SPEAK

Anderson, Laurie Halse. (1999). SPEAK.  New York: Penguin Group.  ISBN:  0142414735.

PLOT SUMMARY

A tragic secret is haunting Melinda Sordino. As she enters high school, all of her old friends have abandoned her, and the one new friend she thinks she has made ditches her for a clique.  Even her parents don’t seem to notice her as they throw themselves into their own professional lives. They only notice her floundering grades and bad attitude after they are alerted by the guidance counselor. Mr. Freeman, the art teacher, is the only person who seems to get Melinda, and he tries to crack her shell by allowing her to express herself in art class. Melinda must find a way to release her secret before it destroys her from the inside.

CRITICAL ANALYSIS

Melinda Sordino is a character that teens can relate to immediately as she opens the book with, “It is my first morning of high school. I have seven new notebooks, a skirt I hate, and a stomachache.” High school is a tumultuous time for many young adults, but for Melinda it is made all the more difficult to bare because she is also carrying a dark secret. She finds it easier to remain mute than have to share the pain and shame that is haunting her. Anderson effectively portrays Melinda’s spiral into depression through her dark thoughts, scabby lips, and refusal to speak. She also creates a convincing villain in Melinda’s attacker, Andy Evans, a character that will make readers skin crawl. The book evokes many emotions as Melinda’s desperate (yet silent) cries for help go unanswered. Mr. Freeman, the art teacher, seems to be the only adult that notices Melinda pain, and he tries to help her ease it the best way he knows how—through art. As Melinda focuses on her tree art project she slowly starts to shed the pain and find her soul once again and in doing so she becomes a heroine that teens, especially girls, will admire.

In the 10^th Anniversary Edition of this epic young adult novel, Laurie Halse Anderson shares her thoughts on the impact of Speak as well as a poem she has constructed using the e-mails and letters from readers who have been touched in some way by the novel. At the end Anderson answers questions about the novel as well as providing resources for girls who have faced the same nightmare as Melinda. These bonus features add depth to the novel by providing a glimpse into the author’s thoughts.

REVIEW EXERPTS

School Library Journal (October 01, 1999)- “This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story.”

Kirkus Reviews (September 15, 1999)- “The plot is gripping and the characters are powerfully drawn, but it is its raw and unvarnished look at the dynamics of the high school experience that makes this a novel that will be hard for readers to forget.”

Booklist (September 15, 1999)- “Melinda's sarcastic wit, honesty, and courage make her a memorable character whose ultimate triumph will inspire and empower readers.”

CONNECTIONS

• Have students randomly draw a topic and create an art project like Melinda had to do with a tree.
• Have students write an encouraging letter to Melinda.
• Visit Laurie Halse Anderson’s website with information about the book including a playlist of songs for the book and a video of Anderson reading the poem at the beginning of the book. Anderson also addresses the topic of censorship and explains why she believes it is important for her books to remain on library shelves. http://madwomanintheforest.com/
• Watch Anderson read a poem she composed about the response to the book here.

THE GRAVEYARD BOOK

Gaiman, Neil. (2008). THE GRAVEYARD BOOK.  New York: Harper Collins.  ISBN:  0060530936.

PLOT SUMMARY

Nobody “Bod” Owens is a normal young boy that loves his family and enjoys playing with his friends. The only difference is that all of his family and friends are dead, and he is living in a graveyard.  After his family members are murdered, Bod wonders into a graveyard and comes under the care of its inhabitants. All the while, the murderer, Jack is still hunting Bod to finish the job he started.  The people of the graveyard not only protect Bod, but they teach him tricks of the graveyard like fading and dreamwalking.  His guardian, Silas, who is neither living nor dead, provides him with an education, but Bod desires more.  He decides to go to school with the living, but he quickly regrets that decision as he is haunted by the evils of the living world.  Jack discovers Bod’s secret and he comes after him, as Bod continues to search for whom he truly is and which world he belongs to.

CRITICAL ANALYSIS

Gaiman has readers hooked from the first sentence, “There was a hand in the darkness, and it held a knife,” which is accompanied by a dark, sinister picture. The old graveyard, though it is Bod’s safe haven, also keeps readers on edge as spirits, ghouls, and other creatures are presented. Bod loves his adopted ghost parents and his guardian, Silas, but he also is curious to interact with humans and he gets a brief chance when a young girl comes to play with him in the graveyard.  Then she is taken away by her parents and Bod is lonely once more with only the dead to comfort him. Bod grows up adapting to the graveyard and respecting its inhabitants, but as he reaches adolescence he is longing for more. Like any teenager, he wants to discover who he truly is and what became of his birth family. Throughout the novel there is an underlying suspense of when the man Jack will return to find Bod, and when the moment comes, readers will not be disappointed. This Newbery award winner is a very different twist on the coming of age story. One that is sure to leave readers feeling a little uneasy at every turn.

REVIEW EXERPTS

School Library Journal (October 01, 2008)- “Bod's love for his graveyard family and vice versa provide the emotional center, amid suspense, spot-on humor, and delightful scene-setting.”

Booklist (September 15, 2008)- “This is an utterly captivating tale that is cleverly told through an entertaining cast of ghostly characters.”

Voice of Youth Advocates (August 01, 2008)- “The conclusion is satisfying, but it leaves room for a sequel. Everyone who reads this book will hope fervently that the very busy author gets around to writing one soon.”

CONNECTIONS

• Have students illustrate tombstones with epitaphs describing made up characters from another time period.
• Have students predict what they think Bod will do once he has left the graveyard.

LUNCH LADY AND THE LEAGUE OF LIBRARIANS

BIBLIOGRAPHY

Krosoczka, Jarrett. (2009). LUNCH LADY AND THE LEAGUE OF LIBRARIANS.  New York: Random House.  ISBN:  0375846840.

PLOT SUMMARY

The school librarians are being especially nasty to the students and are obviously trying to hide a secret. Lunch Lady and her side kick Betty are determined to put a stop to whatever evil plan the librarians have in store. A pack of students who call themselves The Breakfast Bunch are also in on the action. Once Lunch Lady discovers the evil plot, she is able to take down the librarians with an arsenal of kitchen gadgets.

CRITICAL ANALYSIS

This lunch room lady with special gadgets that give her super hero powers will certainly have kids looking at their cafeteria staff in a new light. This graphic novel set in a school is a witty twist on classic comic book heroes and villains. Adults may cringe as Lunch Lady and her assistant Betty challenge the League of Librarians as they try to take out a shipment of video games (because what’s so wrong with that right?). However, the compromise lunch lady provides will please both students and adults. A must read for students that enjoy graphic novels and those reluctant readers who need a fun, easy read.

REVIEW EXERPT

School Library Journal (September 01, 2009)- “With its appealing mix of action and humor, this clever, entertaining addition to the series should have wide appeal.”

CONNECTIONS

• Have a fun day in the library where students can read and play video games like the end of  the book.
• Have students draw a comic about a school adventure.

THE STORM IN THE BARN

BIBLIOGRAPHY

Phelan, Matt  (2009).  THE STORM IN THE BARN.  Massachusetts: Candlewick.  ISBN: 0763636185.

PLOT SUMMARY

Jack is an eleven-year-old boy living in Kansas in the 1930s during the dust bowl.  His small town is desperate for rain and his family is suffering their own plight as his older sister fights for her life due to the damage done to her lungs by the dust. Jack wants to help in any way he can, but his dad makes him feel worthless everytime he tries.  To add to his troubles Jack is being bullied by older boys.  One day as he tries to escape the bullies he hides out in an abandoned barn.  In the barn he sees a suspicious puddle and decides to investigate.  He comes face to face with a mysterious figure thats face looks like rain.  Jack has to find a way to release this monster and bring life back to his town and his family.

CRITICAL ANALYSIS

The Storm in the Barn is a crative mix of historical fiction, fantasy, and graphic novel.  It is an excellent choice for those readers turned off by history.  The story contains very few carefully chosen words so much of the excitement is in the pictures within the comic book like frames.  Phelan uses color (and the lack of) to truly capture the setting and mood in each scene.  Much of the book is in washed out yellow and brown tones that reflect the dreary covering of dust that envelopes the town.  However, he also uses dark blues and gray to illustrate the frightening rain monster that Jack discovers in the abandoned shed.  Red is used to show the bloodbath created when the men of the town gather up all of the jack rabbits and massacre them to protect their remaining crops. 

Phelan does an excellent job of conveying the desperation and hopelessness felt by those suffering from the effects of the dust bowl.  He creates a hero in young Jack when he is able to restore the rain monster to the sky and breath hope back into the land.

REVIEW EXERPTS

School Library Journal (September 01, 2009)- “A complex but accessible and fascinating book.”

Publishers Weekly (August 17, 2009)- “The big novelty here is the Dust Bowl setting, and Phelan's art emphasizes the swirling, billowing clouds of fine grit that obscure even nearby objects.”

Booklist (August 01, 2009)- “Phelan turns every panel of this little masterpiece into a spare and melancholy window into another era, capturing an unmistakable sense of time and place…”

CONNECTIONS

• Have students write a short story using comic strips.
• Read other books set during the Dust Bowl such as Out of the Dust by Karen Hesse.
• Have students view pictures and videos about the Dust Bowl http://www.livinghistoryfarm.org/farminginthe30s/water_02.html

WATER STREET

BIBLIOGRAPHY

Giff, Patricia, Reilly.  (2006). WATER STREET.  New York: Yearling.  ISBN:  0440419212.

PLOT SUMMARY

It is 1875 on Water Street in Brooklyn New York.  The whole city is mesmerized by the towers that will soon be the bridge connecting them to Manhattan.  Bird Mallon is a daughter of Irish immigrants who always thought she wanted to be a healer like her mother until witnessing the effects of a tragic accident left her unsure.  As she struggles to decide her destiny she finds an unlikely friend in Thomas Neary, the boy that has moved into the apartment above hers.  With his mother gone and his father stumbling in drunk each night, Thomas longs to be a member of the Mallon family.  Together Bird and Thomas spend their 8^th grade year trying to help Bird’s sister, Ann, find a more meaningful job and save Bird’s brother, Hughie, from a life of fighting and gangs.  Through it all, Thomas and Bird develop a deep friendship and Bird discovers the path she is meant to take.

CRITICAL ANALYSIS

Giff tells this historical story by alternating between the perspectives and Bird and Thomas.  Thomas is a gentle character that appreciates everything the Mallon does for him.  His relationship with Bird develops slowly, but she soon realizes that he is her friend and not just a pest trying to weasel his way into her family.  Giff creates a flawless setting during the late 1800s in Brooklyn describing the building of the bridge and those whose lives were lost below it, and the drive of the immigrant workers striving to provide a better life for their family in their new country.  Bird’s parents have the same hope for her as they turn over their farm savings to provide her the opportunity to attend high school.  Giff has written an endearing coming of age story that showcases a beautiful friendship and loving family.

REVIEW EXERPTS

School Library Journal (September 01, 2006)- “Giff masterfully integrates the historical material and presents a vivid picture of the immigrant struggle in the 1870s.”

Booklist (August 01, 2006)- “A poignant immigration story of friendship, work, and the meaning of home.”

CONNECTIONS

• Pair with Brooklyn Bridge by Karen Hesse, a novel about Russian-Jewish immigrants in the early 1900s.
• Have students research the casualties of the building of the Brooklyn Bridge.
• Have students write a letter to Thomas from Bird or a letter to Bird from Thomas.

WEDNESDAY WARS

BIBLIOGRAPHY

Schmidt, Gary D.  (2007).  THE WEDNESDAY WARS.  New York: Scholastic, Inc.  ISBN:  054723760X.

PLOT SUMMARY

The year is 1967 and Holling Hoodhood is convinced his 7^th grade English teacher, Mrs. Baker, hates him. To make things worse, he is stuck by himself with her every Wednesday afternoon while the rest of his classmates go to Hebrew school or Catholic mass.  At first Mrs. Baker has Holling doing menial tasks to pass the time, but she decides to make the best of their time together by introducing him to Shakespeare.  Holling is now sure that she hates him.  Why else would she submit him to this torture?  But it turns out Shakespeare is not so bad, and in fact Holling learns some life lessons from the classical writer. 

As he is reading Shakespeare at Camillo Junior High, a war is raging in Vietnam.  Holling is contstantly reminded of this as his father and sister fight about politics over the dinner table. Throughout the school year his relationship with Mrs. Baker improves and she helps him overcome some 7^th grade obstacles like making the cross country team and deciding where to take his crush on Valentines Day.  In the end Holling realizes Mrs. Baker has also helped him to form his own views on the world around him, and come out from under his father’s shadow.

CRITICAL ANALYSIS

Holling Hoodhood is the kind of character a reader can’t help but love.  His series of misfortunes are so far fetched, but he always approaches each one with humor and optimism.  Seventh grade at Camillo Junior High can sometimes be turbulent like when an eighth grader post pictures of Holling wearing tights with feathers from his Shakespeaere debut.  However Mrs. Baker is a strong pillar  that Holling soon learns he can rely on.  She is a strong willed teacher that has been an Olympic runner, loves Shakespeare, and has a love and respect for others. 

 As the war is waging in Veitnam much of the school, including Mrs. Baker, are worried about loved ones overseas.  Holling’s sister, Heather, is a self-proclaimed flower child and often defies her father as she tries to make him understand the instability the war is causing.  As Holling witnesses these disagreements at home he is beginning to question his own views on life and whether he truly wants to be the next Hoodhood of the family architectural firm, Hoodhood and Assoc. Holling begins to realize that Shakekspeare may have been teaching him some life lessons after all as he slowly evolves into a free-thinking, caring individual. Schmidt creates an entertaining story as Holling tries to decide what he stand for that is a perfect parallel to the Vietnam War as our nation tries to make the same decision.

REVIEW EXERPTS

School Library Journal (July 01, 2007)- “[Readers] will appreciate Holling's gentle, caring ways and will be sad to have the book end.”

Booklist (June 01, 2007) starred review-  “Schmidt, whose Lizzie Bright and the Buckminster Boy (2005) was named both a Printz and a Newbery Honor Book, makes the implausible believable and the everyday momentous. Seamlessly, he knits together the story's themes: the cultural uproar of the '60s, the internal uproar of early adolescence, and the timeless wisdom of Shakespeare's words.”

Publishers Weekly (April 16, 2007)- “Schmidt delivers another winner here, convincingly evoking 1960s Long Island, with Walter Cronkite's nightly updates about Vietnam as the soundtrack.”

CONNECTIONS

• Let students watch footage of newscast from the Vietnam War 
• Read some of the same plays written by Shakespeare as Holling did.  If teaching younger children use the Shakespeare Can be Fun series by Lois Burdett
• Have a 60s dress up day and eat cream puffs!

BODIES FROM THE ICE: MELTING GLACIERS AND THE RECOVER OF THE PAST

BIBLIOGRAPHY

Deem, James M. 2008. BODIES FROM THE ICE: MELTING GLACIERS AND THE RECOVER OF THE PAST. Boston: Houghton Mifflin. ISBN 061880045X.

PLOT SUMMARY

Bodies from the Ice is an informational text about melting glaciers and the human remains and artifacts they reveal.  The information is presented in stories about archaeological discoveries including Otzi a 5,300 year old mummy perfectly preserved under the protection of a rock overhang.  Another account describes the ancient sacrificial ritual of the Aztec people which left the most beautiful children frozen and perfectly preserved on the mountainside. 

CRITICAL ANALYSIS

Deem has made the topic of melting glaciers truly intriguing.  This informational book is divided into seven chapters with each chapter focusing on an archaeological find of human remains and artifacts in melted glaciers.  The text is written in narrative form, telling the story of how the bodies were discovered. Accompanying the text are astounding photographs from the discoveries with detailed captions.  The photographs of the Aztec children sacrificed because of their beauty are tragic yet mesmerizing.  This was one of the more interesting of the stories.  The children were found perfectly preserved on the mountainside.  They looked as if they were peacefully sleeping.  Deem describes the ritual of drugging the children with a coco beer and placing them in an icy tomb to gain favor with the gods. In addition to the photographs Deem has included historical paintings and newspaper articles depicting tourist hiking the glaciers.

The table on contents outlines each chapter and has an accompanying picture related the the chapters topic.  Other sections include a bibliography, illustration credits, and an index.  At the end of the book Deem even provides suggested websites and glaciers to visit for further research.  Deem has created a scientific and historical gem that will captivate young adults. 

REVIEW EXERPTS

Booklist (December 01, 2008)- “There are books about melting glaciers and books about frozen bodies, but this attractive offering combines the topics in a way that will intrigue readers.”

School Library Journal (December 01, 2008)- “With its extensive bibliography, suggested Web sites, and a listing of glaciers to visit, Bodies is a fantastic resource. Deem superbly weaves diverse geographical settings, time periods, and climate issues into a readable work that reveals the increasing interdisciplinary dimensions of the sciences.”

CONNECTIONS

• Allow students to watch the video “Glaciers and Glaciations” on United Streaming.
• Create an experiment by freezing objects on a cookie sheet.  Take the cookie sheet out of the freezer and elevate it allowing it to thaw a little each day.  Measure the movement of the objects on the pan.
• Have students further research topics from the book including Otzi, , the frozen children of the Andes, or the mystery of George Mallory.

HURRICANES

BIBLIOGRAPHY

Simon, Seymour. 2007. HURRICANES. New York: Harper Collins. ISBN 0061170712.

PLOT SUMMARY

Sometimes called hurricanes, typhoons, or cyclones depending on where they form, these tropical storms cause millions of dollars worth of damage and claim many lives each year.  Simon defines hurricanes, describes how they form and the devastation they cause.  He includes photographs and satellite images as he describes the different categories of hurricanes and past hurricanes that have hit the U.S.  He ends the book by explaining how forecasters can predict these ferocious storms, and how to best prepare for one.

CRITICAL ANALYSIS

Simon’s photographic essay is written in a narrative like style that is easy to read.  The lack of subtitles or an index makes it difficult to flip through the book quickly to find specific facts.  However the photographs correspond to the text being presented and may serve as a guide.  Simon includes photographs of the devastation after a hurricane as well as satellite pictures of the storms.  Readers will also learn about past hurricanes as Simon describes the Saffir-Simpson scale and hurricanes from each category.  He presents the information in short paragraphs with a corresponding picture.  Perhaps the most valuable information presented is how forecasters can now predict these storms and how to safely evacuate when encouraged to or to protect oneself from the devastation.  Weather enthusiasts will not be disappointed by Simon’s straightforward text.

REVIEW EXERPTS

School Library Journal (May 01, 2008)- “This is a typical Simon effort, with readable text and excellent photos.”

Booklist (August 01, 2003)- “Pairing a simply phrased narrative with arresting, eye-catching color photos, Simon explains what hurricanes are and imparts a vivid sense of their destructive potential.”

 CONNECTIONS

• Include in a author study with some of Simon’s other books on natural disaster including:  Tornadoes ISBN: 0064437914 or Earthquakes ISBN:  0060877154
• Explore FEMA’s website for kids devoted to hurricanes which has more information including photographs and pet heroes saved during hurricanes:  http://www.fema.gov/kids/hurr.htm
• Have students write a disaster plan to prepare for a hurricane

WHAT TO DO ABOUT ALICE?

BIBLIOGRAPHY

Kerley, Barbara. 2008. WHAT TO DO ABOUT ALICE? Ill. by Edwin Fotheringham. New York: Scholastic Press. ISBN 0439922313.

PLOT SUMMARY

This is a biography story book that recounts the life of Alice Roosevelt and the grief she caused her father with her unconventional behavior.  Alice lost her mother at a young age and had a hard time adjusting to the new family created when her father remarried.  As a child growing up in the White House she was known for her avant-garde behavior including frightening guest with her pet snake, Emily Spinach, and leading her younger siblings into precarious adventures.  As an adult her behavior continued to be controversial to some.  However, she was respected by many as a goodwill ambassador, advisor to the president, and a congressman’s wife.

CRITICAL ANALYSIS

This story book biography will captivate children and encourage them to learn more about the rebellious Alice Roosevelt who dared to be independent during a time when young women were taught to be subservient and silent.  The story begins with the words “Theodore Roosevelt had a small problem,” which is followed by a full page picture of the former president looking flustered and wiping his face with a hanky.  The story goes on to describe the life of his charismatic oldest daughter, Alice, and the grief she sometimes caused him.  Throughout the biography, facts are presented about President Roosevelt and his presidency, as well as Alice and her many adventures. 

The facts are accompanied by colorful illustrations that in many cases take up the whole page or spread across two pages. Each illustration demonstrates Alice’s spontaneity whether she is jumping on her grandparents’ couch as a young girl or plunging into a cruise ship’s swimming pool as a grown woman. After explaining Alice’s successful career as an adult, the book ends with Alice walking past Mt. Rushmore as her father’ statue watches her and the last line says “But there was one problem that Theodore Roosevelt never quite solved….What to do about Alice?” bringing the story full circle, and making it a wonderful non-fiction read aloud.

At the end of the book, Kerley includes author’s notes with more interesting details of Alice’s life.  She also cites her information that is used in the books and notes validating the authenticity of the information presented.

REVIEW EXERPTS

Publishers Weekly (March 31, 2008)- “It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves young Alice Roosevelt.”

School Library Journal (March 01, 2008)- “This book provides a fascinating glimpse into both a bygone era and one of its more interesting denizens as well as a surefire antidote for any child who thinks that historical figures are boring.”

CONNECTIONS

• Have students write a letter to President Roosevelt from Alice when she is in Asia
• Have students create a timeline of Alice Roosevelt’s life.
• Visit Suzy Red’s website for more activities including a quiz on the children of former Presidents:  http://suzyred.com/2009-what-to-do-about-alice.html.

DIAMOND WILLOW

BIBLIOGRAPHY

Frost, Helen. 2008. DIAMOND WILLOW. New York: Farrar, Straus and Giroux. ISBN 0374317763.

PLOT SUMMARY

Willow is part Athabascan and lives in a small interior Alaskan town.  The main mode of transportation is by snow machine or dog sled.  Willow convinces her parents that she is responsible enough to take a sled to her grandparents alone.  On the way back a mistake on her part leads to a terrible accident and her lead dog, Roxy, is badly injured.  Willow is devastated to hear the veterinarian has said Roxy is blind and her parents have made the decision to euthanize her.  In an attempt to save Roxy, Willow and her best friend leave for her grandparents house, but are stuck in a terrible snow storm.  Willow’s ancestors, who are now animals, protect her along the way.  After the girls are safely home, Willow finds out the tragedy her family endured and her relationship with Roxy only grows stronger.

CRITICAL ANALYSIS

The concept of this lyrical verse novel is a beautiful one.  The diamond willow is a branch that forms small reddish-brown diamonds when a branch is lost.  The branch must be sanded and polished to reveal the beauty beneath.  This imagery is parallel to the transformation Willow goes through as she learns of her family’s tragic past, and realizes that she is much stronger and more loved that she ever imagined.  The novel is written in diamond shaped poems of varying sizes, and embedded within each poem is a hidden message in bold print that conveys the true meaning of the poem.  For instance, when Willow describes why she loves dogs and their loyalty the hidden message is “people scare me”.  Many of the hidden messages reveal Willow’s insecurities that she hasn’t faced.  The novel is a very simple read with a compelling theme that is well suited for young adults.

REVIEW EXERPTS

Voice of Youth Advocates (October 01, 2008)- “Under its bark, the diamond willow is beautiful, with reddish-brown diamond shapes on a cream-colored shank. Likewise this lyrical gem of a story reveals the inner beauty of a seemingly ordinary Athabascan girl.”

School Library Journal (June 01, 2008)-  “Frost casts a subtle spell through innovative storytelling. Her poems offer pensive imagery and glimpses of character, and strong emotion. This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters.”

 CONNECTIONS

• Have students write a diamond shaped poem with a hidden message inside.
• Tie in the topic of dog sledding by tracking the Iditarod on the official website http://www.iditarod.com/

MATHEMATICKLES!

BIBLIOGRAPHY

Franco, Betsy. 2003. Mathematickles!. Ill. by Steven Salerno. New York: Alladin Paperbacks. ISBN 0756967090.

PLOT SUMMARY

Mathematickles! is an individual poet compilation of mathematical brain teaser poems centered around the theme of the seasons.  A girl and her cat are characters present in the illustrations throughout the book though they are not mentioned in the poetry. The poetry, however, focuses on the changing of the seasons.

CRITICAL ANALYSIS

This unconventional poetry book does not feature poems with rhythm, rhyme, or the elements of poetry to which most are accustom. However, these math puzzlers are a wonderful combination of poetic language and mathematical equations. Reluctant math students will not be intimidated by these simple puzzles presented with colorful, whimsical illustrations.  The central topic is the changing of the seasons, and this topic is presented through the poems, such as "feet-shoes+grass=barefoot", as well as through the vibrant watercolor illustrations.  As students read these creative puzzles, they will be exposed to language and math concepts presented in an artistic approach.

REVIEW EXERPTS

School Library Journal (October 01, 2004)- “These cleverly conceived and lively little poems teasingly blend words with mathematical concepts and symbols. Imaginative double-page, watercolor-and-gouache illustrations rev up the fun, season by season.”

Publishers Weekly (June 16, 2003)- “Franco plus Salerno add up to plenty of fun in this nimble brain teaser.”

 CONNECTIONS

• Have students write their own mathmatickle focusing on a season.  They can publish the poem on a cutout of something that represents the season such as a leaf or pumpkin for fall or a snowflake for winter.
• Use Franco’s teacher’s resource book Math Poetry: Linking Language and Math in a ISBN:  1596470720 to further explore the math and language integration.
  

  Fresh Way

  : Grades 2-5: Teacher Resource
• Use Franco’s book Unfolding Mathematics with Unit Origami to further explore the mathematics and art correlation.

REMEMBER THE BRIDGE: POEMS OF A PEOPLE

BIBLIOGRAPHY

Weatherford, Carole Boston. 2002. REMEMBER THE BRIDGE: POEMS OF A PEOPLE. New York: Philomel books. ISBN 0399237267.

PLOT SUMMARY

The book covers four hundred years of African American history though poems by Weatherford and etchings and photographs that she collected over time.  The poems focus on unknown heroes such as slaves, sharecroppers and cowboys as well as famous heroes like Martin Luther King, Jr., Rosa Parks, and Harriet Tubman.

CRITICAL ANALYSIS

Weatherford’s powerful words create imagery of persecution and perseverance.  It begins with the the capture of slaves in Africa, and ends with the powerful poem, The Bridge, encouraging all to know the past and affect the future.  The poems are accompanied by photographs and etching that Weatherford collected which enhance the power of her words.  Some poems like On the Auction Block remind the reader of a tragic past and evoke strong emotions when a baby is torn from his mother’s arms as she is sold away and “…tears bead up on her cheeks. Warm milk streams down her bare chest.”  This poem is accompanied by an etching were slaves are weeping next to the auction block as their families are torn away, as the plantation owners socialize and bid on their family members. 

Other poems celebrate African American heroes such as The Mother of the Movement (For Rosa Parks) which ends with “In her soil of her heart, the movement takes root, seeds of change blossom, then bear fruit.”  These rhythm of the poems creates a serious tone for these informative poems.  The photographs and etchings give students an authentic view into the past. The poems tell a story of a people that should be available in the library for all kids to discover

REVIEW EXERPTS

Booklist (February 15, 2002)- “The stories of basket weavers, family farmers, cowboys, Civil War soldiers, quilt makers, and cooks are celebrated along with those of more famous figures in African American history in this powerful collection of poems that implores readers to learn and remember the past.”

School Library Journal (January 01, 2002)- “…this celebratory, visually striking book will be appreciated in most collections.”

Kirkus Reviews (December 01, 2001)- “This is a collection for every library, offering all readers a bridge toward understanding and acceptance.”

CONNECTIONS

• Read aloud during Black History Month as students learn about famous African American heroes.

• Pair with books about heroes mentioned such as Caldecott Honor Book, Rosa by Nikki Giovanni, or the Caldecott Honor and Coretta Scott King Award winner Martin's Big Words: The Life of Dr. Martin Luther King, Jr. by Doreen Rappaport.

• Have older children create their own photo essay with accompanying poems.

HOW CHIPMUNK GOT HIS STRIPES

BIBLIOGRAPHY

Bruchac, Joseph and James Bruchac. 2001. HOW CHIPMUNK GOT HIS STRIPES. Ill. by Jose Aruego and Ariane Dewey. New York: Puffin Books. ISBN 0142500216.

PLOT SUMMARY

Bear is tromping around the woods claiming he is the best animal and can do anything.  So Little Brown Squirrel gives him a challenge to keep the sun from rising the next day.  Bear accepts the challenge and waits all night willing the sun to not rise.  All of the animals in the forest wait in anticipation as the sun rises in the morning, and of course Bear is angry.  Brown squirrel foolishly teases him, and Bear swipes him with his paw leaving white stripes down his back where the hair is sheared away.  So Brown Squirrel becomes chipmunk, and he is the first animal to rise in the morning and sing to the sun.

CRITICAL ANALYSIS

The simple and repetitive text of this story makes it a great read aloud for younger elementary age students.  Bear chants, “The sun will not come up, humph!” and Squirrel counters, “The sun is going to rise, oooh!”.  The cartoon-like watercolor illustrations are very juvenile and may deter older readers from choosing to read the story.  However, younger students will enjoy the colorful pages and animals. Like most folktales, the moral is a simple one about not being boastful or teasing others, and like many Native American tales, it explains something occurring in nature.

REVIEW EXERPTS

School Library Journal (February 01, 2001)-  “While the story begs to be told, Aruego and Dewey's vibrantly hued trademark watercolors add significantly to the humor.”

Booklist (February 01, 2001)- “The simplicity of the tale makes this ideal for introducing students to the concept of mythology.”

Kirkus Reviews (December 15, 2000)-  “The Bruchacs translate the orality of the tale to written text beautifully, including dialogue that invites audience participation. Aruego and Dewey’s (Mouse in Love, p. 886, etc.) signature cartoon-like illustrations extend the humor of the text “perfectly.”

CONNECTIONS

• Have the students choral read the sing-song lines of Bear and Squirrel.

• Read other Native American tales such Between Earth & Sky : Legends of Native American Sacred Places by Joseph Bruchac and Thomas Locker or Arrow to the Sun : A Pueblo Indian Tale by Gerald McDermott.

RUMPELSTILTSKIN

BIBLIOGRAPHY

Zelinsky, Paul O.  (1986).  RUMPELSTILTSKIN.  New York: Puffin books.  ISBN: 0140558640.

PLOT SUMMARY

While in town, a miller sees the king and wishes to impress him.  He tells him he has a beautiful daughter that can spin straw into gold.  Upon hearing this, the king locks the miller’s daughter in his castle and forces her to spin straw to gold.  For three nights, a strange man comes to her aid.  The first two nights he assists her in exchange for jewelry, but on the final night he demanded that she give him her first born child.  The woman agrees and in the morning upon seeing the room of gold, the king takes her as his queen.  Once their first born arrives, the man returns and demands the child.  The queen begs for his mercy and so the man tells her he will allow her to keep the child if she guesses his name in three days.  The first two days she has no luck, so on the third day she sends her servant to find the man.  The servant finds him in the woods and hears him chant his name.  When he returns to claim the child, he is shocked when the queen knows his name, and she is allowed to keep her child..

CRITICAL ANALYSIS

Zelinksky’s retelling of Rumpelstiltskin is based mainly on the Grimm Brother’s 1819 version, and it is one that children will recognize.  It reads like a traditional fairy tale even starting with “Once there was a poor miller who had a beautiful daughter.”  Unlike in other versions of this fairy tale where Rumpelstiltskin rips himself in half, this story ends happily ever after.  A theme is presented as the overconfident Rumpelstiltskin learns his lesson after he foolishly shouts out his name while dancing around his fire and is spotted by the queen’s servant.

The extraordinary illustrations in the story are reminiscent of Renaissance paintings, and create a magical setting.  Also, through these paintings the character of Rumpelstiltskin is more defined as you observe his tiny stature and peculiar appearance.  With the turning of each page, you are introduced to an intriguing scene that adds to this beauty of this enchanted tale.

REVIEW EXERPTS

School Library Journal (October 01, 1986)- “Zelinsky's painterly style and rich colors provide an evocative backdrop to this story. The medieval setting and costumes and the spools of gold thread which shine on the page like real gold are suggestive of an illuminated manuscript.”

Booklist (January 01, 1987)-  “Zelinsky's jeweled tones and precise medieval backgrounds make this a particularly handsome rendering of the classic fairy tale.”

Publishers Weekly (August 22, 1986)-  “One of the most exquisite picture books of the season, Zelinsky's Rumplestiltskin will have strong appeal for children and for adult picture-book collectors alike.”

CONNECTIONS

•  Pair with Rumpelstiltskin’s Daughter. Stanley, Diane. RUMPELSTILTSKIN’S DAUGHTER. ISBN:  0064410951
• Visit Paul Zelinsky’s website http://www.paulozelinsky.com/
• Have students make up a short song using their name following the pattern of the song sung by Rumpelstiltskin when he inadvertently reveals himself to the queen’s servant.

THE THREE LITTLE PIGS

BIBLIOGRAPHY

Kellogg, Steven. 1997. THE THREE LITTLE PIGS. New York: Harper Collins. ISBN: 0064437795.

PLOT SUMMARY

In this variant of the classic story, Seraphina the pig has run a successful waffle business and decides to retire to The Gulf of Pasta.  She leaves her business and fortunes to her three children.  The three children each build a home:  one of straw, one of wood, and one of brick.  Much like in the classic version the wolf huffs and puffs and blows down the house of straw and the house of wood.  When he comes to the house of brick, he is unable to blow it down, and so he is ready to climb down the chimney.  Suddenly Seraphina returns and helps her children scorch the wolf with a waffle iron as he descends down the chimney.  The wolf decides to retire to the Gulf of Pasta, and the pigs continue to grow their waffle business.

CRITICAL ANALYSIS

Readers familiar with the traditional story of the three pigs will not be disappointed with Kellogg’s version.  The big bad wolf still huffs, puffs and tries to blow down the three pigs’ houses.  However Kellogg has made a few witty additions that make the story an entertaining read.  Such as when the wolf arrives at the third pig’s house and tells him, “I’ll huff and I’ll puff and I’ll blast this pigsty into pebbles!” The pictures support Kellogg’s witty writing with extremely detailed ink and watercolor scenes.  Much of the fun of this book is spending time looking for the play on words in the pictures such as the pig rehearsing Hamlet and La Toasta in the village where the pigs live.  Kellogg also includes onomatopoeias that can be read aloud as the wolf attempts to blow down the houses. The illustrations also help develop the characters like the robust mother, Seraphina, who starts the family waffle business or the tough wolf who is dressed like a biker with a “say yes to thugs” shirt and leather jacket.  I believe Kellogg has brought an entertaining, modern twist to a traditional tale that will make for an enjoyable read aloud.

REVIEW EXERPTS

Kirkus Review (July 01, 1997)-  “Kellogg puts a master's spin on another familiar tale.”

Booklist (August 01, 1997)- “Just as the pig family in this story soups up their old waffle iron with four wheels and various tanks, pipes, and hoses, so Kellogg takes a favorite folk tale and adds his own inventive touches of character, plot twists, and humor.”

Publishers Weekly (June 09, 1997)-  “Buoyant pictures and a pun-riddled text add gusto to Kellogg's lighthearted humor as he gives this classic caper more twists than are found in the average pig's tail.”

CONNECTION

• Pair with Jon Scieszka’s The True Story of the Three Little Pigs and compare the wolf in the two different stories (Scieszka, Jon. THE TRUE STORY OF THE THREE LITTLE PIGS. ISBN:  0140544518.
• Have students create paper airplanes like the first pig sent with a “help me” message.  Create a  Sherriff Sheep cut out and see who can fly their plane closest to the sheep.
• Make waffles using a waffle iron and enjoy after reading the story.

CHUBBO'S POOL

BIBLIOGRAPHY

Lewin, Betsy. 1996. CHUBBO’S POOL. New York: Clarion Books. ISBN: 039592863X.

PLOT SUMMARY

A selfish hippo will not allow other animals to enjoy his pool of cool water. Soon, the water dries up in Chubbo’s pool and he goes looking for another water hole. When he finally finds one, all of the animals he dismissed are enjoying the pool together. Chubbo turns away from the water hole feeling unwelcome and ashamed of his greedy actions and returns to his mud wallow. Suddenly, he is surprised by a band of elephants that fill his pool with their trunks. The animals all drink from the pool, and Chubbo is now happy to share his pool with his compassionate new friends.

CRITICAL ANALYSIS

The story of Chubbo is a simple one that teaches the moral of sharing and friendship. The adjectives and strong verbs Lewin uses make the book a good choice to read aloud to model during writing mini-lessons. The illustrations are done in soft watercolors with great detail. They create a very realistic quality to the book which doesn’t really match the personified animals of the story. However, they are dramatic illustrations that compelled me to flip through the book several times and appreciate the artistry.

REVIEW EXERPTS

School Library Journal (September 01, 1996 )- “This minimal story is maximized by Lewin's brilliant, dramatic, and softly realistic watercolor paintings of the wildlife and landscape of Botswana.”

Booklist (August 01, 1996)- “Inspired by the author's experience in Botswana, this is a delightful tale that humorously conveys the value of sharing and the joys of friendship.”

CONNECTIONS 

• Have students make a list of the strong verbs used in the book (trudged, bolted, beamed, etc) and add them to their word wall in the classroom 
• Visit Betsy Lewin’s website http://www.betsylewin.com/.
• Science connection- discuss evaporation and how it contributed to Chubbo’s pool drying up. Use a non-fiction text to explore evaporation and do an evaporation experiment.
• Non-fiction text suggestion: Harman, Rebecca. THE WATER CYCLE: EVAPORATION, CONDENSATION, AND EROSION. ISBN: 1403470669
• Science experiment: http://www.easy-science-fair-projects.net/water-evaporation.html

WHERE THE WILD THINGS ARE

BIBLIOGRAPHY

Sendak, Maurice. 1963. WHERE THE WILD THINGS ARE. New York: Harper Collins Publishers. ISBN 0060254920.

PLOT SUMMARY

Max is wearing his wolf suit as he pursues some mischief, but instead his mother sends him to bed without supper calling him, “wild thing”. His room transforms into a forest, and then an ocean appears with a boat for him to sail away. He sails until he comes to the place where the wild things are. He tames the wild things and they make him their king. Max’s first act as king is to initiate a wild rumpus. Afterwards, Max sends the wild things off to bed without supper as he begins to think of home. He realizes he wants to go back to the comfort of his room, and it is here where he finds his warm supper waiting on him.

CRITICAL ANALYSIS

Sendak’s magical drawings lure readers into Max’s dream world. It is a place where a mischievous young boy can escape his consequences and have power over the wild things as their ruler. Sendak’s use of run on sentences emphasizes the dreamlike sequence of the story. The description of the wild things sounds frightening. Sendak writes, “they roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws.” However, the pictures of the wild things as they participate in Max’s wild rumpus are whimsical and entertaining. In the end, Max realizes that he is ready to face his consequences in order to delight in the comforts of home.

REVIEW EXERPTS

Booklist starred review (November 01, 2007)- “This simply written but subtle book became a classic not only because it legitimized children's angry feelings and their ability to use their imaginations to deal with those feelings but also because it showed punishment and love coexisting in a parent-child relationship”

Winner, 1964 Caldecott Medal

Notable Children's Books of 1940–1970 (ALA)

1981 Boston Globe–Horn Book Award for Illustration

CONNECTIONS

• Pre-reading activity: Have students illustrate what they believe a wild thing would look like.
• Lesson plan for a texture and pattern art lesson: http://www.princetonol.com/groups/iad/lessons/early/Jeryl-Wild.htm
• Other picture books with a theme related to consequences:
• Numeroff, Laura. IF YOU GIVE A MOUSE A COOKIE. ISBN: 006024586
•  dePaola, Tomie. STREGA NONA. ISBN: 1442416661
• Henkes, Kevin. LILY”S PURPLE PLASTIC PURSE. ISBN: 0688128971

FLOTSAM

BIBLIOGRAPHY

Wiesner, David. 2006. FLOTSAM. New York: Clarion Books. ISBN 0618194576.

PLOT SUMMARY

In this wordless picture book, the pictures tell the story. In the beginning a curious young boy is exploring sea creatures next to the beach when suddenly a wave washes an intriguing artifact on shore. As the boy examines it closer, he realizes that it is an underwater camera. He quickly rushes to have the film from the camera developed, and he waits impatiently to see what the pictures will reveal.

Once he has the pictures he is shocked to see scenes of underwater life such as an octopus family relaxing in their living room, a group of fish flying in a blowfish hot air balloon, and a group of aliens trying to communicate with sea horses. In the final picture the boy sees a picture of a girl holding a picture with many children holding pictures spiraling all the way back to a sepia colored picture of a boy on the beach. The boy takes his own photograph holding this last picture and sends the camera back into the ocean where it came from. The creatures of the sea carry it along until it washes onto the beach to find a curious little girl.

CRITICAL ANALYSIS

The rich, vivid watercolors Wiesner uses to create this story establish a realistic feel to the story despite the fantasy elements of the underwater photographs. The main story is told using panels much like a comic book or graphic novel. The photographs the boy has developed, however, are more dramatic taking up a page or spreading across two pages. These larger pictures encouraged me to stop and explore the details of each underwater picture. Another noteworthy element to this story is the setting itself. The bottom of the ocean is a mysterious, undiscovered habitat which makes the photographs even more amusing and the adventure more intriguing.

REVIEW EXERPTS

Publisher’s Weekly (July 24, 2006), starred review-“New details swim into focus with every rereading of this immensely satisfying excursion.”

School Library Journal (September 01, 2006), starred review- “Filled with inventive details and delightful twists . . . a mind-bending journey of the imagination.”

Booklist (August 01, 2006 ), starred review- “this visual wonder offers an invitation for viewers of all ages to rethink how they see, out in the world and in their mind's eye."

Winner of the 2007 Caldecott medal

CONNECTIONS

• Allow students to narrate the story. For younger students they could narrate orally, as you write their words, and older students could write their own stories. 
• Have students create their own 2-3 photographs that could have been developed from the underwater camera’s film. Provide them with rich pastels or watercolors to create vivid pictures. 
• Watch the book trailer from Houghton Mifflin’s site: http://www.houghtonmifflinbooks.com/authors/wiesner/books/books_flotsam.shtml 
• A fun tech project!:  http://www.schoollibraryjournal.com/slj/newsletters/newsletterbucketextrahelping/886657-443/a_class_project_inspired_by.html.csp
• Other wordless picture books 
• Wiesner, David. FREE FALL. ISBN 0061567418 
• Blake, Quentin. CLOWN. ISBN 0805059334 
• Lehman, Barbara. MUSEUM TRIP. ISBN 0618581251

Packing for the trip

This blog was created as an assignment for a master's level children's literature class.  I have spent today gathering quality children's literature to get ready to begin my journey this semester.  I am new to blogging, and I look forward to sharing my thoughts and opinions here. So I hope you will come along for the ride!