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..
Wednesday, July 29, 2009
Tuesday, July 28, 2009
The Midwife's Apprentice
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 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
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.
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.
Friday, July 17, 2009
Oceans
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?
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
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/
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
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.
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.
Wednesday, July 8, 2009
Out of the Dust
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.
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
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.
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
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!
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!
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