket for the world series and when you open it up there is a panoramic picture of the entire line up for this series. There is no table of contents to let the reader know how the text is organize. A quick scan of the book will let you see that the book is set up in baseball fashion through the use of innings. Each inning has a title and a quote that relates to the particular period being discussed.Mr. Nelson has a style of writing that has the spellbinding effect of listening to a storyteller. This is true to the culture and except that the stories are true is similar to the story-telling tradition found in works of fiction like, "Porch Lies."

Review Excerpts
Booklist starred (February 1, 2008 (vol. 104, No. 11) "... reads like an old timer regaling his grandchildren with tales of baseball greats."
Horn Book (may/June, 2008) "...Nelson's extensive research... yields loads of attention gradding, details how much money players made, when where and how often games took place, and who the standout owners, managers, and playersplayers were...His grand slam though is the art."
Library Media Connection (February 2008) ",,, this book will affect readers because of the full and double page realistic paintings and immerse the reader in the compelling story being told."
Publishers Weekly (January 7, 2008) "Using a folksy venacular, a fictional player give an insider account of segarated baseball, explaining the aggressive style of play... and recalling favorite players.... Mr. Nelsons muscular paintings serve as the true draw."
School Library Journal (January 1, 2008) "...he offers a readable account that is infused with an air of nostalgia and history."

Awards
Blue Bonnet Honor Book
Coretta Scott King
Oprah Book List

Connections
This book is text rich and would be overwhelming to read from cover to cover. Each inning covers a wealth of information. There are numerous ways to use this text to support curriculum and student knowledge.
As an introduction to writing that is told from the third person this is an excellent nonfiction example. The teacher/librarian could do a read-a-loud using one of the innings and as it is read do a think-a-loud. This would give the students a model of the process and a chance to see how good nonfiction can be written in styles other then just a presentation of facts. The students could be paired and each pair could be responsible to read an inning to get experience with this style of writing. Each pair could then research further on their era of baseball history and write their own inning. A fun web site that lists many first in baseball for the students to look at; http://www.baseball-almanac-.com/frstmenu,
The 9th inning begins with a story that would be an effective piece for oral intrepretation presentations on the part of students. It also lends it self well as a fluency practice piece.
During Black History month this book would be an excellent addition to any display for students to see and read. The accomplishments of these black Americans should be a real sense of pride for all students. They did not give up in the face of adversity they saw the problem and sought their own solutions. Students will be able to appreciate what it takes to succeed despite odds and this is a very important lesson in this day of instant gratification.

Out of the Dust

2009-07-08T04:49:00.002-05:00

Bibliographic Information

Out of the Dust
Karen Hesse
Scholastic Press/New York/ 1997
ISBN: 0590360809
Classification: Fiction
Interest Level: Upper middle and Y.A

Plot Summary

This is a verse novel that is told by Billie Jo, a 14 year old girl living through the years known in Oklahoma as the Dust Bowl. Billie Jo describes the tough times faced by her family in a free verse form. Some of the difficulties arrise from the dust bowl and some Billie Jo attributes to her own shortcomings.

Critical Analysis

I have never been fond of verse novels so I had chosen in the past not to read this one. Was I wrong-this is a great book. Once I got caught up in the narrative I even forgot it was poetry. The narrative moves along well . Ms. Hesses is a master at weacing her words to create a real image of the time in which Billie Jo and her family struggled. The refences to the politics at the time were supportive of Billie's thinking and that of her community. Tjis added to the enjoyment for me as a history buff. This was I book I could not put down once I had begun the reading. I am only sorry I missed this opportunity much earlier in my life as a reader. I plan now to take a second look at other verse novels and use them in my teaching,

Review Excerpts

Booklist starred review. "A powerfully compelling tale of a firl with enormous strength, courage, and love,

Publishers Weekly- " Readers may find their own feelings swaying in beat with the heoine's shifting moods."

School Library Journal, starred review. " Free-verse poems... allow the narator to speak for herself much more e;pqiemt;ly than would be possible in standard prose."

Connections

This books lends itself to use in a social studies classroom, i.e. 5th grade when they study the dust bowl. By using this as an additional text the students will be able to be immersed in the time in a way not possible from just reading a standard text account. Some of the text can be read separately such as the chapter entitled, First Rain. It is a beautiful description of rain and how it effects the landscape covered in dust. "I hear the first drops/ Like the tapping of a stranger/ at the door of a a dream/ the rain changes everything' It strokes the roof,/streaking the dusty tin,/ponging/a concert of rain notes./ spilling from gutters. gushing through gullies/ soaking th thirsty earth outside.
In the literature classroom literary elements can be taught as the class reads through the text. A response journal would be an excellent way for students to respond to each chapter.

From a Child's Heart

2009-07-08T03:38:00.002-05:00

Bibliographic Information

From a Child's Heart
poems by Nikki Grimes
Illustrations by Brenda Joysmith
Published: Just Us Books -- New Jersey -- 1992
Currently out of print
ISBN: 9780940975446
Dewey" 811
Interest level: 3rd-6th grade
Reading Level: 5.1
Classification: Nonfiction

Plot Summary

Ms. Grimes has put together a collection of poems that are in pray form dealing with struggles that children face as they are growing up. The themes range from the seriouness of a father being laid off to the humerous one about studying in order to do one's best. Ms. Joysmith has created beautiful illustrations for each poem/pray. Her children are shown in strong family settings that support the child.

Critical Analysis

This collection begins with a personal note from Ms.Grimes. She sets the mood for all of her works. Like Ms. Grimes the child that is doing the prayers is talking to God about her hopes, fears and dreams. These prayers are not just a book of wishes but rather a serious look at the feelings of a child struggling to be a success. Ms. Joysmith uses beautiful drawings to support the theme of each offering in a way that gives the poem even more visual power. One jarring moment is the drawing accompaning the poem, Big Sister Says, one child is in the background looking like they would like to be part of the group but they are not, This image is somewhat out of context with the rest of her drawings and I am left to pnder the why.The poems are written in the context of the African-American cultural tradition but the themes of loss, fear and need to fit in and be productive and universal and can be easily discussed with all children. As a teacher the poem about the book report brought a smile to my face because the child must do the work in order to be successful. God will not do a miracle but will support and be with the child as they prepare for not just the book report but life in general.

Review Excerpts

School Library Journal. " Grimes has composed prayful verses to give boice to the subjects in the pastel drawings." " Brenda Joysmith paints a pretty world of healthy well-groomed children."

Connections

I am not sure how I missed this book of poems. I am always looking for poems for our yearly oratical contests at school. There are standards preformed every year but i always need some new material and this will be perfect. Even though the reading level is 5th grade my younger contestants will be able to relate to these poems and be able to recite them effectively in competition.

The themes are excellent for use by counselors when dealing with students whose parents have been laid off-Daddy's Hat is a short concise descritpion of a child's feelings in this situation. All children have face the loss of a loved one and would wish they could have lived longer and so the poem, One More Year, is an excellent way to introduce this topic.

Toasting Marshmallows

2009-07-08T02:49:00.003-05:00

Bibliographic Information
Toasting Marhsmallows; camping Poeks
by Kristine O'Cpnnell Georgs
Illustrated by: Kate Kiesler
Published: Clarion Books -- New York -- 2001
ISBN: 9780618045976
Dewey: 811
Interest Level: K-6
Classification: Nonfiction
Reading Level: 2.8

Plot summary

Ms. George has put together a collection of poems that describe the camping experience. She uses words to bring forth images of the adventures that one might have when camping. The illustrations from Ms. Kiesler are done in acrylic paintings to support the visual images that Ms. George is intending.

Critical Analysis

This is a wonderful collection of poems that evokes easy images for one who has camped and yet the poems are as visual for those wh have not been camping. The first poem about the putting up the tent sets the theme. Interesting that the tent is orange. This is different from my experiences where the tents were earth colors. In today's world the orange would be protection from hunters and warn that there are people present. The tent poem is a concrete poem and just by reading it one can see and hear the sounds associated with this process. "Shake, snap. Billow, whoof, settle. Tug. Pull Taut. Our tent is up!"
The ending poem, is about hiding the child's flannel shirt worn during this camping trip and how the child wants to preserve the special memories from this time. The book itself is almot novel like in that it begins with the putting up of the tent, is followed by a series of events and then ends with the hiding of the shirt. .
The picturs are idealic almost too idealic. They are pastel and serene which fits some of the poems. However, in several cases they seem to be about settings that are not in the poem. An example of this is the poem about the bait shop. The picture shows a bait shop that is organized and pristine, not typicaly of most bait shops in small towns near parks. The cabin and the truck illustrations are also not what one would expect. The cabin does not look as if it has yet fully returned to the woods and the truck looks as if it were abandoned only a short time ago.
The poem about the flashlightr is very effectively done using beams of light in which to format the words. The sleeping bag illustration brings a chuckle to the reader before you even read the delightful words that tell of a child wraped cocoon like in their sleeping bag.
Ms. George and Ms. Kiesler work well together for the most part in creating poems in different formats on pages with illustrations that capture the natural surroundings found on a camping trip. The moon poem done in the shape of a crescent moon is very subtle and at first glance not what the reader sees but when looking at the peom it supports the words in a very effective manner.

Review Excerpts

Kirkus Review (February 1, 2001). " The canging layout of each page gives a sense of suprise to the most ordinary of events."

Publishers Weekly (March 11, 2001). Tipping/ a slender/ silver ear/ Moon tries? to pretend / / she isn't/ listening/ to our secrets." Readers will definitely want S-mores."

School Library Journal ( July 1, 2001). "The poems are varied and inventive, replete with marvelous images and universal truths."

Connections

These poems are short and easy to read and can be used individually or taught as a whole to lay out a camping experience. After sharing and discussing them with children a teacher could easily transition to a writing lesson abut a memorable camping experience that the students have had. This would help support the TAKS writing activities done in the classroom.
The poems are easy to read and the length is good for use in fluency practices as the students enjoy the actual poems themselves. "Toasting Marshmallows the poem from the title is great for reading with prosody. The mood changes from the slow serious process the little girl follows when toasting her marshmallows to the hurried approach of her brother. This poem also lends itself to a comparison chart and teaching of that literacy element. The poem." Two Voices in a Tent at Night," is an excellent piece for partner reading.
The tent poem done in the shape of a tent could be used to introduce shape poems to students and can be a starting point for them to write one on their own using different shapes.
The mosquito poem uses letters to recreate mosquito sounds and the students will delight in repeating this poem and imitating the mosquito sounds This poem makes even the biting by a mosquito sound fun, " It's meeeeeeeeeeee! Mosqueeeeeeeeeeto! Is that you, dinner? Greeeeeeeeeetings!

Porch Lies

2009-06-26T21:44:00.002-05:00

Porch Lies : tales of slicksters, tricksters, and other wily characters
Author: Patricia McKissack
An unabridged Production; Listening Library
4 compact discs; 4 hours, 22 minutes.
Read by; Patricia McKissack, Pamela D'Pells, Adenrelle Ojo, and Mirron Willis.
ISBN: 9780739361672
Dewey: Fiction
Classification: Story collection
Interest level: 3rd-6th grade
Contents: When Pete Bruce comes to town -- Change -- The devil's guitar -- Aunt Gran and the outlaws -- By the weight of a feather -- A grave situation -- The best lie ever told -- The earth bone and the King of the Ghosts -- Cake Norris lives on part one -- Cake Norris lives on, part two.

Plot Summary

Pat McKissack had put together a collection of tales that are at times humorous and at other times scary. All of the tales are drawn from the oral story telling tradition of the African American culture. Each tale is told from the point of view of a child listening to visitors on her grandparents porch. The introduction draws the listener into a setting of summer leisure evenings. The characters are tricksters and are introduced prior to the beginning of the telling.

Critical Analysis

Traveling to multiple libraries after checking their on-line catalogs I was unable to get a copy of the written text. It seems that catalogs are not always accurate. One librarian just said. " that happens-catalog says its in and book cant be located." At first I was disappointed as I am a visual learner and I wanted to compare the two forms.. As it turns out listening to these discs was a a very moving experience. The introduction draws the listener into a a much simpler time with the first words, "Whipporwills, lightning bugs, and peach ice cream..." I found myself listening to each tale several times. The three readers have voices that are deep and smooth almost musical. Each trickster is able to get what they want using charm and wit. When they do the listener finds themselves smiling at the antics of the trickster. The individual introductions were very helpful in giving background information. This helps the listener to understand the main characters.

Aunt Gran has a line that it particularly relevant to all the tales, You decide for yourself." It is up to the listener to determine just how believable is the character of the trickster. The reading does not use dialect which makes it easy for all to understand. Dialect can add to the story but for children not familiar with it the story can be incomprehensible. The tone of the voices are enough to give this recording the feel of that time on the porch in Nashville.

Review Excerpts

Kirkus Review (August 1, 2006) "... these tales all lend themselves to telling or reading aloud, and carry the common theme that even the worst rascals have saving graces."

Horn Book (September/October, 2006) " It's a clever idea: McKissack presents ten original trickster stories tailord for children with a child narrator in each one, for immediate and lasting identification."

Publishers Weekly (July 19, 2996) " ... where her grandfather and other visitors would share spellbinding, "porch lies," comically exaggerated stories that often centered on rogues and rascals."

Connections

These stories would make good material for creating reader's theater productions. They are simple and follow a pattern of basic story with a trickster adding the humor or drama to the tale. Few props would be necessary to distinguish the characters which is true to the concept of a readers theater production This will support student learning of sequence as the tales will make little sense if the lines are read out or order..

As examples of culture these stories are a good way to introduce social studies units on the different cultures. Trickster tales can be found in most parts of the world but there are two areas where they are most often attributed to: North America and Africa. Native Americans have many trickster tales and Venn Diagrams can be created to compare similar tales from both cultures.

The tale with Aunt Gran and the outlaws tells of a time when outlaws roamed the west and can be used during a history unit. There are many tales about the James brothers from many of the people who lived in the area they traveled. It would be an interesting research study for students to look at how different people perceived these two. Students could create a display of how they are portrayed and set it up in the library in an area where books about the old west are shelved.

Just listening to the tales and discussing them will provide excellent practice for students .Listening is a very necessary skill for children and this recording is one that is easy to engage students in and get them to be active listeners.

Words from a Sioux holy man

2009-06-25T22:32:00.002-05:00

" The buffalo represents the people and the universe and should always be treated with respect. For was he not here before the two-legged peoples and is he not generous in that he gives us our homes and our food? The buffalo is wise in many things and thus should always be as a relative with him."
Ogala Sioux holy man, Black Elk, The Sacred Pipe. 1953.
Source: Bison, a Living Story, 2000.

The Return of the Buffaloes

2009-06-25T20:17:00.002-05:00

Bibliographic Information
Title: The Return of the Buffaloes; a Plains Indian Story about famine and renewal of the Earth
Author: Goble, Paul
Publisher: National Geographic Society 1996
ISBN: 9780792265542
Dewey: 398.2
Interest Level: 3rd-6th grade Reading Level: 4.8
Classification: nonfiction

Plot Summary
This is a tale of a time when the Plains indians were struggling to survive. No animals could be found by the hunters and the people were starving. In desperation two young warriors were chosen to find the buffalo. They were not to come back unless they were successful. Their quest was successful thanks to the help of a mysterious woman.

Critical analysis
Pau Gobles uses text and illustrations to potrray the life experiences of the Plains Indians. The book begins with a note about the importance of the buffalo to the native group in the story.This enables a level of conprehension that many readers would not otherwise bring to the book. By putting this tale on paper, Paul Goble is helping to keep oral tales from being lost to future generations.. The parfleche, a pouch important to the people. is described prior to the text Directions are given for students to make one.This project can add real meaning for any reader. The patterns often used on these pouches can be found on each page of the text that serves as a thread pulling the narrative together.

The characters were flat and more symbols then actual people. The warriors are symbols of the hope the people had that they would be saved. This gives the text more power then if the reader were focused on the character rather than on the theme of renewal and hope. The description of the return of the buffalo is for me the most powerful section of the narrative. Any reader is able to imagine the sight and sound of these magnifivant creatures returning to the plains due to the descriptive words chosen by the author.

There are some words in the text that are somewhat ambigouous and the context does not support their meaning. "Ehanni, in the old days, people dried buffalo meat in the sun to preserve it." Does Ehanni mean the meat or does it mean the process? Even more fuzzy if this one, " Keyapi, that is what they said." What does Keyapi mean? Younger readers will find this somewhat problematic.

At the end of the text is a note about how present day visitors still visit the area and hear the wind and feel the breath of the bufflaoes waitin to come to earth. This is a very powerful way to make the tale personal.

Review Excerpts
Starred Review, Publishers Weekly: "Gobles ... vivid retelling of a Lakota legend dances against the backdrop of highly spirited artwork, an homage to the relationship between man and buffalo and to beauty and design in nature. This book has much to say and does so with eloquence."
School Library Journal, "... entertaining, informative, and inspiritational."
Kirkus Review, "... an extraordinary story central to spiritual and cultural life of the Lakota people... absofbing fare."

Connections
Many urban students have little or no connection to life on the plains. In order to fill in this gap there are several often used strategies that can be very effective. Setting up a bulletin board decorated with pictures of Native Americans past and present is a good way to start. Placed on display around the library should be artifacts and books related to Native Americans. A research unit can be set up in collaboration with teachers for the students. At the end of the unit each student or group can create a postcard that is appropriately decorated and has on it an interesting fact they learned These can be put on the bulletin board.
This book can be used as introductions for units that are not specifically about Native Americans but can be used for science or health units about respect for the earth and its resources.

Books
Bala, Olaf, Where the Buffaloes Begin
Crowl, Christine, White Buffalo Woman
Goble, Paul, Buffalo Woman
Goble, Paul, The Girl who Loved Wild Horses

Websites
There are many good websites related to this topic. Just can just put the word buffalo or bison in the search engine. It is best to be careful, however, some sites are not appropriate for students. The sites sponsored by native American groups themselves are the best. If you would like a graphic of how the parts of the buffalo are used the following site is good;; http://.tbcbison.com/educator.

Fairy Tales

2009-06-24T22:28:00.002-05:00

Fairy Tales are treasured dreams,
flights of fantasy,
Imagined and born long ago,
a childhood luxury,
Chargers, shields, and arms,
Castles, kings of old,
Fairies, snowqueens, dragons,
haunts
and heroes brave and bold.

Elves and woodland animals,
chivalry, jesters speak,
of mysterious adventures
stairs that often creak.

Justice reigns triumphant,
goodness winning out.
Defying evil and all wrong
Courageous right wins out

And Oh! How lovely to believe
the dream will someday come,
As it did in childhood days
now, and yet to come.

Linda A Copp
September 29, 1970

Module 2: Traditional Tales: CinderHazel

2009-06-24T20:57:00.002-05:00

Bibliographic Information
Cinderhazel: The Cinderella of Halloween
Author: Lattimore, Deborah Nourse
Publisher: Scholastic Inc. New York, 2002
ISBN: 9780590202329
Interest level: K-3
Reading level: 2.5
Dewey: Fiction
$5,99 paperback

Plot Summary

This is a variant of the Cinderella story. Cinderhazel is the main character and a witch who is anything but clean. The other characters include her 2 stepsisters, evil stepmother, a godwitch, and a prince named Prince Alarming. As in the Cinderella story Prince Alarming is having a ball to choose a bride. Cinderhazel goes to the ball with the help of the godwitch, meets the prince and the two live, "filthy ever after."

Critical Analysis

This variant is meant to be a parody of the Cindreella story. The characters are flat and the reader will have little connection to them or even really care what happens to them.The word Halloween is in the title and the ball is held on Halloween but except for these two references Halloween has nothing to do with the text. The author works hard to create a humorous parody but her effort falls short. The references to dirt and clutter are predictable and not all that original. As an example when Cinderhazel cleans the floor she put a coat of dirt on the floor instead, no suprise here based on her character. Her efforts at housekeeping are described in this manner, "It was Hazel's job to clean the floor. Hazel swept from one end of the room to the other until the entire floor was covered with a thick layer of dirt. " Every other sentence deals with dirt and does get old.
The prince reminds one of Pig Pen in the Peanuts tales but has no appealing qualities.

The illustrations are busy and distract from the text rather than support it. The characters all look alike and go from looking insipid to evil. These drawings are supposed to represent the clutter that surrounds the characters.

Thw writing itself does not draw the reader into the story. Actually the story is so simple and so lacking in detail it seems almost to be a non-story. Even the chants don't work. They are supposed to be rhymes and not all of them do, unless I am mistaken wing and clean do not rhyme.

Despite my reservations it is a simple little story that will appeal to children during Halloween. It also has some good vocabulary the can be used for vocabulary instruction. Students can also have fun rewriting the chants to make them rhyme.

Review Excerpts

I was interested to look at the reviews after I wrote my critique to see what others thought about this text. Did others see it in a more positive light and was I expecting too much from a simple parody? My thoughts were mirrored by the professional reviewers. In fact they felt that modern parodies need to have more well developed characters and story lines then are in the original tales.

Booklist (Volume 94, No. 1 (September 1, 1997) "... but there is no real story, just one situation, and pictures so busy that it's not always easy to make out what's going on. Still, the slapstick will have instant appeal especially at Halloween,
Horn Book (March, 1998) "The chaotic text and illustrations are more puzzling than humorous."
Kirkus Review(1997) "The more dirt the better is the slogan at the heart of this one-joke story, whose humor relies on mess rather than magic."

One review was more positive.
School Library Journal (October, 1997) "Children will delight in Lattimore's humorous watercolor illustrations of green-faced witches with wild frizzled hair. ...The text entertains some clever wordplay."

Connections

This variant like all the others about Cinderella can be used to create comparison graphics. The vocabulary is excellent for Tier II instruction. Students could do sequence activities using selected vocabulary words. A continum of meaning can be created from these words; muttering,growled, pronounced, squealed, cried, and exclaimed. Because the chants do not rhyme students could write their own rhymes and present them to the class.
As a cross curricular connection this text would be a good introduction for a health unit on dirt and disease. At the end of the unit the students could write their own parody with a Cinderella and Prince who are oppoposite of
Cinderhazel and Prince Alarming.

This text can be used to create reading, writing, listening, and speaking activities that will support the new state standards and curriculum requirements despite its short comings.

Read to Me

2009-06-16T21:47:00.002-05:00

Yesterday at a professional development workshop I saw this poem on the wall and thought it was appropriate for thinking about picture books.
Title: Read to Me
Poet: Judi Moreillen

Read to me
and watch me grow
tell me all
the tales you know
for in this life
I'll need a map
Let is begin
upon your lap-

Side by Side; Five Favorite Picture-Book Teams Go To Work

2009-06-15T22:55:00.002-05:00

Bibliographic Information
Marcus, Leonard. 2001. Side by Side; Five Favorite Picture-Book Teams Go to Work. New York, New York. Walker and Company. ISBN 0802787797
Dewey; 070.5 Classification; nonfiction
Audience: 4th-8th grade
Reading Level; 5.8

Plot Summary
Students do not often stop to think about how a books comes to be. They focus on the end product. This book takes a look at five author/illustrator teams. Each team is discussed in light of how they met, how they work together and how they produce the final product that meets the expectations of both members. The teams that are spotlighted include; Arthur Yorinks and Richard Egielski (Louis the Fish), Alice Provensen and Martin Provensen(The Glorious Flight), Jon Scieszka, Lane Smith, amd Mollie Leach ( The Stinky Cheese Man, and Other Fairly Stupid Tales), Julius Lester and Jerry Pinkney (Sam and the Tigers),and Joanna Cole, and Bruce Degen (The Magic School Bus Explores the Senses). Each chapter ends with a list of other books by the team.There is a glossary and an index at the end of the text.

Critical Analysis
The books begins with an introduction that establishes the focus of the text. There are no illustrations on these two pages just simple text that explains the concept of two people working together to create what they hope will be a work that appeals to the public. Each section is laid out in a similiar fashion. The book cover that is the focus of the chapter on one side of the page text and a picture of the collaboaration teams on the other side. The pages are neat and well organized. With a few minor exceptions all of the illustrations are supportive of the rich details in the text. A few of the illustrations are colorless and faded and essentially add nothing to the text. The format is inviting and readable but I think students will probably not chose this book on their own in elementary school, it is more suited to middle or high school. The use in elementary school will most likely be teacher directed.

Awards
2008 NCTE Children'sAssembly NotableChildren's Books
2008 Bank Street Best Children's Book of the Year
2007 Texas Woman'sUniversityLibrariansChoice 100 Best Books of the Year

Review Excerpts
Booklist starred (November 15, 2001(Volume 98, No. 6) "It will nicely complement guided exploration of children's book creation."
Publishers Weekly (November19,2001) "Readers snared by their interest in the teams behind favorites... will appreciate the insights into the inner workings of bookmaking and may well end up appreciating the books more fof the energy ingenuity it takes to create them."

Connections
Teachers and librarians could collaborate on several lessons to introduce students to writing and illustrating an original work. Students working in groups should chose and an author/illustrator to research and report on. Following this they could write and illustrate a book in the fashion of the team they reported on and publish the final results. Leonard S. Marcus has a website that gives biographical information as well as information on his other books. The address is; http://www.leonardmarcus.com.

Pale Male; Citizen Hawk of New York City

2009-06-15T21:19:00.002-05:00

Bibliographic Information
Schulman, Janet. 2008. Pale Male;Citizen Hawk of New York City.Ill. Meilo So. New York, New York. Alfred A. Knoff. ISBN 9780375845581
Dewey: 598.9
Audience: 3rd-6th grade
Reading Level: 6

Plot Summary
This picture book tells the true story of hawk that takes up residence in New York City. This is unusual as Hawks usually do not stay in urban areas as they prefer the solitude of the country. The narrative develops a timeline of events that bring this hawk to fame. The text follows the problems the hawk and his mates encounter in order to survive in this hostile environment. Offspring of the hawk still live in New York.

Critical Analysis
This is a beautifully written story that chronicles the tale of a red-tailed hawk that decided to stay in New York rather then return to the hawks normal nesting grounds. Meilo So uses watercolors to represent these beautiful wild creatures. The use of color lends itself at times to the hustle and bustle that is New York and then it quiets down to the more soothing earth tones that represent the nature found in the park.There is an interesting contrast between the description of the hawk as a good dad and the unkind remarks about those who are not happy with having the hawk as a neighbor. The same compassion shown by the author for the wild creatures is not extended to those with opposing views.
This book is a good starting point for a study of the needs of animals and man as we co-exist on this planet.

Awards
Bluebonnet Award Nominee

Review Excerpts
Horn Book (March/April, 2008). "With impressionistic virtuosity, Meilo So captures the city's rich variety."
Publishers Weekly (January 28, 2008). "this version stands out for its urbane reportorial prose and stylish watercolors."

Connections
This book will create many opportunities for children to question and learn about the the pros and cons of having the hawks for neighbors. The health menace due to the garbage created by these birds is an excellent jumping off point for debates based on solid research on the part of the students. The Audubon Society has websites and areas for children to search in order to learn more about other species that inhabit Central Park. The development of laws to protect animals and how they have evolved could be used to develop timelines and discussions about the effects they have on both wildlife and people. At the end of the book there is a short of a list of some books, DVD's and websites that offer further insite into the Hawk and its struggles.
Other areas of study would include; hawk habitats, nesting, eggs, and even the Migratory Bird Treaty Act of 1918.
Two websites that I came across have some really great information about the Pale Male.
The first at: http://www.pbs.org/wnet/nature/episodes/pale-male/introduction/2422. This websites offers an interview with a raptor rehabilitator, other links, an excellent introduction about hawks and a video that is short about species of animals around the world that are in some way in a struggle with their environment.
The second is; http://cityroom.blogs.nytimes.com/tag/pale-male. This site has news blogs related to the Pale Male. It is best used by older students.
There are many other good sites but I strongly recommend that teachers check them out prior to letting students access then. Some lead to sites that are inappropriate.

Joseph Had A Little Overcoat

2009-06-15T19:50:00.003-05:00

Bibliographic Information
Yaback,Simms, 1999, Joseph Had A Little Overcoat.ill. Simms Taback, New York: Viking. ISBM 0670878550.
Picture Book; Easy Fiction
Reading Level: 2.0
Audience: 3yrs.-2nd grade
Dewey: E

Plot Summary
This picture book tells in narrative style the story of a man named Joseph and his overcoat. As the coat wears out Joseph does not throw it away but instead he makes something from the useable material.The first thing Joseph makes is a jacket, then a vest. This continues until there is only a suspender button left. When the button gets lost Joseph does not quit. He then creates the story, thus creating somethuing from nothing.

Critical Analysis
Taback's theme is based on an old Yiddish song he heard as a child, Hob Ich Mir a Mantk. The character does resemble Tasback. The moral is stated in the last sentence of the narrative, "you can always make something from nothing." This is a way of life for many people from cultures that believe in self reliance and working with what you have. This story gives the reader a look at the Jewish culture in a way that is both light and yet presents a serious moral.
The illustrations use the collage form of art done in a type of watercolor called, gouache. This is an itallian form known as water splash (gauzzo). The characters are simple figures, almost cartoon like. In contrast to this there are pictures on the wall of real people and books on the floor with pictures of real people. This contrast gives the pages an almost lilting quality like the song it was taken from. The setting is not explicitly stated but we can tell from the illustrations that it takes place in a rural area. The pages also have cut-outs which will catch the interest of the reader as the overcoat becomes a button.
Recycling is an important issue today but we mostly see this in putting in items in recycle bins and not in the more personal way of reusing in a different way what we have.

Review Excerpts
Booklist (Vol.96,No.9/10 (January 1, 2000). "Tabacks' mixed-media and collage illustrations are alive with warmth, humor, and humanity."
School Library Journal (January 2000) "A book bursting at the seams with ingenuity and creative spirit."

Awards
Caldecott Honor Book 2000
ALA Natable Children's Book

Connections
This is a book that teachers can use to connect to several cross-curricular areas. The topic of recycling is obvious and the idea of not being a throw away society. Subject areas that can be connected to this books are;
social studies with the study of Poland and Jewish culture, a stretch to science would be a look at the animals shown in the illustrations and then there is the health connection to the fruits and vegetables shown.
Reading comprehension using ,"Book Talks," would be easily accomplished. Such literary topics as sequence could easily be demonstrated using such activities as making a vest and decorating it with the items made from the overcoat. Most picture books have more teachable vocabulary then does this text but the words worn and chorus can mean different things so these would be good to review with students. One idea for older students facing the writing TAKS here in Texas is to use the story as your hook and then have the children write in a jounal in response to text and tell about when they created something from nothing. If the student can not remember a time when they did this they can then be instructed to write a story using the idea of making something from nothing.
Other books for children can be found that are both fiction and nonfiction. One series called," The Clean and Green Gang." can be found on the web.The volume titled recycle is in the form of a color book at this website;
http://www.impactenviro.com/
If possible it is good to get some recordings of songs for children in Yiddish. Some can be found at: http://www.mamalisa.com/.