Monday, October 26, 2009
Review of LIVING COLOR by Steve Jenkins
1. BIBLIOGRAPHY
Jenkins, Steve. LIVING COLOR. 2007. Boston: Houghton Mifflin Company. ISBN 0618708979
2. PLOT SUMMARY
This nonfiction book discusses how animals that have brilliant colors use this characteristic to help their species survive. The author cleverly uses bright illustrations to show various living things that possess the featured colors, red, blue, yellow, green, orange, purple, and pink. The author uses the phrase “(substitute color) says…” to highlight each page. He then shows the various creatures and tells how this color helps them survive. Such as, pink, for the parrotfish, signals to females, which are not pink, that this parrotfish is a male. He devotes two pages for each color, which includes about twelve animals. At the end, he includes a page with more general information about animals and color. He also provides a glossary with the length, habitat, and diet of each featured animal, along with a small picture beside it.
3. CRITICAL ANALYSIS
This nonfiction book will appeal to children of all age levels. Even if they can’t read, they will love the illustrations. The author, who also is the illustrator, uses cut-paper collage. This book is strikingly beautiful. The illustrations are vibrantly colored and pure pleasure for the eye.
The book is simplistic, with not too much text. The text included is cleverly written and will make any student want to read about how each animal or creature uses their color to survive and even thrive. Using the huge bold text in the color he’s describing will catch everyone’s attention. He repetitively uses the color name with the word “says…” He then uses catchy phrases in smaller text using the same color. He puts the explanation in black and uses even smaller text. This really makes it interesting and easy to read.
The book contains no Table of Contents. The book contains no sources to check for the accuracy of the text. The back contains a glossary which gives each animals length, habitat, and diet, with a small colored picture of each of the featured animals. The author does list four other books that students can go to find out more about animals and their color.
I really enjoyed this book because of the cleverness in the writing and the beautiful illustrations it contains.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: "Another amazing work by a master illustrator." SLJ Starred 10/2007.
BOOKLIST review: “It's difficult to imagine a science topic better suited to picture-book form than this one, which offers a pageant of the most stunning, vividly hued creatures on the planet. ...From the pink fairy armadillo to the purple deep-sea dragonfish, readers will be fascinated by the panoply of critters that often seem the stuff of fairy lore, and educators will applaud the clever concept of presenting survival adaptations as a biological fashion show.”
5. CONNECTIONS
Right before a field trip to the zoo, this book should be read. Have students see how many animals from the book they locate at the zoo. They could also write down new animals they found at the zoo that use their color to survive. They could even take pictures with cameras or cell phones and print them off to show and display. When they return to school, have a day of discussion about what they saw. Post pictures and make a display.
Students can pick a color of their own and research animals that use this color to help them survive. The class could make their own color book to display. They could also use a color named in the book, but they have to find new animals to focus on.
Students might want to research other unusual physical characteristics that a particular species has the helps it survive. The skunk can blast predators with horrible smelling spray, or the armadillo has a hard shell that protects it from predators. Students could collect pictures of their animals and explain the characteristic. They could present and make a display.
Jenkins, Steve. LIVING COLOR. 2007. Boston: Houghton Mifflin Company. ISBN 0618708979
2. PLOT SUMMARY
This nonfiction book discusses how animals that have brilliant colors use this characteristic to help their species survive. The author cleverly uses bright illustrations to show various living things that possess the featured colors, red, blue, yellow, green, orange, purple, and pink. The author uses the phrase “(substitute color) says…” to highlight each page. He then shows the various creatures and tells how this color helps them survive. Such as, pink, for the parrotfish, signals to females, which are not pink, that this parrotfish is a male. He devotes two pages for each color, which includes about twelve animals. At the end, he includes a page with more general information about animals and color. He also provides a glossary with the length, habitat, and diet of each featured animal, along with a small picture beside it.
3. CRITICAL ANALYSIS
This nonfiction book will appeal to children of all age levels. Even if they can’t read, they will love the illustrations. The author, who also is the illustrator, uses cut-paper collage. This book is strikingly beautiful. The illustrations are vibrantly colored and pure pleasure for the eye.
The book is simplistic, with not too much text. The text included is cleverly written and will make any student want to read about how each animal or creature uses their color to survive and even thrive. Using the huge bold text in the color he’s describing will catch everyone’s attention. He repetitively uses the color name with the word “says…” He then uses catchy phrases in smaller text using the same color. He puts the explanation in black and uses even smaller text. This really makes it interesting and easy to read.
The book contains no Table of Contents. The book contains no sources to check for the accuracy of the text. The back contains a glossary which gives each animals length, habitat, and diet, with a small colored picture of each of the featured animals. The author does list four other books that students can go to find out more about animals and their color.
I really enjoyed this book because of the cleverness in the writing and the beautiful illustrations it contains.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL review: "Another amazing work by a master illustrator." SLJ Starred 10/2007.
BOOKLIST review: “It's difficult to imagine a science topic better suited to picture-book form than this one, which offers a pageant of the most stunning, vividly hued creatures on the planet. ...From the pink fairy armadillo to the purple deep-sea dragonfish, readers will be fascinated by the panoply of critters that often seem the stuff of fairy lore, and educators will applaud the clever concept of presenting survival adaptations as a biological fashion show.”
5. CONNECTIONS
Right before a field trip to the zoo, this book should be read. Have students see how many animals from the book they locate at the zoo. They could also write down new animals they found at the zoo that use their color to survive. They could even take pictures with cameras or cell phones and print them off to show and display. When they return to school, have a day of discussion about what they saw. Post pictures and make a display.
Students can pick a color of their own and research animals that use this color to help them survive. The class could make their own color book to display. They could also use a color named in the book, but they have to find new animals to focus on.
Students might want to research other unusual physical characteristics that a particular species has the helps it survive. The skunk can blast predators with horrible smelling spray, or the armadillo has a hard shell that protects it from predators. Students could collect pictures of their animals and explain the characteristic. They could present and make a display.
Review of HOUDINI by Kathleen Krull
1. BIBLIOGRAPHY
Krull, Kathleen. HOUDINI. 2005. Ill. By Eric Velasquez. New York: Walker and Company. ISBN 0802789536
2. PLOT SUMMARY
The focus of this biography is definitely Houdini’s amazing success as an escape artist. The book also highlights Houdini’s childhood, which was spent in poverty. This led to Houdini working constantly and in his spare time, trying to come up with clever routines to help bring in money. He first performed a trapeze act, then studied magic routines, and finally began adding escape routines to his repartee. The book describes and illustrates several of his routines, while also discussing his marriage, his perfectionism, and his untimely death at age 52. The book concludes with some behind the scenes information that explains some of secrets to Houdini’s routines. The secrets, however, are the determination of Houdini. His hard work and practice made him a success, as well as his mental ability to deal with physical pain in order to make every routine perfect. He truly was an amazing individual, and deserves to remain the most famous name in magic.
3. CRITICAL ANALYSIS
This picture-book about Houdini’s life, will catch the eye of most children. Even if they can’t read the words, the beautiful illustrations showing the escape routines will capture their attention. The book is designed to resemble the circus. The text is big and bold. The illustrations are made by using oil paint on watercolor paper. They are very lifelike and beautiful. The author uses the illustrations to show step by step the details to some of Houdini’s most famous escape routines. The end of the book has a “Behind the Scenes,” section that contains some interesting information about how some of Houdini’s performances were achieved. Most children will enjoy this part of the book.
The book has a bibliography, and gives credit to eleven sources. The book contains no “Table of Contents,” but the book is brief enough that it doesn’t need it. Most older students will want to read the whole book in one sitting.
The book is a picture book made for children, so the book points out the amazing things that Houdini was able to achieve in his life. The book does not include anything negative about Houdini, which might lead one to believe that the author’s viewpoint could be biased. Whatever the case, this book is captivating and Houdini deserves a book about the amazing routines he perfected. Houdini should be admired by children everywhere for using his natural abilities, as well as determination and hard work, to make himself a success. He found a way to do what he enjoyed and was able to earn a good living doing it. What better lesson is there for children to learn?
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW: “Grade 2-5–An attractive, oversize picture-book biography. Framed descriptions of some of Houdini's most famous stunts are interspersed within the overview of his life. The author's crisp narrative style and careful choice of detail are evident here. Velasquez's impressive framed, posed oil paintings portray the magician's intensity and sense of showmanship. Most of the illustrations feature Houdini and his performances, and the design and varied layout are very effective.”
BOOKLIST REVIEW: “Gr. 1-3. In this biography of one of history's most successful showmen, Krull's expository narrative periodically pauses to revisit the old-fashioned theater depicted in the splashy title-page sequence. These clever interludes feature vivid, free-verse poems that cast children as audience members at Houdini's most fabled performances ("Failure to escape means a drowning death! / An assistant stands by with an ax just in case"). Though together the main narrative and poetry barely skim the surface of Houdini's life, the card-trick contingent will find the combination accessible, and motivated children will take full advantage of the amplifying endnote and resource listing.”
5. CONNECTIONS
Students could read other biographies on the person of their choosing and the class could make a poster, pasting pictures of Houdini and the other people featured. Compare and contrast their lives, as well as their personalities and character traits. This would be a great way to discuss what character traits seem to keep showing up in people that make a difference in the world.
Students could read excerpts from other books about Houdini, and determine if the author left out any negative information, or they could see if they can find an interesting or fascinating fact, that wasn’t included in the book. Students could discuss why being objective is important when writing nonfiction. The class could make a poster or collage that shows important things that the author left out, or that the class thought should have been included.
Students could research and illustrate their favorite Houdini stunt. They could do a step by step illustration like the ones included in the book. Then they could present it to the class. They could research and find stunts not included in the book also.
Krull, Kathleen. HOUDINI. 2005. Ill. By Eric Velasquez. New York: Walker and Company. ISBN 0802789536
2. PLOT SUMMARY
The focus of this biography is definitely Houdini’s amazing success as an escape artist. The book also highlights Houdini’s childhood, which was spent in poverty. This led to Houdini working constantly and in his spare time, trying to come up with clever routines to help bring in money. He first performed a trapeze act, then studied magic routines, and finally began adding escape routines to his repartee. The book describes and illustrates several of his routines, while also discussing his marriage, his perfectionism, and his untimely death at age 52. The book concludes with some behind the scenes information that explains some of secrets to Houdini’s routines. The secrets, however, are the determination of Houdini. His hard work and practice made him a success, as well as his mental ability to deal with physical pain in order to make every routine perfect. He truly was an amazing individual, and deserves to remain the most famous name in magic.
3. CRITICAL ANALYSIS
This picture-book about Houdini’s life, will catch the eye of most children. Even if they can’t read the words, the beautiful illustrations showing the escape routines will capture their attention. The book is designed to resemble the circus. The text is big and bold. The illustrations are made by using oil paint on watercolor paper. They are very lifelike and beautiful. The author uses the illustrations to show step by step the details to some of Houdini’s most famous escape routines. The end of the book has a “Behind the Scenes,” section that contains some interesting information about how some of Houdini’s performances were achieved. Most children will enjoy this part of the book.
The book has a bibliography, and gives credit to eleven sources. The book contains no “Table of Contents,” but the book is brief enough that it doesn’t need it. Most older students will want to read the whole book in one sitting.
The book is a picture book made for children, so the book points out the amazing things that Houdini was able to achieve in his life. The book does not include anything negative about Houdini, which might lead one to believe that the author’s viewpoint could be biased. Whatever the case, this book is captivating and Houdini deserves a book about the amazing routines he perfected. Houdini should be admired by children everywhere for using his natural abilities, as well as determination and hard work, to make himself a success. He found a way to do what he enjoyed and was able to earn a good living doing it. What better lesson is there for children to learn?
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW: “Grade 2-5–An attractive, oversize picture-book biography. Framed descriptions of some of Houdini's most famous stunts are interspersed within the overview of his life. The author's crisp narrative style and careful choice of detail are evident here. Velasquez's impressive framed, posed oil paintings portray the magician's intensity and sense of showmanship. Most of the illustrations feature Houdini and his performances, and the design and varied layout are very effective.”
BOOKLIST REVIEW: “Gr. 1-3. In this biography of one of history's most successful showmen, Krull's expository narrative periodically pauses to revisit the old-fashioned theater depicted in the splashy title-page sequence. These clever interludes feature vivid, free-verse poems that cast children as audience members at Houdini's most fabled performances ("Failure to escape means a drowning death! / An assistant stands by with an ax just in case"). Though together the main narrative and poetry barely skim the surface of Houdini's life, the card-trick contingent will find the combination accessible, and motivated children will take full advantage of the amplifying endnote and resource listing.”
5. CONNECTIONS
Students could read other biographies on the person of their choosing and the class could make a poster, pasting pictures of Houdini and the other people featured. Compare and contrast their lives, as well as their personalities and character traits. This would be a great way to discuss what character traits seem to keep showing up in people that make a difference in the world.
Students could read excerpts from other books about Houdini, and determine if the author left out any negative information, or they could see if they can find an interesting or fascinating fact, that wasn’t included in the book. Students could discuss why being objective is important when writing nonfiction. The class could make a poster or collage that shows important things that the author left out, or that the class thought should have been included.
Students could research and illustrate their favorite Houdini stunt. They could do a step by step illustration like the ones included in the book. Then they could present it to the class. They could research and find stunts not included in the book also.
Review of HITLER YOUTH by Susan Campbell Bartoletti
1. BIBLIOGRAPHY
Bartoletti, Susan Campbell. HITLER YOUTH. 2005. New York: Scholastic. ISBN 0439862736
2. PLOT SUMMARY
The book begins with a brief biography of twelve youths whose story is featured in the book. Although the book is not about Hitler, it focuses on how his shrewd manipulation of Germany’s children led to some dying for his cause and some turning their backs on their families. His organization of the Hitler Youth started out as organized fun activities, but as Germany needed soldiers, many of the Hitler Youth were sent to battle. Ultimately, many youths realized that they were being manipulated by Hitler’s propaganda and they ultimately became traitors for the other side. Most of the children realized that Hitler was lying to the people of Germany and that people were losing their individual rights. Some Hitler Youths chose to die at the hands of the SS, rather than carry out orders that they knew were wrong. The one story that I found the most shocking was that of Elizabeth Vetter, who turned in her own parents after they scolded her for participating in the Hitler Youth. In the conclusion, the author presents an Epilogue which briefly tells what happened to each of the young people in the book that survived the war.
3. CRITICAL ANALYSIS
This book is for older readers, grades 6-12. The stories are fascinating, yet hard to believe. Most older children could possibly relate to being excited about the hope that new leader can invoke in its citizens. Especially, one who makes idle promises when their country is hurting. The book is one of the few I’ve read that is from the perspective of German children who were not persecuted by Hitler. These innocent children were damaged by him in another way. They are forced to live with the choices they made as children.
This book is great for students because it reads more like a story, than a work of nonfiction. The book is thoroughly researched and documented. The book contains a Table of Contents. It has a brief Biography of the twelve featured young people from the book. It has a Foreword and an Introduction. The chapters follow the timeline of Hitler’s rise to power until the war’s end, and also what happened to Hitler’s followers after the war. It also contains an Epilogue which tells about what happened in the future of the surviving characters.
The author also gives a Timeline of the war. She also includes an
Author’s note about her research and thoughts on writing the book. She also discusses the black and white photographs used, which make a wonderful accompaniment to the text. She includes Quote Sources, as well as a five page Bibliography. She also gives Acknowledgments to those who helped her in her research. The book also includes an Index for quick reference. The book is well researched and includes many ways to check the book’s accuracy.
The only negative aspect I could find was that a glossary of terms would be helpful since many of these terms might be unfamiliar to the book’s audience. I also thought including a map showing where the book takes place, might be helpful for students.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “Starred Review. Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich. The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. The final chapter superbly summarizes the weighty significance of this part of the 20th century and challenges young readers to prevent history from repeating itself. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”
Review BOOKLIST: “*Starred Review* Gr. 7-10. What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.
5. CONNECTIONS
Students could read excerpts from other books about this time. Such as, one from the perspective of Jewish children that survived the concentration camps, or were forced to go into hiding. They could also read about the way Hitler treated the handicapped children of Germany. They could discuss and compare their lives and how different it would be to be Jewish in Germany at that time. There are also many excellent documentaries about survivors, many who were children during the war. Viewing one of those films would make a good follow-up activity.
Show students how life and death was as simple as one person pointing people to the left or right. Start by telling students with blue shirts to go to the left and students with any other color go to the right. This shows them that there was no reasoning in the decisions made in the camps. Most students just can’t believe that this could happen. Then, they could talk about how they felt being sent to die because of the color of their shirt. You could also discuss the guilt one would feel to be sent to the line that lived, when all your family members were chosen to die.
After reading the book, you could read a fictional book about this time. THE BOY IN THE STRIPPED PAJAMAS by John Boynes would be good because it shows two boy that befriend each other, but live in totally different worlds. One boy is the son of a Nazi officer and the other is a Jewish boy in the concentration camp. This gives the perspective of both sides and would make a good companion piece to HITLER YOUTH. There was also a movie made about this story.
Bartoletti, Susan Campbell. HITLER YOUTH. 2005. New York: Scholastic. ISBN 0439862736
2. PLOT SUMMARY
The book begins with a brief biography of twelve youths whose story is featured in the book. Although the book is not about Hitler, it focuses on how his shrewd manipulation of Germany’s children led to some dying for his cause and some turning their backs on their families. His organization of the Hitler Youth started out as organized fun activities, but as Germany needed soldiers, many of the Hitler Youth were sent to battle. Ultimately, many youths realized that they were being manipulated by Hitler’s propaganda and they ultimately became traitors for the other side. Most of the children realized that Hitler was lying to the people of Germany and that people were losing their individual rights. Some Hitler Youths chose to die at the hands of the SS, rather than carry out orders that they knew were wrong. The one story that I found the most shocking was that of Elizabeth Vetter, who turned in her own parents after they scolded her for participating in the Hitler Youth. In the conclusion, the author presents an Epilogue which briefly tells what happened to each of the young people in the book that survived the war.
3. CRITICAL ANALYSIS
This book is for older readers, grades 6-12. The stories are fascinating, yet hard to believe. Most older children could possibly relate to being excited about the hope that new leader can invoke in its citizens. Especially, one who makes idle promises when their country is hurting. The book is one of the few I’ve read that is from the perspective of German children who were not persecuted by Hitler. These innocent children were damaged by him in another way. They are forced to live with the choices they made as children.
This book is great for students because it reads more like a story, than a work of nonfiction. The book is thoroughly researched and documented. The book contains a Table of Contents. It has a brief Biography of the twelve featured young people from the book. It has a Foreword and an Introduction. The chapters follow the timeline of Hitler’s rise to power until the war’s end, and also what happened to Hitler’s followers after the war. It also contains an Epilogue which tells about what happened in the future of the surviving characters.
The author also gives a Timeline of the war. She also includes an
Author’s note about her research and thoughts on writing the book. She also discusses the black and white photographs used, which make a wonderful accompaniment to the text. She includes Quote Sources, as well as a five page Bibliography. She also gives Acknowledgments to those who helped her in her research. The book also includes an Index for quick reference. The book is well researched and includes many ways to check the book’s accuracy.
The only negative aspect I could find was that a glossary of terms would be helpful since many of these terms might be unfamiliar to the book’s audience. I also thought including a map showing where the book takes place, might be helpful for students.
4. REVIEW EXCERPTS
Review SCHOOL LIBRARY JOURNAL: “Starred Review. Grade 5-8–Hitler's plans for the future of Germany relied significantly on its young people, and this excellent history shows how he attempted to carry out his mission with the establishment of the Hitler Youth, or Hitlerjugend, in 1926. With a focus on the years between 1933 and the end of the war in 1945, Bartoletti explains the roles that millions of boys and girls unwittingly played in the horrors of the Third Reich. The book is structured around 12 young individuals and their experiences, which clearly demonstrate how they were victims of leaders who took advantage of their innocence and enthusiasm for evil means. Their stories evolve from patriotic devotion to Hitler and zeal to join, to doubt, confusion, and disillusion. (An epilogue adds a powerful what-became-of-them relevance.) The large period photographs are a primary component and they include Nazi propaganda showing happy and healthy teens as well as the reality of concentration camps and young people with large guns. The final chapter superbly summarizes the weighty significance of this part of the 20th century and challenges young readers to prevent history from repeating itself. Bartoletti lets many of the subjects' words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story unlike anyone else has.”
Review BOOKLIST: “*Starred Review* Gr. 7-10. What was it like to be a teenager in Germany under Hitler? Bartoletti draws on oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there. Most of the accounts and photos bring close the experiences of those who followed Hitler and fought for the Nazis, revealing why they joined, how Hitler used them, what it was like. Henry Mentelmann, for example, talks about Kristallnacht, when Hitler Youth and Storm Troopers wrecked Jewish homes and stores, and remembers thinking that the victims deserved what they got. The stirring photos tell more of the story. One particularly moving picture shows young Germans undergoing de-Nazification by watching images of people in the camps. The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum. The extensive back matter is a part of the gripping narrative.
5. CONNECTIONS
Students could read excerpts from other books about this time. Such as, one from the perspective of Jewish children that survived the concentration camps, or were forced to go into hiding. They could also read about the way Hitler treated the handicapped children of Germany. They could discuss and compare their lives and how different it would be to be Jewish in Germany at that time. There are also many excellent documentaries about survivors, many who were children during the war. Viewing one of those films would make a good follow-up activity.
Show students how life and death was as simple as one person pointing people to the left or right. Start by telling students with blue shirts to go to the left and students with any other color go to the right. This shows them that there was no reasoning in the decisions made in the camps. Most students just can’t believe that this could happen. Then, they could talk about how they felt being sent to die because of the color of their shirt. You could also discuss the guilt one would feel to be sent to the line that lived, when all your family members were chosen to die.
After reading the book, you could read a fictional book about this time. THE BOY IN THE STRIPPED PAJAMAS by John Boynes would be good because it shows two boy that befriend each other, but live in totally different worlds. One boy is the son of a Nazi officer and the other is a Jewish boy in the concentration camp. This gives the perspective of both sides and would make a good companion piece to HITLER YOUTH. There was also a movie made about this story.
Wednesday, October 14, 2009
Review of WHAT MY MOTHER DOESN'T KNOW by Sonya Sones
1. BIBLIOGRAPHY
Sones, Sonya. WHAT MY MOTHER DOESN’T KNOW. 2001. New York: Simon and Schuster. ISBN 0689841140
2. PLOT SUMMARY
This verse book follows 15 year old Sophie and her friends through the normal trials and tribulations of high school. We watch her stumble through two relationships. One on the internet, and another with a boy that she realizes she has nothing in common, except a physical attraction. The book also delves into Sophie’s relationship with her out of touch mother, and distant father. The book touches on the parent’s failing relationship, with the father escaping to work to avoid problems at home. Finally, Sophie falls for a boy who is her soul mate, but she is afraid to acknowledge him, because she knows her friends will disapprove. In the end, she overcomes her fear, and embraces this new relationship. Her mother also comes to a realization that she needs to show more interest in her daughter’s life, as her father drives away on yet another business trip.
3. CRITICAL ANALYSIS
This book is one that I don’t think any teen-ager will be able to put down. It has all the feelings and situations that most teen-age girls deal with every day. I would recommend this book for Junior High and High School students only. It is sexually suggestive, although there is no sex, it is contemplated and discussed.
The poems are great on their own, but the whole package is a wonderful and uplifting story. The poems are easy to read, which is great for reluctant readers, as well as the fact that most readers will be hooked after only a few pages.
The situations are dead on, from the distant father, to the depressed mother, to the ever judging friends. Every school has someone like Murphy, that is the butt of jokes, and more or less a non person. I’m just so glad that this Murphy, finally gets the girl. I just can’t say enough good things about this book. You will laugh, cry, and walk away with a warm, fuzzy feeling. It is precious.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY Review:
"...Sones (Stop Pretending) poignantly captures the tingle and heartache of being young and boy-crazy...With its separate free verse poems woven into a fluid and coherent narrative with a satisfying ending, Sophie's honest and earthy story feels destined to captivate a young female audience, avid and reluctant readers alike."
LIBRARY SCHOOL JOURNAL Review:
"...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
I think it would be great to have a “What My Mother Doesn’t Know,” box in the room. Students could anonymously write whenever they want and put it in the box. One could be pulled out each day or week, discussed or used for a writing prompt. It would be a great way for students to learn about each other and provide an outlet for feelings that might otherwise not surface.
Have students pick their favorite scene in the book and illustrate it.
Students could make a poster showing the good choices Sophie made in the book, or they could pick to show the poor choices Sophie made in the book. They could use collage (like the book jacket cover), attach objects, cut words and pictures out of magazines, or draw to illustrate their points.
The book could be paired with the documentary film, 5 GIRLS
(2001). This documentary aired on PBS on October 2, 2001. It focuses on five young women from diverse backgrounds. The uniting element of this documentary is the need that the girls feel to have connected relationships with their families. After viewing, discuss students relationships with their own families. Students could write about their own family relationships and pick one girl from the film that they felt the most connection with and explain why. Students could also make a poster about themselves and one of the girls in the film or they could compare the character Sophie with one of the girls featured in the film for their poster project. They could also choose to compare themselves to the character Sophie from the book.
Sones, Sonya. WHAT MY MOTHER DOESN’T KNOW. 2001. New York: Simon and Schuster. ISBN 0689841140
2. PLOT SUMMARY
This verse book follows 15 year old Sophie and her friends through the normal trials and tribulations of high school. We watch her stumble through two relationships. One on the internet, and another with a boy that she realizes she has nothing in common, except a physical attraction. The book also delves into Sophie’s relationship with her out of touch mother, and distant father. The book touches on the parent’s failing relationship, with the father escaping to work to avoid problems at home. Finally, Sophie falls for a boy who is her soul mate, but she is afraid to acknowledge him, because she knows her friends will disapprove. In the end, she overcomes her fear, and embraces this new relationship. Her mother also comes to a realization that she needs to show more interest in her daughter’s life, as her father drives away on yet another business trip.
3. CRITICAL ANALYSIS
This book is one that I don’t think any teen-ager will be able to put down. It has all the feelings and situations that most teen-age girls deal with every day. I would recommend this book for Junior High and High School students only. It is sexually suggestive, although there is no sex, it is contemplated and discussed.
The poems are great on their own, but the whole package is a wonderful and uplifting story. The poems are easy to read, which is great for reluctant readers, as well as the fact that most readers will be hooked after only a few pages.
The situations are dead on, from the distant father, to the depressed mother, to the ever judging friends. Every school has someone like Murphy, that is the butt of jokes, and more or less a non person. I’m just so glad that this Murphy, finally gets the girl. I just can’t say enough good things about this book. You will laugh, cry, and walk away with a warm, fuzzy feeling. It is precious.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY Review:
"...Sones (Stop Pretending) poignantly captures the tingle and heartache of being young and boy-crazy...With its separate free verse poems woven into a fluid and coherent narrative with a satisfying ending, Sophie's honest and earthy story feels destined to captivate a young female audience, avid and reluctant readers alike."
LIBRARY SCHOOL JOURNAL Review:
"...Sones is a bright, perceptive writer who digs deeply into her protagonist's soul... Sones's poems are glimpses through a peephole many teens may be peering through for the first time, unaware that others are seeing virtually the same new, scary, unfamiliar things... Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK."
5. CONNECTIONS
I think it would be great to have a “What My Mother Doesn’t Know,” box in the room. Students could anonymously write whenever they want and put it in the box. One could be pulled out each day or week, discussed or used for a writing prompt. It would be a great way for students to learn about each other and provide an outlet for feelings that might otherwise not surface.
Have students pick their favorite scene in the book and illustrate it.
Students could make a poster showing the good choices Sophie made in the book, or they could pick to show the poor choices Sophie made in the book. They could use collage (like the book jacket cover), attach objects, cut words and pictures out of magazines, or draw to illustrate their points.
The book could be paired with the documentary film, 5 GIRLS
(2001). This documentary aired on PBS on October 2, 2001. It focuses on five young women from diverse backgrounds. The uniting element of this documentary is the need that the girls feel to have connected relationships with their families. After viewing, discuss students relationships with their own families. Students could write about their own family relationships and pick one girl from the film that they felt the most connection with and explain why. Students could also make a poster about themselves and one of the girls in the film or they could compare the character Sophie with one of the girls featured in the film for their poster project. They could also choose to compare themselves to the character Sophie from the book.
Tuesday, October 13, 2009
Review of THE COMPANY OF CROWS by Marilyn Singer
1. BIBLIOGRAPHY
Singer, Marilyn. 2002. THE COMPANY OF CROWS. Ill. by Linda Saport. New York: Clarion Books. ISBN 0168083405
2. PLOT SUMMARY
This collection of poems includes 24 illustrated selections, some from the point of view of the crow. We also hear the voices of humans and other animals eloquently describe their interactions with crows. In the end, the author gives us factual information about the crow, as well as why she chose to write about this much overlooked creature.
3 CRITICAL ANALYSIS
I enjoyed this collection, because the author so obviously loves and admires the crow. I think her use of rhyme and metaphors to describe encounters with this bird will be enjoyable for older children. I think some of the vocabulary might not be familiar to younger children. As an adult, I thought the poems were beautiful and display this bird, which most think is nothing more than an annoyance, in a whole new light.
Younger children will love the illustrations. The pastels used in the illustrations create beautiful and colorful pictures. In their simplicity, they are childlike because of their lack of details and bold strokes. I wish the text used, had been a color other than black or white, and also bolder and larger. The script of the poem doesn’t go with the boldness in the title name. It almost disappears on the page, especially with the bold, primary colors used on the pages.
I also wish there had been a Table of Contents. The book is 48 pages long, and that would have made finding certain poems easier. I also wish the author’s note had been placed at the first of the book, instead of at the end. Students would be able to understand the poems better if they knew more about the crow before reading. The students would also understand why the author picked to write about this particular bird species.
I also didn’t like that the titles to a few poems had the same name. I think that will be confusing to students, and will have to be explained. It would have been much simpler to just name each poem something different. Students will be asking, “Why is this poem named “The Father,” and this poem named, “The Father?” They will understand that it is from a different point of view, but why not just name one of them, “The Crow Father?” I would love to ask Ms. Singer why she did this.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY Review:
“Despite the striking full-bleed art and the author's enthusiasm for her subject, this collection of poems about crows may not fly with the target audience. For starters, youngsters may have trouble reading the poems, printed as they are in thin font against deep-colored backgrounds. The design compounds the problems sometimes the titles, contained within the art, appear below the poem, so that readers may not recognize that a new poem has begun. The slightly abstract quality of her compositions makes them best viewed from a slight distance, whereas close proximity is needed to make out the text. Ages 5-9.”
SCHOOL LIBRARY JOURNAL Review:
“Children will enjoy the illustrations and language and take pleasure in the thoughts posed in these selections.”
5. CONNECTIONS
This book of poems would be best read after a nonfiction picture book about the crow. This will help students to understand the poems in this selection.
CROWS by Sylvia A. Johnson, would be a good companion book. Students could discuss their ideas about crows and how they agree or disagree with the new information. The class could make a before and after reading chart to display the new information learned.
Students could make an Acrostic poem using the word, Crow, and make their own illustrations.
Students could pick another bird species or animal, and write and illustrate their own poem.
Teachers could download videos of crows doing some of the activities talked about in the poem. You Tube, has several that go along with the poems. This would give students a visual to help understand some of the author’s observations.
Singer, Marilyn. 2002. THE COMPANY OF CROWS. Ill. by Linda Saport. New York: Clarion Books. ISBN 0168083405
2. PLOT SUMMARY
This collection of poems includes 24 illustrated selections, some from the point of view of the crow. We also hear the voices of humans and other animals eloquently describe their interactions with crows. In the end, the author gives us factual information about the crow, as well as why she chose to write about this much overlooked creature.
3 CRITICAL ANALYSIS
I enjoyed this collection, because the author so obviously loves and admires the crow. I think her use of rhyme and metaphors to describe encounters with this bird will be enjoyable for older children. I think some of the vocabulary might not be familiar to younger children. As an adult, I thought the poems were beautiful and display this bird, which most think is nothing more than an annoyance, in a whole new light.
Younger children will love the illustrations. The pastels used in the illustrations create beautiful and colorful pictures. In their simplicity, they are childlike because of their lack of details and bold strokes. I wish the text used, had been a color other than black or white, and also bolder and larger. The script of the poem doesn’t go with the boldness in the title name. It almost disappears on the page, especially with the bold, primary colors used on the pages.
I also wish there had been a Table of Contents. The book is 48 pages long, and that would have made finding certain poems easier. I also wish the author’s note had been placed at the first of the book, instead of at the end. Students would be able to understand the poems better if they knew more about the crow before reading. The students would also understand why the author picked to write about this particular bird species.
I also didn’t like that the titles to a few poems had the same name. I think that will be confusing to students, and will have to be explained. It would have been much simpler to just name each poem something different. Students will be asking, “Why is this poem named “The Father,” and this poem named, “The Father?” They will understand that it is from a different point of view, but why not just name one of them, “The Crow Father?” I would love to ask Ms. Singer why she did this.
4. REVIEW EXCERPTS
PUBLISHER’S WEEKLY Review:
“Despite the striking full-bleed art and the author's enthusiasm for her subject, this collection of poems about crows may not fly with the target audience. For starters, youngsters may have trouble reading the poems, printed as they are in thin font against deep-colored backgrounds. The design compounds the problems sometimes the titles, contained within the art, appear below the poem, so that readers may not recognize that a new poem has begun. The slightly abstract quality of her compositions makes them best viewed from a slight distance, whereas close proximity is needed to make out the text. Ages 5-9.”
SCHOOL LIBRARY JOURNAL Review:
“Children will enjoy the illustrations and language and take pleasure in the thoughts posed in these selections.”
5. CONNECTIONS
This book of poems would be best read after a nonfiction picture book about the crow. This will help students to understand the poems in this selection.
CROWS by Sylvia A. Johnson, would be a good companion book. Students could discuss their ideas about crows and how they agree or disagree with the new information. The class could make a before and after reading chart to display the new information learned.
Students could make an Acrostic poem using the word, Crow, and make their own illustrations.
Students could pick another bird species or animal, and write and illustrate their own poem.
Teachers could download videos of crows doing some of the activities talked about in the poem. You Tube, has several that go along with the poems. This would give students a visual to help understand some of the author’s observations.
Review of TOASTING MARSHMALLOWS by Kristine O'Connell George
1. BIBLIOGRAPHY
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS. Ill. By Kate Kiesler. New York: Clarion Books. ISBN 016804597
2. PLOT SUMMARY
This collection of camping poems, include 30 poems, with each poem illustrated. The poems cover almost anything that might be done or seen during a family camping trip. The family consists of a girl, her brother, mother, father, and the family dog. The poetry collection begins with a poem about putting up the tent, seeing a deer, and the first night around a campfire. It goes on to poems about the next morning, and activities enjoyed the next day. The poems go through the day and night camping activities of a few days. The book concludes with a poem about taking down the tent and stowing away an old shirt, so the character can remember the smells and fun of that trip.
3. CRITICAL ANALYSIS
This collection of poetry brings all the wonderful sensations of a family camping trip to life. The book includes 30 poems, that cover the whole spectrum of camping activities and experiences. The book includes no Table of Contents, which would have been great for looking up a certain poem, since the book is 48 pages long and made for impatient children.
The illustrations were done in acrylic paint, and are beautiful and realistic. The text and illustrations will take you away to your childhood, when happiness could be achieved by just experiencing nature. The text placement also enhances the book. The first poem about putting up the tent, has the text alignment forms a triangle, to look like a tent. This is done in several poems throughout the book.
I think it would have been great if the author had included some background about her camping experiences and why she wrote the book. I think it would have been great if she had included some favorite recipes her family made and ate by the campfire for students to try.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW:
“Kindergarten-Grade 4-George has penned 30 sublimely simple poems that capture the sights, sounds, smells, and sensations of a family's camping trip, from pitching the tent to pulling up stakes and returning home. All of the selections convey a child-focused sense of wonder as the campers explore the lakefront and surrounding terrain, enjoy the marvels of the natural world, relish meals round the campfire, and toast marshmallows ("This is art-/a time of serious reflection/as my pillowed confection/slowly reaches golden perfection"). The poems are varied and inventive, replete with marvelous images and universal truths.”
HORN BOOK REVIEW:
“The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses.”
5. CONNECTIONS
It would be great fun to have a “Camping Day,” in the library or classroom. Make a fake campfire or pitch or make a tent, read the poems, read other storybooks about camping, and tell our favorite scary stories. This would be a great time of year for this, with Halloween approaching.
Another great activity would be to find a camping cookbook. You could read the recipes and make something from the cookbook, and eat while reading TOASTING MARSHMALLOWS.
Students could write a poem about a favorite vacation, going to the beach, going to visit relatives, and you could put all the student’s works together, and name it, OUR VACATION BOOK OF POETRY. Students could also write several poems and author their own individual poetry books. Students could also illustrate their camping poems for the book.
You could read other poetry books on camping and compare and contrast the different activities each poet chose to write about. After discussion, students could come up with other activities that weren’t covered in other books. Why do you think the activities weren’t included?
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS. Ill. By Kate Kiesler. New York: Clarion Books. ISBN 016804597
2. PLOT SUMMARY
This collection of camping poems, include 30 poems, with each poem illustrated. The poems cover almost anything that might be done or seen during a family camping trip. The family consists of a girl, her brother, mother, father, and the family dog. The poetry collection begins with a poem about putting up the tent, seeing a deer, and the first night around a campfire. It goes on to poems about the next morning, and activities enjoyed the next day. The poems go through the day and night camping activities of a few days. The book concludes with a poem about taking down the tent and stowing away an old shirt, so the character can remember the smells and fun of that trip.
3. CRITICAL ANALYSIS
This collection of poetry brings all the wonderful sensations of a family camping trip to life. The book includes 30 poems, that cover the whole spectrum of camping activities and experiences. The book includes no Table of Contents, which would have been great for looking up a certain poem, since the book is 48 pages long and made for impatient children.
The illustrations were done in acrylic paint, and are beautiful and realistic. The text and illustrations will take you away to your childhood, when happiness could be achieved by just experiencing nature. The text placement also enhances the book. The first poem about putting up the tent, has the text alignment forms a triangle, to look like a tent. This is done in several poems throughout the book.
I think it would have been great if the author had included some background about her camping experiences and why she wrote the book. I think it would have been great if she had included some favorite recipes her family made and ate by the campfire for students to try.
4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL REVIEW:
“Kindergarten-Grade 4-George has penned 30 sublimely simple poems that capture the sights, sounds, smells, and sensations of a family's camping trip, from pitching the tent to pulling up stakes and returning home. All of the selections convey a child-focused sense of wonder as the campers explore the lakefront and surrounding terrain, enjoy the marvels of the natural world, relish meals round the campfire, and toast marshmallows ("This is art-/a time of serious reflection/as my pillowed confection/slowly reaches golden perfection"). The poems are varied and inventive, replete with marvelous images and universal truths.”
HORN BOOK REVIEW:
“The pleasure and surprise of going camping are conveyed in eighteen brief poems. . . .Richly colored paintings enhance the verses.”
5. CONNECTIONS
It would be great fun to have a “Camping Day,” in the library or classroom. Make a fake campfire or pitch or make a tent, read the poems, read other storybooks about camping, and tell our favorite scary stories. This would be a great time of year for this, with Halloween approaching.
Another great activity would be to find a camping cookbook. You could read the recipes and make something from the cookbook, and eat while reading TOASTING MARSHMALLOWS.
Students could write a poem about a favorite vacation, going to the beach, going to visit relatives, and you could put all the student’s works together, and name it, OUR VACATION BOOK OF POETRY. Students could also write several poems and author their own individual poetry books. Students could also illustrate their camping poems for the book.
You could read other poetry books on camping and compare and contrast the different activities each poet chose to write about. After discussion, students could come up with other activities that weren’t covered in other books. Why do you think the activities weren’t included?
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