Contemporary Realistic and Modern Fantasy Review #3

1. BIBLIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster Books for Young Readers. ISBN 0689849222

2. PLOT SUMMARY
Angela Johnson’s THE FIRST PART LAST is the story of Bobby, a 16-year old teenage father. “With powerful language and keen insight, Johnson looks at the male side of teen pregnancy as she delves into one young man's struggle to figure out what ‘the right thing’ is and then to do it. No matter what the cost” (Excerpt taken from inside flap of book).

3. CRITICAL ANALYSIS
THE FIRST PART LAST is the winner of the Michael L. Printz Award for Excellence in Young Adult Literature and the Coretta Scott King Award. This is a powerful, well-written novel that addresses the issues of teenage sex and pregnancy. The author takes the title of the book from a passage in the very first chapter in which Bobby says “But I figure if the world were really right, humans would live life backward and do the first part last. They’d be all knowing in the beginning and innocent in the end” (pg. 4).

THE FIRST PART LAST is set in the New York neighborhoods in present times. The author mentions having to ride buses, changing subways, and catching cabs. Bobby and his friends hang out at Mineos and eat pizza. In addition, the plot also reflects events that are “true-to-life”: Bobby fears and anxieties about taking care of a baby, worrying about what parents and friends will think, etc. The story gradually builds to a climax when the reader learns how Bobby came to keep Feather. In addition, the author does not just wrap up the story with a nice pat ending, but shows that Bobby’s journey as a father is just beginning: “I can tell you how it is to feel as brand new as my daughter even though I don’t know what comes next in this place called Heaven” (p. 131).

The way the author chose to write this book is interesting. It is divided into five parts. Each chapter is labeled “now” and “then”. The story first begins “now” with Bobby up at night with his 11-day-old daughter lying on his chest. The next chapter, “then”, goes back in time to his 16th birthday and the day that his girlfriend, Nia, tells him that she is pregnant. The story continues this way, going back and forth until time meets and “then” is “now”. This makes for a dramatic effect because the reader knows that Bobby ends up with Feather, but doesn’t know how or why until later in the book. There is also one chapter entitled “Nia”, which is written in all italics and the reader gets a glimpse inside of Nia’s thoughts. In addition, the last chapter is entitled “heaven” when Bobby decides to move.

The story is written in the first-person point-of-view and we see the events happen through the eyes of the young protagonist, Bobby. The words are directed to the reader, as if Bobby is standing there talking to us. We learn of his thoughts and feelings as he learns of the pregnancy, having to tell his family and friends, and the struggle he goes through while trying to decide what to do: “I knew it wasn’t going to be easy. Nothing ever is, anymore" (pg. 27). The author uses poetic words to describe Bobby’s turmoil. Johnson also uses many short, single lines to make powerful statements: “I forgot Feather and left her all alone” (pg. 23). Another interesting twist, is that Bobby turns his life into a fairy tale and tells as about what would be a good day: “So here’s a good day/We’ll call it a fairy tale day/Once upon a time, really right now, there was this hero (I always wanted to be one) who lived in the city…”

This book contains characters that seem like “real” people that have both flaws and strengths. The reader learns about Bobby and the other people in his life through his thoughts and interactions with them. For example, “color and sound is what my parents were always about” (pg. 21). We see Bobby growing more mature as he comes to understand that another life now depends on him. He has a moment of clarification when he realizes “I know what she does when she just needs me” (pg. 15). However, there are also moments where the reader is reminded that Bobby is still a 16-year-old kid. For example, he and his friends turn a teacher’s room upside-down. A young reader can relate to his character and understand why Bobby was more afraid of what his friends would say than about what his parents would say when they found out about the pregnancy. Friends are important to teenagers and they value their opinions more than the opinions of their parents sometimes.

Teenagers can also relate to how hard it is to express one’s thoughts and feelings. Bobby best expressed himself when drawing and painting. At one point in the story, he paints his life on a wall. He expresses his emotions and feelings when painting himself as a ghost and Feather as a faceless baby. He’s struggling to understand who he is, who she is, and what his new role is in life. Finally, other teenagers know what it’s like to feel alone. Toward then end of the book, the reader is introduced to Bobby’s older brother Paul: “I like having him here. All of a sudden I don’t feel so alone” (pg. 90).

There are some powerful themes, including making the right decision and becoming a man, taking responsibility for your actions, and learning to love someone. Bobby talks about a man called “Just Frank”, who used to ask if he was being a “man”. The main conflict of the story is that Bobby’s girlfriend gets pregnant and they have to decide what to do with the baby and then, once Bobby brings the baby home, he has to learn to take care of her. Bobby’s relationship with Feather grows and develops until he tells his brother: “I’ve never been closer to or loved anybody more than I love Feather” (pg. 95).

4. REVIEW EXCERPT(S)
School Library Journal
“Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant…Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic…However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking.”

Booklist
“Bobby, the teenage artist and single-parent dad in Johnson's Coretta Scott King Award winner, Heaven (1998), tells his story here…There's no romanticizing…But from the first page, readers feel the physical reality of Bobby's new world: what it's like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.”

5. CONNECTIONS
* Kid’s Reviews
Jawon: “I think that the book was great. It had my attention the whole book, and it is not a lot of books that can do that. He was so young and he had a child and I wanted to know how he dealt with it.”

Anthony: “I think that this book was very good. I say this because it was very emotional. Another thing is that it was full of details. When I heard this book, it made me think about why you should not have a baby at a young age.

"I really enjoyed the book, The First Part Last. While I was reading this book, I felt like the author was really talking to me…The setting was in a rough city neighborhood, which really made it seem real. The idea of the book really related to a lot of teenagers, which made a great theme."

"This is probably one of the best books I have ever read…It's haunting in its honesty. It's beautiful in its brevity.”

*Activities with this book:
-If appropriate and the person is willing, have someone come in that has personally experienced teenage parenting to talk to the class.
-Have the children paint a mural of their own lives on a poster board and encourage them to share it with the rest of the class.
-THE FIRST PART LAST is actually a prequel to another book, that the class might also enjoy reading: Johnson, Angela. 2000. HEAVEN. Simon Pulse. ISBN: 0689822901

Happy Reading!
Lonnie

Contemporary Realistic and Modern Fantasy Review #2

1. BIBLIOGRAPHY
Lowry, Lois. 1993. THE GIVER. Boston: Houghton Mifflin Company. ISBN 0395645662

2. PLOT SUMMARY
THE GIVER is the story of Jonas, who, when given his lifetime assignment as The Receiver, discovers that his perfect community in which he lives is not so perfect after all.

3. CRITICAL ANALYSIS
This 1994 Newbery Award-winning novel is a gripping look at a futuristic ideal world where there is no pain, no suffering, and no emotions. This book would fall under the category of scientific fantasy, because of the use of advance technology and genetic scientists to create a world of Sameness. More specifically, this would be a dystopian fantasy, “a perfect world gone awry.”

The main protagonist, Jonas is the only fully developed character in the book. All of the other characters seem like perfect people, devoid of feelings and emotions. Children will be able to relate since this story because it told through the eyes of a young boy. They can relate to Jonas’s apprehension of what he will be doing as an adult, his need for the freedom to make choices, and feeling different from others: “Now, for the first time in his twelve years of life, Jonas felt separate, different” (pg. 65).

Lois Lowery does a great job at creating a new world of Sameness and providing the reader with enough detail to be able to visualize this made-up place. Jonas lives in a world full of strict rules that govern every aspect of his life. It is set some time in the future, in a nameless community where everything is orderly and where a person has to apply for and be approved for a spouse and children: “Two children-one male, one female-to each family unit” (pg. 8). However, this society is a world without colors, without animals, and without music. According to The Giver, “…We gained control of many things. But we had to let go of others” (pg. 95).

Children will be drawn into this compelling coming-of-age story. The plot is both believable and “internally consistency.” Jonas comes to learn that there used to be more to life than what he is currently experiencing. The reader joins Jonas as he discovers feelings of joy and pain for the first time. He starts to change and he yearns to be able to make choices in his life.

The first half of the book takes place in a single month in which Jonas is anxiously awaiting The Ceremony of the Twelve. When the day finally arrives, everyone is surprised to learn that he has been selected as the new Receiver. The rest of the book covers the span of a year, as The Giver transmits memories to Jonas: “It’s the memories of the whole world” that he must transmit to Jonas. Finally, the last few chapters are devoted to Jonas’s journey in which he actually experiences the things he learns about through the memories. He sees animals, it rains, it snows, and he experiences pain when he twists his ankle.

Lowry sets the mood at the very beginning of the book with Jonas feeling apprehensive. The mood continues to be bleak, shifting to a sense of forbidding, that something is not quite right. There is an especially powerful scene in which Jonas learns what Releasing really is: “He killed it! My father killed it!” (pg. 150). Lowry also does a good job of balancing narration and dialogue, especially between The Giver and Jonas.

Finally, THE GIVER contains some universal truths such as having strength and courage, the power of love, and the importance and power of memories. The themes emerge naturally from the story as Jonas starts to question the world around him. For example, there comes a moment where he expresses a selfless act of love, by taking Gabriel and running away: “For a fleeting second he felt that he wanted to keep it for himself…But the moment passed and was followed by an urge, a need, a passionate yearning to share the warmth with the one person left for him to love” (pg. 177)

4. REVIEW EXCERPT(S)
Amazon.com
“…With echoes of Brave New World…Lowry examines the idea that people might freely choose to give up their humanity in order to create a more stable society. Gradually Jonas learns just how costly this ordered and pain-free society can be, and boldly decides he cannot pay the price.”

Kirkus Reviews
“Lowry creates a chilling, tightly controlled future society where all controversy, pain, and choice have been expunged, each childhood year has its privileges and responsibilities, and family members are selected for compatibility…Jonas sets out with the baby on a desperate journey whose enigmatic conclusion resonates with allegory: Jonas may be a Christ figure, but the contrasts here with Christian symbols are also intriguing. Wrought with admirable skill--the emptiness and menace underlying this Utopia emerge step by inexorable step: a richly provocative novel.”

Publishers Weekly
“Lowry's development of this civilization is so deft that her readers, like the community's citizens, will be easily seduced by the chimera of this ordered, pain-free society…With a storyline that hints at Christian allegory and an eerie futuristic setting, this intriguing novel calls to mind John Christopher's Tripods trilogy and Hans Christian Andersen's The Little Match Girl. Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers.”

School Library Journal
“Lowry has written an intriguing story set in a society that is uniformly run by a Committee of Elders…The tension leading up to the Ceremony, in which children are promoted not to another grade but to another stage in their life, and the drama and responsibility of the sessions with The Giver are gripping. The final flight for survival is as riveting as it is inevitable. The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.”

5. CONNECTIONS
*Kids’ Reviews
“In the book The Giver, the main character Jonas lives in a utopian community…Jonas is the only child who is honored with the job "Receiver of Memories". He meets with a man known as "The Giver" every day. This man transfers memories of the past to Jonas. These memories give Jonas the power to know and understand feelings. Jonas uses this new knowledge to help him when a family member is in danger. Read the book to find out what is in store for Jonas.”

Frank, November 14, 2006
“When I read the book The Giver it made me think about different things. For instance, how would I feel about living in an utopia?...This is a good book you should read it.”

* Activities
-Have the children write what their own ideal world would be like and then share with the class.
-Have the children discuss what they would miss the most if we choose to live in Sameness: color, music, animals, and the freedom to make choices, ect.
-Have the children write their own story of what happens to Jonas next, after where the book leaves off: Does he join a new family, is the place like our world today, etc.
-Read the companions to THE GIVER:
Lowery, Lois. 2000. GATHERING BLUE. Houghton Mifflin. ISBN: 0618055819
Lowery, Lois. 2004. MESSENGER. Houghton Mifflin. ISBN: 0618404414

Happy Reading!
Lonnie

Contemporary Realistic and Modern Fantasy Review #1

1. BIBLIOGRAPHY
Sachar, Louis. 1998. HOLES. New York: Scholastic Inc. ISBN 0439244196

2. PLOT SUMMARY
Do you believe in curses? Well, Stanley Yelnats does and he blames it on his no-good-dirty-rotten-pig-stealing great-great-grandfather. Stanley has been wrongly accused of a crime and sent to Camp Green Lake. There he joins other boys in digging holes, but what are they digging for? “Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment--and redemption” (Back Cover).

3. CRITICAL ANALYSIS
Louis Sachar’s HOLES is the 1999 Newbery Medal winner. It has also won numerous other awards and honors including the National Book Award, the Boston Globe-Horn Book Award, and the Christopher Award for Juvenile Fiction. This amazing book is both funny and profound.

The only fully developed character in HOLES is the main protagonist, Stanley Yelnats. Young readers will relate to this typical teenager that faces the challenges of not having friends and being overweight. Stanley feels like he’s “defective” and that he cannot do anything right. He is happy when the other boys give him the nickname Caveman, because “It meant they accepted him as a member of the group” (pg. 54). The reader sees Stanley change in the story, has he learns and grows and becomes more mature.

The author also realistically describes the other characters in the book through Stanley thoughts and observations. The reader gets a vivid image of the boys in the camp just from the nicknames they are given: Squid, X-Ray, Magnet, Armpit, and ZigZag. Zero, thus called because everybody thinks he is a nobody, has a smile that is too big for his face. Then, there is Mr. Sir, who wears a cowboy hat and sunglasses, eat a bag of sunflowers seeds a week, and is fond of saying, “This isn’t a Girl Scout camp” (ironically enough, that’s exactly what it becomes). Next, is Mr. Pendanski, whom all the boys call “Mom”. He has some great words of wisdom to share, but no one takes him seriously. Finally, there is the Warden, who wears turquoise-studded black boots (that belonged to Kissin’ Kate) and says, “Excuse me” when anyone questions her authority.

In the very first paragraph, the author hooks the reader and establishes the setting of the story: “There is no lake at Camp Green Lake. There once was a very large lake here, the largest lake in Texas. That was over one hundred years ago. Now it is just a dry, flat wasteland” (pg. 3). In addition, the reader knows that the story is set in contemporary times because the author refers to famous authors and pop culture: a nursery rhyme, Sesame Street, cyberspace, and BMWs.

The plot is full of twists and turns, but everything comes together at the end. The story shows how we are all connected to each other, how we are connected to our pasts, and how destiny, or fate, can change our circumstances. It all started when Clyde Livingston’s sneakers fell from the sky. This sets off a chain of events that will alter Stanley’s life forever. He knew “It was too much of a coincidence to be a mere accident” (pg. 24). Stanley is arrested, sent to the camp, where he meets Zero. Zero turns out to be Madame Zeroni’s great-great-great-grandson, Hector Zeroni. The turning point in the story is when Stanley carries Zero up the mountain and sings him the Pig Lullaby. The curse is lifted from Stanley and his family. They start to have some good luck. His father invents a new product and Stanley digs up his great-grandfather’s suitcase.

Holes in divided into 3 parts and exactly 50 chapters. Part One: You Are Entering Camp Green Lake. Part Two: The Last Hole. Part Three: Filling In The Holes (both literary and figuratively). The story does not go in strict chronological order. The author uses short, dramatic chapters to move the reader from scene to scene. For example, there is one 2-page chapter in which the author just describes the deadly yellow-spotted lizards: “If you’ve ever been close enough to see the yellow spots, you are probably dead” (pg. 41). In addition, we do not learn why Stanley is sent to the camp until he is digging holes. The past is woven into the present through the use of flashbacks. The reader learns about Stanley’s great-great grandfather, Elya Yelnats, and how he becomes cursed. Then there are separate chapters where the reader learns the story behind Kissin’ Kate Barlow and how the lake dried up. The book also contains three sketches. Two are the initials KB written inside a heart, and the third is a diagram that Zero sketches to find their way back to camp. The author also acknowledges the reader several times in the book. “The reader is probably asking: Why would anyone go to Camp Green Lake?” (p.5). Finally, Sachar ties things up nicely, but allows the reader to use their imagination about the actual details of the events: “You will have to fill in the holes yourself” (pg. 240).

There are many universal themes found in HOLES: having hope, never giving up, having confidence in yourself, everybody is somebody, appreciating the little things in life, the importance of friends, and taking responsibility for your own actions. Stanley and his family have awful luck, but they remain hopeful. As his father so aptly puts it, “I learn from failure.” The reader also learns from Stanley how to get through the tough times. He thought about quitting, but he did not: “He took it one shovelful at a time and tried not to think of the awesome task that lay ahead of him” (pg. 49). This is true whether digging a hole or climbing a mountain or doing anything that seems impossible.

At the beginning of the story, we learn that “Whenever anything went wrong, they always blame Stanley’s no-good-dirty-rotten-pig-stealing-great-great-grandfather” (pg. 7). However, Stanley comes to realize that he cannot blame everything on someone else. When he stole the truck and ran it into a how, he realized that “This time it was his own fault, one hundred percent” (pg. 148). Finally, Stanley learns about being loyal to friends. At first, Stanley “…didn’t care what Zero thought. Zero was nobody” (pg. 81). Then, they start helping each other out and they become friends. Three times, he refuses to leave Zero. First, Stanley goes to find Zero when he wanders off and everyone thought he was dead. Then, he does not leave him when Zero collapses, but carries him all the way up the mountain. Finally, Stanley refuses to leave Camp Green Lake without him. He learns how to be a true friend.

The issue of race is also brought up. We learn, when Miss Katherine kisses Sam, that “It’s against the law for a Negro to kiss a white woman” (pg. 113). Sam is killed and Miss Katherine becomes the outlaw, Kissin’ Kate Barlow. In the present, Stanley says they have no racial problems between the boys because “On the lake they were all the same reddish brown color-the color of dirt” (pg. 84). However, the black boys get upset when Zero starts helping Stanley dig his hole: “The white boy sits around while the black boy does all the work” (pg. 117).

4. REVIEW EXCERPT(S)
Publishers Weekly (Starred review)
“A dazzling blend of social commentary, tall tale and magic realism.”

School Library Journal (Starred review)
“The author's ability to knit Stanley and Zero's compelling story in and out of a history of intriguing ancestors is captivating. Stanley's wit, integrity, faith, and wistful innocence will charm readers. A multitude of colorful characters coupled with the skillful braiding of ethnic folklore, American legend, and contemporary issues is a brilliant achievement. There is no question, kids will love Holes.”

The New York Times Book Review
“Sachar inserts humor that gives the suspense steep edges; the tone is as full of surprises as the plot.”

5. CONNECTIONS
*Kids Reviews
Read Holes, November 20, 2006 I think that Holes is a great book for people that like realistic fiction. This is a great book for anyone ages eight and older. Holes is a great book because it is funny, scary, and sad. If you have any free time read Holes.

*Activities with this book:
-Do a “Brown Bag” book report. The following items can be included: a picture of Texas, a toy shovel, an orange hat, an onion, a peach, and a rubber lizard.
-Have the children create bookmarks depicting different scenes from the book.
-Read the sequel to HOLES. (This book tells the story of Armpit)
Sachar, Louis. SMALL STEPS. 2006. New York: Delacorte Books for Young Readers. ISBN: 0385733143

Happy Reading!
Lonnie

Historical Fiction Review #3

1. BIBLIOGRAPHY
Curtis, Christopher Paul. 1995. THE WATSONS GO TO BIRMINGHAM—1963. New York: Scholastic Inc. ISBN 0590690140

2. PLOT SUMMARY
THE WATSONS GO TO BIRMINGHAM—1963 is a story of the Watson Family, their life in Flint, Michigan and their trip to Birmingham, Alabama in 1963.

3. CRITICAL ANALYSIS
THE WATSONS GO TO BIRMINGHAM—1963 is a multiple award-winning book. It is a Newbery Honor Book, a Coretta Scott King Honor Book, an ALA Best Book for Young Adults, and an ALA Notable Book. This is a well-written work of historical fiction. It is highly authentic, with a well-established setting. The story is set in 1963, first in Flint, Michigan, where the author Christopher Paul Curtis grew up, then traveling on I-75, “a road that runs all the way from Flint to Florida,” and finally in Birmingham, Alabama, during the unsettling times of the Civil Rights Movement.

Each chapter has a title, taken from a phrase somewhere within the chapter. They are fun and imaginative, such as “The World’s Greatest Dinosaur War Ever” (Ch. 3). The title of the book comes from Momma’s notebook, detailing the plans for their road trip. Curtis vividly recreates the times by referring to the 60’s pop culture. The reader learns about the shows and movies of the times (The Great Carp Escape, Lawrence Welk Show and “the worst cartoon ever made, Clutch Cargo”) and famous people (Sugar Ray Robinson, the fighter Joe Louis, and singers Nat King Cole and Dinah Washington). We also learn about the hairstyles of the times: “Byron had gotten a conk! (pg. 87). Finally, the reader learns about the new technology, such as the TT AB-700 Ultra-Glide -“a drive-around record player” that plays 45s. Cutis has also included expressions of the times, such as “cut up” and “being cool or square.”

The reader is able to identify with the story’s main protagonist, 10-year-old Kenny, and other members of his family. They come alive as we learn about each other their personalities. For example, we learn that Kenny’s favorite expression, when there are troubles, is “tied me to a tree and said, “Ready, aim, fire!” and his favorite record to listen to is “Yakety Yak.” Children can relate to the story because they get a sense of how events were perceived by other children. The reader can also tell that the story is told by a child because of some of the expressions used, such as “It was one of those super-duper-cold Saturdays" (pg. 1). Kenny’s character also uses some great comparisons that allow the reader to visualize the situation. My favorite is the visual I get when I read, “Brown Bomber must look like a bug lying on its back with four skinny brown legs kicking and twitching to try to put it back on its feet” (pg. 148).

The storyline runs smoothly and the plot is easy to follow. The turning point in the story is when the Wastons go to Birmingham. Everything changes while the Watsons are in Birmingham. Bryson becomes nice, saying, “yes ma’am” and not getting in trouble. Kenny, on the other hand, does get in trouble when he disobeys his grandma and goes swimming at Collier’s Landing. He is caught in a whirlpool and almost drowns.

There are many universal themes found in this book: the importance of family, friendship, how it is okay to be different and accepting differences in other people, and racial prejudice. For example, Kenny meets Rufus Fry, a new kid from Arkansas, who is different from the other kids. Kenny learns that they shoot and eat squirrels and they are poor and cannot afford a lot of clothes or food. While other people make fun of him, (the kids laugh at his “country style of talking”) Kenny learns what it means to be a friend. He shares his food, his toys, and his leather gloves with Rufus. The reader also learns about forgiveness from the characters. Kenny laughs about Cody’s jeans and Rufus gets upset, but then forgives him when Kenny apologizes.

The reader also gets a sense of the racial discrimination against African Americans during these times. Throughout the book, the reader gets little glimpses that lead up to the bombing at the church in Birmingham. For example, when Momma says that Birmingham is a good place and Dad said, “Oh yeah, they’re a laugh a minute down there. Let’s see, where was that ‘Coloreds Only’ bathroom downtown?” (pg. 5). Finally, this book demonstrates that we can all be heroes. Byron was a hero when he saved Kenny from drowning. Kenny was a hero when he somehow saved Joetta from the church bombing.

The reader knows that this is a work of historical fiction because the author includes an Epilogue at the end of the book, in which he explains that at the time of the story, the Civil Rights Movement was happening. Curtis explains how African Americans were segregated and that “the worst sections of public facilities were set aside for “Coloreds Only’” (pg. 207). Curtis comes right out and says, “The characters and events in this novel are fictional” (pg. 208). However, there were bombings in Birmingham in 1963. He dedicates the book in memory of four teenagers that were killing in one such bombing on September 15, 1963. By including a church bombing involving the Watsons in his story, the reader experiences what it may have been like to be there. We see how the event traumatizes Kenny and how he works through his feelings of anguish and uncertainty.

4. REVIEW EXCERPT(S)
Publishers Weekly (Starred, Boxed Review)
“An exceptional first novel.”

The Horn Book Magazine (Starred Review)
"Superb . . . a warmly memorable evocation of an African American family.”

The New York Times Book Review
“Marvelous . . . both comic and deeply moving.”

School Library Journal (Starred Review)
“Ribald humor . . . and a totally believable child's view of the world will make this book an instant hit.”

5. CONNECTIONS
*Kids’ Reviews
October 27, 2006
"Christopher Paul Curtis brings his characters to life with his outstanding writing. I found myself falling into another world as I began to read each and every night.”

The greatest book in the world! October 19, 2006
“The book Watsons go to Birmingham 1963 is the coolest book ever. I don’t know anyone who doesn’t like this book. I love this book, its soooo funny, except the true part that was sooo sad.”

*Activities
-Have the children pick their favorite scene from the book and make their own Readers Theater Script from it. Then, have different groups read their scripts.
-Read Martin Luther King’s “I Have a Dream…” speech and discuss how things have changed for African Americans since the Civil Rights Movement.

Happy Reading!
Lonnie

Historical Fiction Review #2

1. BIBLIOGRAPHY
Park, Linda Sue. 2001. A SINGLE SHARD. New York: Dell Yearling. ISBN 0440418518

2. PLOT SUMMARY
A SINGLE SHARD is about Tree-ear, an orphan in 12th Century Korea. He goes to work for a potter, Min, and learns about making pottery. As the story unfolds, Tree-ear sets off on a journey to deliver some vases Songdo. This is a story of his experiences, his journey, and how he comes to have a family.

3. CRITICAL ANALYSIS
A SINGLE SHARD is the 2002 Newbery Medal winner. It is also a part of the Dell Yearling Series, which are designed “especially to entertain and enlighten young people.” This is exactly what this book does.

The author, Linda Sue Park establishes the setting of the book right up front: “A small village on the west coast of Korea, mid-to late twelfth century.” The time and place is recreated beautifully as the reader learns about Korean culture and customs, a little bit of the history of Korea, and the process of producing Celadon pottery. For example, we learn that a person bows their head and holds out their hands, palms up and together when accepting something. We also learn that the people wear tunics and the poor were allowed to glean the rice fields. The reader also learns some Korean words and phrases, such as a jiggeh (“an open-framed back pack made of branches”), kimchee (“pickled cabbage vivid with seasonings of red pepper, green onions, and garlic”), and Ajima (“a term of great affection reserved only for older kinswomen).

The reader meets most of the main characters in the first chapter, including the young protagonist Tree-ear, his friend Crane-man, and the Master potter Min. We learn of the characters personalities and see how they grow and change over time. The plot evolves naturally as Tree-ear experiences and learns new things: becoming Min’s apprentice, learning the art of pottery, and his journey to Songdo to see the Royal Emissary. For example, the reader learns about pottery and the process of creating celadon pottery that has the “radiance of jade, clarity of water.” The writing flows smoothly, with the author inserting historical information right into the storyline, such as the legend behind “Rock of the Falling Flowers.”

Common themes emerge, including the value of work, family, courage, and respect. Family is those who take care of you and Crane-man cared for Tree-ear. He bandaged his wounds, made shoes for him, and taught him lessons of life. Some of Crane-man’s words of wisdom include: “I think it a waste for either of us to spend too much time in sorrow over something we cannot change” and “The same wind that blows one door shut often blows another open.” The potter’s wife also cared for Tree-ear and became Ajima to him, feeding him food and giving him warm clothes. Finally, Min taught him about the process of pottery. Tree-ear learned how to cut wood for the kilns, cut clay from the shore, drain the clay, model, etc.

There are some reoccurring symbols in the book. One is a monkey, Crane’s pet name for Tree-ear. He calls him “monkey friend” and “stubborn monkey.” He tells the story of how the monks came to get him, and Tree-ear clung to Crane like a monkey and would not let go. Tree also molds a clay monkey for Crane so he won’t forget him while he’s on his journey. The monkey symbolizes the affection and love between the two friends. Another symbol is the plum tree. It is used to show the passage of time, when it bloomed and when its leaves turned gold. The plums are also a source of food for Crane-man and Tree-ear. Finally, the image of the plum trees and branches symbolized peace for Tree-ear. Tree-ear had a dream of making a prunus vase, which is “designed for one purpose-to display a single branch of flowering plum.” Looking at this gave him a feeling of peace, that nothing could go wrong in the world.

At the end of the last chapter, the author includes information about a prized Korean prunus vase called the “Thousand Cranes Vase.” Its maker is unknown, but it is implied that the book is a possible story of its creator. This book is highly authenticity. In the Author’s Note, Park explains about Korea and its history, that there were very few homeless people because families took care of each other or the monks at the temples took the poor in. She also discusses the Korean celadon potters of the Koryo era (A.D. 918-1392). Park points out that every piece of pottery mentioned in the book actually exists. The reader also learns that the law requiring “potters’ sons to follow the trade of the fathers” was not actually instituted until 1543, but in Tree-ear’s time, it was definitely a custom. Finally, the reader learns about some of the resources used by the author, including Simon Winchester’s book KOREA: A WALK THROUGH THE LAND OF MIRACLES.

4. REVIEW EXCERPT(S)
Horn Book Guide
“Park's story is alive with fascinating information about life and art in ancient Korea.”

Kirkus Reviews, Starred
“Intrigues, danger, and the same strong focus on doing what is right turn a simple story into a compelling read. . . . A timeless jewel.”

Booklist
“This quiet, but involving, story draws readers into a very different time and place. Though the society has its own conventions, the hearts and minds and stomachs of the characters are not so far removed from those of people today. Readers will feel the hunger and cold that Tree-ear experiences, as well as his shame, fear, gratitude, and love. A well-crafted novel with an unusual setting.”

5. CONNECTIONS
This is a great book to share when learning about different cultures, since it is set in Korea.

*Activities with this book:
This book contains valuable information for further class discussions. “What’s So Special About Celadon” can be read to learn more about pottery and the special features of celadon stoneware.

Learn more about the author:
There is also “An Interview with Newbery Award Winner Linda Sue Park” is which the author discusses where she got the idea for the book, how long it took to write the book and the research she does for her books. Park also talks about her favorite books, becoming a writer, and what it was like to win the Newbery Award.

Read other books by Linda Sue Park:
SEESAW GIRL-Illustrated by Jean and Mou-Sien Tseng
THE KITE FIGHTERS
WHEN MY NAME WAS KEOKO

*Kids Reviews
Stefan's Review, September 26, 2006
“I thought this book was one of the best books I have ever read, even though the beginning is very slow, the journey becomes the most exiting and suspenseful part of the book. I recommend this book to people who like books that are a little suspenseful and sad.”

Happy Reading!
Lonnie

Historical Fiction Review #1

1. BIBLIOGRAPHY
Paulsen, Gary. 1998. SOLDIER’S HEART: BEING THE STORY OF THE ENLISTMENT AND DUE SERVICE OF THE BOY CHARLEY GODDARD IN THE FIRST MINNESOTA VOLUNTEERS: A NOVEL OF THE CIVIL WAR. New York: Delacorte Press. ISBN 0385324987

2. PLOT SUMMARY
SOLDIER’S HEART is the story of Charley Goddard and his experiences while fighting in the Civil War. “Battle by battle, Gary Paulsen shows one boy’s war through one boy’s eyes and one boy’s heart, and gives a voice to all the anonymous young men who fought in the Civil War” (Excerpt taken from inside flap of book).

3. CRITICAL ANALYSIS
SOLDIER’S HEART is a fictionalized account of an actual person, during actual events in history. The book begins in June 1861, when Charley Goddard enlists in the First Minnesota volunteers, highlights four major battles, and ends in June 1865, after Charley came home from the war. This is an authentic historical novel, told through the eyes of a 15-year-old boy. The first chapter sets up the story, where the reader learns that Charley’s father was kicked to death by a horse and Charley wants to be man and go earn money for the family by fighting in the war.

Gary Paulsen includes many aids to help the reader get the most out of the book. First, he includes a picture of Charley Goddard from the Minnesota Historical Society Collections, both on the cover of the book and on the page facing the title page. This way the reader can visualize Charlie while reading about his experiences during the war. Then, there is a double-paged map entitled “Charley Goddard’s Civil War,” with the paths he traveled and stars marking where the battles were fought, including Bull Run and Gettysburg. Next, there is a Content page listing the chapter numbers, titles, and page numbers. At the beginning, there is also a Foreword, in which the reader learns the origins of the book’s title. Paulsen discusses the mental damage sustained by people who fight in wars. Post-traumatic stress disorder was not always a recognized as a syndrome and it had did names at different times. For example, it was known as battle fatigue in WWII and shell shock in WWI. During the time of the Civil War, the syndrome was not recognized at all. “These men were somehow different from other men. They were said to have soldier’s heart.”

At the end of the book is an Author’s Note, where Paulsen states that the book is partly a work of fiction, but that Charley Goddard really existed. The reader learns what is fact and what is fiction. First, Paulsen states that every event is factual. On the other hand, he took minor liberties with timing. For example, Charley did not really fight in Bull Run. However, Charley did fight at Gettysburg and was severely wounded. Those wounds, as well as mental anguish, lead to Charley’s early death in December 1868, when he was just 23 (pg. 104). Finally, there is also a Selected Sources section in which Paulsen lists some of the resources he used for this book.

The reoccurring themes of the book include war and death: “The dead all looked alike. Broken. Like broken toys or dolls” (pg. 37). The reader learns of Charley’s thoughts and feelings as he fights in battles and witnesses horrible acts of humanity. “If it was left up to the men who did the killing and dying there would be no war” (pg. 64). History is definitely not sugarcoated is this book. Battle scenes are vividly described, almost to the point of overwhelming the reader. For example, Charley’s character describes the bodies falling and the sound of bullets: “like a blade cutting grain…like horizontal hail” (p. 26).

Each chapter, each battle, ends with a single dramatic sentence: “First battle.” “Second battle.” “Third battle.” etc. The writing style also includes some dialogue between Charley and other soldiers. There is one scene is the book when Charley trades with a Reb, who calls him “blue belly,” and the Reb says, “This is right stupid ain’t it?” when talking about fighting.

The author includes some historical information into the story line, such as the reputation of the Minnesota regiment: “cool under fire” and “well disciplined” (pg. 44). We also learn about the food they ate (salt pork and beans) and about the costs of food: “Pies for the outrageous sum of twenty-five cents each.” In addition, the reader learns about the men “farming”-stealing food as they marched through towns. Finally, we learn that Confederate revolvers were wanted as souvenirs.

The turning point in the Civil War was the Battle of Gettysburg. The reader gets a sense of what it would have been like through Charley’s thoughts. He said that what was different about this battle is that they were above the Rebs, in a sheltered position, “with all the guns in the world behind him” (pg. 91). We see the conflicting emotions and thoughts of the people expressed when Charley said that he “nearly felt sorry for them. They were so brave, he thought-or foolish” (pg. 93). The last chapter in the book takes place after the war, when Charley in twenty-one. Charley says that he is old. “Old from too much life, old from seeing too much, old from knowing too much” (pg. 98). The ending leaves the reader hanging, wondering if Charley ends up committing suicide. However, we learn of his fate in the Author’s Notes.

4. REVIEW EXCERPT(S)
Publishers Weekly (Starred Review)
“Paulsen's storytelling is so psychologically true that readers will feel they have lived through Charley's experiences.”

The Bulletin of the Center for Children's Books
“The brevity, power, and deceptive simplicity of this novella again demonstrate why young adult readers greet Paulsen titles with unabashed enthusiasm.”

The New York Times
“A stark, utterly persuasive novel of combat life in the Civil War that may well challenge generations of middle-school readers.”

Booklist (Starred List, Starred Review)
“The novel's spare, simple language and vivid visual images of brutality and death on the battlefield make it accessible and memorable to young people.”

5. CONNECTIONS
* Kid’s Reviews
Interest, but only interesting..., June 5, 2006
“This is a book of action and survival and not a bad read.”
Great! June 5, 2006
“A person should read this book because this book is full action and the action is non-stop.”

*Activities with this book:
-Plan a visit to an American History Museum that has a section on the Civil War era
-Watch documentaries on the Civil War, such as SMITHSONIAN'S GREAT BATTLES OF THE CIVIL WAR, VOL. 1: 1861-1862 (1992)

*Read Other Books about the Civil War:
-BULL RUN by Paul Fleischman
-THE BOYS' WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR by Jim Murphy
-THE LAND by Mildred D. Taylor

Happy Reading!
Lonnie

Nonfiction Book Review #3

1. BIBLIOGRAPHY
Freedman, Russell. 1993. ELEANOR ROOSEVELT: A LIFE OF DISCOVERY. New York: Scholastic, Inc. ISBN 05904890097

2. PLOT SUMMARY
ELEANOR ROOSEVELT: A LIFE OF DISCOVERY is a photobiography written by Russell Freedman of “the first wife of a president to have a public life and career of her own.” It tells of Eleanor Roosevelt’s struggles while growing up and then her experiences as an adult with marriage, children, work, and causes she supported. In addition, Freedman describes her accomplishments as a First Lady and as a United Nations delegate.

3. CRITICAL ANALYSIS
ELEANOR ROOSEVELT: A LIFE OF DISCOVERY is a Newbery Honor book. Russell Freedman, a well-know biography author, does an excellent job of portraying this former First Lady as a person, separate and independent of her husband’s accomplishments.

The organization of the book is very logical. There are many reference aids including a Contents page and an Index, information for visiting the historical sites in A Visit to Val-Kill, a list of books about Eleanor Roosevelt, as well as books that she has written, and Acknowledgments and Picture Credits. Freedman divided the book into eleven chapters, giving each chapter a title. This allows the reader to get a sense of what kind of information is going to be included in that chapter. The first chapter is kind of an overview of Eleanor Roosevelt. Entitled First Lady, Freedman lists the many firsts of Eleanor. Then, beginning with the second chapter, Freedman goes in chronological order, covering Eleanor’s life from her birth on October 11, 1884 to her death from a stroke on November 7, 1962. This is known as a complete biography. Each chapter moves the reader through the different stages and roles Eleanor played in life.

The writing style of the book makes it easy to read. The writing flows smoothly between facts and the storyline. Each chapter begins with a quotation from Eleanor. Also included in the book are excerpts from letters and books she wrote. We learn about much of Eleanor Roosevelt ’s personality from Eleanor herself, as well as those who knew her. For example, Eleanor said, “I was tall, very thin, and very shy” (p. 20). The reader learns that she was the only woman on the campaign train with her husband and the only American woman at the United Nations. Some other interesting things we learn from this book is that Eleanor played on a hockey team at her finishing school, that her and Franklin were secretly engaged for a year, and that she learned how to swim at age 40, in order to be able to teach her two younger sons.

When she became the first Lady, Eleanor Roosevelt proved that “she did not intend to be a conventional White House Hostess” (p. 98). She was the first to hold regular press conferences at the White House. She did everything for herself, including driving her own car and operating the elevator. She was the first First Lady to fly and she flew so much that people gave her the nickname of “Eleanor Everywhere” (p. 101). She met and worked with many people considered famous in our history. She flew with Amelia Earhart, interviewed Martin Luther King, conversed with Helen Keller, and was invited to England by Queen Elizabeth.

Eleanor had a rich political life, which the reader learns of through various testimonials. Political commentator Raymond Clapper called Eleanor Roosevelt “the most influential woman of our time” (p. 118). She was outspoken and took active part in fighting for issues she believed in (racial justice, youth programs, and rights of refugees). Eleanor became a goodwill ambassador during the war and traveled all over the world, visiting service men. Admiral Halsey said, “She alone had accomplished more good than any other person or any group of civilians, who had passed through my area” (p. 138). Finally, as a UN delegate she was instrumental in drafting the Universal Declaration of Human Rights. When the bill was approved, “something happened that never happened at the UN before or since. The delegates rose to give a standing ovation to a single delegate” (p. 152).

The reader can safely assume that the information in the book is authentic and accurate. We learn from the Acknowledgments that Freedman used first hand sources from recollections of people that knew Eleanor. In addition, all of the quotations used in the book came from The Autobiography of Eleanor Roosevelt, a collection of Eleanor’s three volumes of memoirs. Freedman also did a good job at avoiding glorifying Eleanor Roosevelt. The reader learns of her shortcomings as well as her accomplishments. For example, we learn that she was terrified of speaking in public, that she wasn’t the best mother, and she that she was “too serious.” Eleanor suffered many hardships, but was determined to endure and help others. For example, we learn that she only broke down and cried once after Franklin was stricken with polio.

The design of the book also makes it easy to read. The book is tall, with big font on white pages. It is full of black and white photos, chronically Eleanor’s life. There are also copies of letters she wrote, newspaper articles, and her marriage certificate. Each chapter starts with an accompanying full-page portrait on the face page. (Contrary to what others said, I thought she was pretty growing up.) In addition, almost every other page has numerous pictures. The captions are also full of little tidbits of information. Finally, Freedman also includes an Eleanor Roosevelt Photo Album. There are pictures of Eleanor, her family, her friends, and people that worked for her.

4. REVIEW EXCERPT(S)
Publishers Weekly
“A natural follow-up to Freedman's biography of FDR, this impeccably researched, highly readable study of one of this country's greatest First Ladies is nonfiction at its best…Freedman writes both authoritatively and compellingly, and the Eleanor that emerges is a complex, flesh-and-blood individual, not a dull heroine of textbook history. He also deals plainly with some of the more sordid aspects of the Roosevelts' married life (namely FDR's infidelity), but he never sensationalizes, and his honesty and candor signal his respect for his subject and for his readers. This biography cannot be recommended highly enough.”

School Library Journal
“Grade 6-12. Fans of Eleanor Roosevelt will enjoy this detailed anecdotal record of her life; while those unfamiliar with her life will count themselves among her admirers by the end of their listening…Highly recommended for both school and public library collections.”

Kirkus Reviews
“In this generously full history…Freedman focuses, properly, on the public life more than the personal one, as Mrs. Roosevelt herself did. Even so, synthesizing a wealth of resources (ably surveyed in a descriptive bibliography), he brings her wonderfully to life as a rare blend of honesty, intelligence, deep concern for humanity, and ability to inspire loyalty and convey her ideas. Freedman at his best: a splendid achievement.”

Horn Book
“Freedman has created a sensitive biography of Eleanor Roosevelt -- certainly sympathetic but not overly adulatory; it captures her spirit. The beautifully crafted text flows smoothly and is accompanied by over one hundred black-and-white photographs portraying Roosevelt at every age. Young readers will find inspiration, hope, and guidance in the life of the outstanding woman.”

5. CONNECTIONS
*Activities with this book:
-Create a Jeopardy Game with questions and answers about Eleanor Roosevelt’s life and divide the children into teams. Possible categories include: Eleanor’s Family, Eleanor’s Jobs, Places Eleanor Lived, and Characteristics of Eleanor.
-Compare and contrast different biographies of Eleanor Roosevelt. Other biographies include:
Sawyer, Kem Knapp. ELEANOR ROOSEVELT. February 20, 2006. DK Children. ISBN: 0756614953
Thompson, Gare, and Nancy Harrison. WHO WAS ELEANOR ROOSEVELT? January 5, 2004. Grosset & Dunlap. ISBN: 0448435098
-Show a film on the life of Eleanor Roosevelt. Some possibilities include:
CLASSIC ELEANOR ROOSEVELT FILMS DVD: 1940S WWII FIRST LADY MRS. FDR ~ ELEANOR ROOSEVELT SPEECH & SPEECHES & PICTURE FILMS INCLUDING ELEANOR ROOSEVELT QUOTES. Quality Information. ASIN: B000JR875Y
BIOGRAPHY - ELEANOR ROOSEVELT: A RESTLESS SPIRIT (A&E DVD ARCHIVES) April 26, 2005. A&E Home Video. ASIN: B0007WFUO2
THE ELEANOR ROOSEVELT STORY (1965). July 6, 2004. Kino Video. ASIN: B00028G6H6
AMERICAN EXPERIENCE - ELEANOR ROOSEVELT. January 10, 2006. PBS Paramount. ASIN: B000BITUWA

I know this was another long blog. However, I think nonfiction books are growing on me!
Happy Reading!
Lonnie

Nonfiction Book Review #2

1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY TRUE STORY OF SHACKLETON AND THE ENDURANCE. New York: Crown Publishers, Inc. ISBN 0517800136

2. PLOT SUMMARY
SHIPWRECK AT THE BOTTOM OF THE WORLD is a recount of the Trans-Antarctic Expedition team that set out to be the first to cross Antarctica from one side to the other. The team consisted of Ernest Shackleton and 27 other men. They never even made it to land. Their ship became trapped in the ice 100 miles off shore in 1914. Jennifer Armstrong tells of their survival and journey to land that took a year and a half.

3. CRITICAL ANALYSIS
SHIPWRECK AT THE BOTTOM OF THE WORLD is the winner of the Orbis Pictus Award for Outstanding Nonfiction. It is also an ALA Best Book for Young Adults and a Boston Globe-Horn Book Honor Book. Jennifer Armstrong does an amazing job at bringing the story to life. The reader feels as if they were really there, as they get to know the men and the experiences they went through.

The book is well organized and easy to use with a Contents page containing the section titles and page numbers, and an Index with illustrations’ page numbers in boldface. It is also well documented with bibliographical references, divided by the following topics: Antarctica, navigation, and general; Shackleton; and Periodical. This makes it easy for a reader to consult the author’s sources if they want further information on this subject. On page 128, Armstrong has an Acknowledgments page where she mentions the books she used as sources, including Shackleton’s own writings and books on Antarctica. Finally, Armstrong’s work is credible because of the assistance she obtained from the Scott Polar Research Institute in Cambridge, England. The Institute has a library and archival material from the ship Endurance, including the captain’s logbook and the original photos taken by the expedition’s photographer, Frank Hurley.

At the beginning of the book, there is a photograph of the members of the expedition and then a list of the men’s names and positions. Then, we get two pages of the sketches of Endurance’s original plans and a little excerpt of the history of Endurance. Next, there are two maps provided by Kayley LeFaiver. One is an overall map of Antarctica, with the paths of past expeditions to the South Pole marked. The second map is of the Endurance Expedition and the path of the ship and men from 1914 to 1916. The maps include the dates of significant events during the expedition. Finally, there is a quotation by Apsley Cherry-Garrard, a polar explorer, in 1922. This quote sums up the feelings of men for the expedition leader, Shackleton: “For scientific discovery, give me Scott; for speed and efficiency of travel, give me Amundsen; but when disaster strikes and all hope is gone, get down on your knees and pray for Shackleton.”

The reader is immediately drawn into the book with Armstrong’s opening statement: “Just imagine yourself in the most hostile place on earth” and then goes on with a powerful description of the Antarctic environment and climate. She caps off the section with the news that in 1915, 28 men were stranded there and “They all survived.” This first page creates an interest for the reader because now they are going to want to know how these men survived. Then, at the end of the book, Armstrong includes an Epilogue so the reader learns about the fate of the men when they finally returned home.

The use of many details makes this book interesting to read. First, Armstrong makes many comparisons in order for the reader to get a sense of the actual conditions and environment of Antarctica. For example, when describing the 346 miles the men would have to walk to get to Paulet Island, the author tells us that it “more than the distance between Boston and New York City, almost as far as from Los Angeles to San Francisco, and the entire width of Iowa” (p. 51). We also get a comparison of the ship surrounded by ice from one of the men, Orde-Lees. He writes that they were stuck “like an almond in the middle of a chocolate bar” (p. 24). When describing the Southern Ocean during the winter, the author uses personification for a dramatic effect: “Winds scream over the waves. The sun retreats in horror” (p. 82). In addition, Armstrong does not just write out the facts. She also shares fun stories about the men. I laughed when reading about the men having a mock trial and “Worsley was accused of stealing a trouser button from the offering plate of a Presbyterian church” (p. 33-34). I also enjoyed the toast that always accompanied the drinks, “To our sweethearts and wives—may they never meet!” (p. 134).

Armstrong also included personal remarks and observations from the crewmembers through their journal entries. For example, Shackleton writes of his worries and concerns during the trying times of waiting to get off the ice: “The last day of the old year: May the new one bring us good fortune, a safe deliverance from this anxious time, and all good things to those we love so far away” (pg. 65). Finally, Armstrong puts in these mini lessons at the beginning of each section. We learn about the race to the South Pole, the history of Antarctica (it was part of Gondwana, a super continent, 160 million years ago), and interesting facts (Antarctica contains 90% of the earth’s ice and that there are 80 kinds of ice). We also learn about iceblink and water sky, about salt water turning to ice and how it is made drinkable. The author defines new terms for the reader (“Old Jamaica” is sailors’ slang for the sun). Armstrong does slip in a little anthropomorphism when she describes how the “Emperor penguins bowed formally to the ship and crew as they passed. Adelie penguins surveyed them from passing icebergs and called, “Clark! Clark!” -which was the name of the expedition’s biologist” (p. 17).

SHIPWRECK AT THE BOTTOM OF THE WORLD contains reproductions of the actual photos from the expedition. Frank Hurley was the Expedition Photographer and he took over 400 pictures of their ordeal. When the Endurance sank, he had to get rid of most of the plates because they were too heavy. However, he did keep 150 of them. The pictures make the story more real to the reader by allowing them to see the actually conditions that these men were in. Of course, all of the photos are in black and white, which makes them even more clear and dramatic. The front cover is a picture of the men harnessed and pulling one of the boats across the ice. The title page contains a dramatic picture of the ship Endurance trapped in the ice. I thought it was a negative, until I read later on in the book that it was not a negative. Finally, the picture captions are also full of interesting tidbits of information.

4. REVIEW EXCERPT(S)
Publishers Weekly (Starred Review)
“Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure.”

School Library Journal (Starred Review)
“A book that will capture the attention and imagination of any reader.”Kirkus Review (Pointer)
“This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers.”

Horn Book
“Ernest Shackleton's extraordinary 1914-1916 Antarctic expedition was, in Jennifer Armstrong's words, "one of the most incredible feats of survival ever recorded.” The elements of the story make for fascinating reading: a courageous and inspiring leader; a foundered ship swallowed by ice; a stalwart crew stranded on shifting ice floes; a final, daring-beyond-description rescue effort in an open boat through eight hundred miles of hurricane-blown seas and on foot over an uncharted mountain range. Each of these captivating accounts should find an audience--Armstrong's for the detail-oriented, want-to-know-it-all...”

5. CONNECTIONS
This book would be great to use during a world history lesson or even a geography lesson.
*Activities with this book:
-Do a Breaking News piece, where the children create news pieces to deliver on air (can be video taped). One, for example, cam be: “Here’s John reporting on the breaking news of the Trans-Antarctic Expedition’s amazing survival.” and then a child reads a report.
-Have children create a scrapbook of items that were on the Endurance ship and/or make their own map of the Expedition’s path of travels starting and ending in England.
-Divide up the students and have each group pick a person or topic from the book that they want to learn more about. Have them research the topic in other books, websites, and documents, and then have them present the information to the class. Some possible topics include a biography of Shackleton or any of the other men, Endurance and ships in general, the continent of Antarctica, etc.

Sorry this post was so long. There were so many details I wanted to share!
Happy Reading!
Lonnie

Nonfiction Book Review #1

1. BIBLIOGRAPHY
Simon, Seymour. 2002. AMAZING AIRCRAFT. New York: Seastar Books. ISBN 1587171791

2. PLOT SUMMARY
AMAZING AIRCRAFT is designed for young readers as an introduction to human flight. It covers aircrafts from the first flight in a hot-air balloon to the future of huge passenger planes. Seymour Simon also goes into how the invention and advancement of aircrafts have affected our world.

3. CRITICAL ANALYSIS
Seymour Simon is definitely qualified to be writing this book. A former teacher, Simon is also an award-winning science author of more than 200 science books for children. The National Science Teachers Association has named more than half of his books “Outstanding Science Trade Books for Children.”

The information presented seems both accurate and current. However, this book does not contain any reference aids such as a table of contents, index, or bibliography. This is because this book is designed for children in first to third grade. It is part of the SeeMore Readers series that is designed especially for young readers. SeeMore Readers are known for their “large, bright pictures” and “exciting yet simple text.” The text is simple and straight forward, as well as written in nice, big letters. Simon does a good job of providing facts, as well as interesting trivial information. For example, the reader learns that the Lockheed F-117 is a “stealth” fighter plane. Simon then goes on to define what stealth means: “the F-117 is hard to see on radar.”

The organization of the book is very clear and simple. Simon lists information in chronological order from Leonardo da Vinci’s plans for “flapping wing machines” and the first flight of man in a hot-air balloon all the way through the timeline of aircrafts developments, including early planes that had “thin wings covered with cloth,” seaplanes, the first “inexpensive passenger plane,” the Douglas DC-3, to the future 800-passenger cargo plane.

Simon’s style of writing includes the use comparisons to vividly describe each aircraft. We learn that the Hindenburg was “more than three times as long as today’s 747 airplanes” and that the Boeing 747 is “longer than the distance of the Wright Brothers’ first flight.” We also get a nice comparison of the length of a new cargo plane's wings, which are over 250 feet long, “almost the length of a football field.” The reader also gets a good sense of how aircrafts have evolved over time with Simon’s comparisons of the amount of time it takes to fly a certain distance. For example, we learn that with the Wright Brothers’ plane “the longest flight lasted less than a minute and went 852 feet at a speed of 30 miles per hour.” Louis Bleriot took 36 minutes to fly across the English Channel in 1909. “Today you can fly the same distance in less than 3 minutes.” Finally, in 1927 Charles Lindbergh’s flight from New York to Paris took 34 hours. “Today, airliners fly from New York to Paris in less than 7 hours.”

AMAZING AIRCRAFT is designed like a book of photographs. Each double page contains a full picture of an aircraft. The pictures are the prominent feature of the book and the clear, clean shots draw the eye. They serve as a background for the aircraft that is described in simple blocks of text.

4. REVIEW EXCERPT(S)
School Library Journal
“Grade 1-3-Simon gets to the essence of his subjects through bold, dramatic color photographs and short, crisp texts. The first book draws comparisons between how long it took early aircraft to accomplish their missions and how long it takes modern planes; the inclusion of data about an aircraft of the future adds a touch of excitement. The description of the Hindenburg tragedy, however, seems stuck in between the discussions of various types of vehicles and their capabilities. Still, this is a good introductory title.”

Booklist
“In Aircraft, Simon presents a brief, historical survey of flight, including hot air balloons, the Wright brothers, Bleriot, Lindbergh, the Hindenburg, seaplanes, the Spitfire, the DC-3, the 747, helicopters, gliders, the Concorde, the F-17 Stealth fighter, and an enormous cargo plane. Although the words are not all simple, they appear in large, legible type. A typical double-page spread includes a colorful photo accompanied by a few lines of text. With clear photos and succinct writing, these volumes will fill a demand for informative books that are short and easy enough for primary-grade children to read independently. They are also appropriate for reading aloud to younger children.”

Kirkus Reviews
“Seymour Simon may have done more than any other living author to help us to understand and appreciate our planet and our universe.”

5. CONNECTIONS
*Additional Books
Seymour Simon has many other SeeMore Readers Level 2 books designed for grades 1-3. The following science trade books would be good to use in introducing new topics to students in the classroom:
BRIDGES. ISBN: 158717264X
SKYSCRAPERS. ISBN: 1587172593
COOL CARS. ISBN: 1587172372
DANGER! VOLCANOES. ISBN: 1587171821
DANGER! EARTHQUAKES. ISBN: 0606243453
SUPER STORMS. ISBN: 0606243445

*Activities with this book:
-Have each child pick an aircraft to read about and present to the class. For example, two children could take one double-page spread to discuss.
-Have children pick an aircraft to make a poster about. They can also create a collage of different planes from pictures cut out of magazines and newspapers.

Happy Reading!
Lonnie

Poetry Review #3

1. BIBLIOGRAPHY
Hesse, Karen. 1998. OUT OF THE DUST. Read by Marika Mashburn. Old Greenwich, CT: Listening Library. ISBN 0807280127

2. PLOT SUMMARY
OUT OF THE DUST is an audio book about the life of Billie Jo. She is a 14-year-old girl living on a farm in Okalahoma during the dust storms of the Great Depression.

3. CRITICAL ANALYSIS
OUT OF THE DUST is a free verse novel by Karen Hesse. It is a form of narrative poetry, told through the voice of a 14-year-old girl during the Great Depression. This book is the winner of the 1998 Newbery Medal and the 1998 Scott O’Dell Award. Recommended for children ages 10 and up, Hesse tells of a girl’s trials and perseverance. She powerfully captures Billie Jo’s experience through a first person point of view. The book is made up of journal-like entries, or poems, from Billie Jo.

The book starts out with Billie Jo telling the listener about her birth and then fast-forwards 14 years to when she finds out her ma is going to have another baby. The entries are divided by seasons and months, beginning with Winter, January 1934. The listener learners of the relationship Billie Jo has with each of her parents, and how her relationship changes with her father after her mother dies: “Ma wouldn’t have let me go at all. Father just stood in the doorway and watched me leave.” We also hear of how her life changes after her hands are burned in a fire: “Nobody says anything about ‘those hands’ no more.” Finally, this is a story of Billie Jo’s journey, of leaving and then finding her way back home: “And I know now, that all the time that I was trying to get out of the dust, the fact is what I am, I am because of the dust. And what I am is good enough, even for me.”

Her love of music is what gets Billie Jo through hard times: “My place in the world is at the piano.” The listener feels her pain as she describes her hands, which are burned in a kerosene fire: “…lumps of flesh, swinging at my side.” Billie Jo eventually goes back to the music. The music is personified in the phrase “I’m getting to know the music again, and it’s getting to know me.”

Hesse uses strong figurative language in her writing. The powerful words conjecture up vivid imagines for the listener. For example, when Billie Jo describes her father’s voice when singing, the listener can hear his voice “start and stop like a car short of gas, like an engine choked with dust.” Hesse also uses many more metaphors in her writing. For example, she describes the rain as “Steady as a good friend who walks beside you, not getting in your way, staying with you in a hard time.” The words of Billie Jo are simple, yet expressive, with a southern dialectic. They are musical in the way they fall from the reader’s lips: “Wet. Clinging to the earth. Melting into the dirt. Snow.” or “Like the tapping of a stranger at the door of a dream, the rain changes everything.”

Hesse uses sense imagery so the listener can practically see, smell, touch, and taste the dust. The phrase “…with dust” is repeated repeatedly for emphases. Hesse vividly describes how the dust is everywhere, in everything. At one point in the story, when Billie Jo realizes she cannot play the piano because her hands would not work, she did not cry. She says, “I think we’re both turning to dust.” The title of the book comes from a moving line when Billie Jo is talking about her father getting cancer and wanting to die. She said, “I didn’t want to go on. I just wanted to go. Away. Out of the dust.”

We hear Billie Jo’s strength when she said, “our future is drying up and blowing away with the dust” but she did not cry. We hear of her perseverance when she plays the piano after the fire: “I make my hands work, in spite of the pain, in spite of the stiffness and scars, I make my hands play piano.” She wants to prove she can still make music: “I have a hunger for more tan food...”

This is in audio book format. It was more powerful hearing the words of Billie Jo, than just reading the words because free verse is meant to be heard. It flows with the rhythm of speech. Marika Mashburn does a wonderful job of bringing Billie Joe to life, with her expressive reading. Her voice is strong, clear, and easy to understand. The story is set in Okalahoma, and Mashburn is originally from Oklahoma, so the listener gets an authentic feel for what Billie Jo’s voice would sound like. Mashburn, who has had theatre training, effectively expresses the emotion of the book, sounding sad and lonely at times, and laughing when happy. The complete and unabridged version has two cassettes and lasts 2 hours and 9 minutes. The tapes were free of static and noise.

4. REVIEW EXCERPT(S)
School Library Journal
"Grade 5 Up. After facing loss after loss during the Oklahoma Dust Bowl, Billie Jo begins to reconstruct her life. A triumphant story, eloquently told through prose-poetry.”

Publishers Weekly (Starred Review)
“This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine's emotions.”

Kirkus Reviews
“Told in free-verse poetry of dated entries that span the winter of 1934 to the winter of 1935, this is an unremittingly bleak portrait of one corner of Depression-era life. In Billie Jo, the only character who comes to life, Hesse (The Music of Dolphins, 1996, etc.) presents a hale and determined heroine who confronts unrelenting misery and begins to transcend it. The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.”

5. CONNECTIONS
*Many of Karen Hesse’s books deal with different issues and periods in American history. OUT OF THE DUST would be a good book to share with older elementary aged children when studying the Great Depression in American History. Other books that could be used include:
-A LIGHT IN THE STORM: THE CIVIL WAR DIARY OF AMELIA MARTIN
-WITNESS (Ku Klux Klan and racial issues)
-LETTERS FROM RIFKA (immigration experience)
*Activities with this book:
There are many literature and classroom guides available for OUT OF THE DUST. I have listed a few of my favorites:
-Clark, Sarah Kartchner. 1999. A GUIDE FOR USING OUT OF THE DUST IN THE CLASSROOM. Teacher Created Resources. ISBN: 157690623X
-Hesse, Karen, and Linda Beech. LITERATURE GUIDE: OUT OF THE DUST (GRADES 4-8). Scholastic. ISBN: 043913112X
-Mccarthy, Tara. 2003. OUT OF THE DUST (LITERATURE CIRCLE GUIDES, GRADES 4-8). Teaching Resources. ISBN: 0439355435

Sorry this one was a bit long. I just had so many quotes that I wanted to share.

Happy Reading!
Lonnie

Poetry Review #2

1. BIBLIOGRAPHY
Lewis, J. Patrick. 2005. PLEASE BURY ME IN THE LIBRARY. Orlando: Gulliver Books, Harcourt. ISBN 0152163875

2. PLOT SUMMARY
PLEASE BURY ME IN THE LIBRARY is collection of 15 children friendly poems by J. Patrick Lewis. The poems are geared toward book lovers and reading, with works on libraries, books, language and words, and literature. The poems include What If Books Had Different Names, Flea-ting Fame, Necessary Gardens, Eating Alphabet Soup, Great, Good, Bad, Please Bury Me in the Library, A Classic, The Big-Word Girl, Reading in the Dark, Pictures, Pictures, Pictures, Three Haiku, Summer Reading at the Beach, Conversation on a Leaf, Are You a Book Person, and Ab-so-lu-tas-ti-cal. The illustrations are provided by newcomer Kyle M. Stone.

3. CRITICAL ANALYSIS
This is a great collections of light verse poems by J. Patrick Lewis. He uses clever wordplay, humor, and nonsense, while introducing the reader to various forms of poetry, including the narrative poem, a haiku, an eight-word acrostic, free verse, and rhyming quatrains and couplets. Even his Acknowledgments at the end of the book are put into poetic form with an aabb end rhyme. He includes a Contents page with the title and page number for each poem. The author was inspired by other famous poets, such as Edward Lear, X.J. Kennedy, and Lewis Carroll.

Lewis shows a great sense of imagination with his poems. For example, What If Books Had Different Names is a fun take on classic literature for children (“Furious George, Goodnight Noon”). Necessary Gardens makes a line of poetry out of each letter in the word LANGUAGE. Pictures, Pictures, Pictures is a double dactyls poem beginning with the nonsense first line, “Higgledy-piggledy.” Great, Good, Bad is a poem of nonsense. Finally, Lewis cleverly composing three haiku poems in Three Haiku. One includes: Difficult writing/Assignment: “The Story of /My Life: A Haiku”

I like that readers learn about other books in this book of poems. Lewis mentions many books throughout his poems including Caterpillars: Fascinating Fauna, Frankenstein, The Field Mouse’s Guide to Midnight, Godzilla Meets Tooth Fairy, and of course all of the ones mentioned in What If Books Had Different Names.

This is Kyle M. Stone’s picture-book debut and what a debut! His illustrations are rich and dark, with a childlike quality to them. The pictures are done in acrylic paint and mixed media. They created an added dimension to the poems with funny details. The reader is first attracted to the book because of it cover, depicting mice reading a book in a library. On the front cover, we see the picture from the perspective as if we were standing in front of the mice. On the back cover we get the same scene, but from the perspective of standing behind the mice and reading along with them.

The illustrations are fun, funny, and full of details. An example is the picture for The Big-Word Girl, which is about Elaine reading the Webster’s Dictionary while at the movies with her friend. Stone depicts her friend as a monster! In addition, if the reader looks closely, the same little boy is found on the pages for two poems, Necessary Gardens and Great, Good, Bad. He is in blue pajamas reading a book. In the scene for the Three Haiku, we see the shadow of Frankenstein behind the little boy reading the book Frankenstein. Finally, Stone shows great imagination when he painted a little girl flying above the world in a paper airplane for Ab-so-lu-tas-ti-cal.

4. REVIEW EXCERPT(S)
School Library Journal
“A semi-swell collection of 16 poems celebrating books, reading, language, and libraries…The tone is generally light, with the last few entries turning more to wonder and metaphor ("A good book is a kind/Of person with a mind/Of her own..."). Usually printed one per spread, the poems are accompanied by richly dark artwork…The Lewis hallmarks are all here–clever wordplay, humor, nonsense, rhyme–though the collection doesn't have quite the spot-on snap of his best stuff…Lee Bennett Hopkins's Good Books, Good Times! (HarperCollins, 1990) and Wonderful Words (S & S, 2004), which include offerings on the same subject from many fine authors, would partner in a nice balance with Lewis's frothier nonsense.”

Booklist
“This homage to reading salutes all the essential elements: letters, words, books. Lewis' poetry is continually clever, whether pithily summing up children's classics (a book that is excitedly read by a kid of 6 to another kid of 63) or capturing the thrill of reading in the dark…Despite the picture-book format, it will take children older than the preschool crowd to appreciate the wordplay, which on occasion is quite sophisticated…The acrylic and mixed media artwork (see cover, this issue) adds whimsy to the words. Case in point, a bibbed lamb eating the Dr. Seuss special.”

5. CONNECTIONS
*Activities with this book:
-Have the children volunteer to take turns reading each poem.
-Read Necessary Gardens and then let children make up their own anagram poem, using the letters of their name.
-The following is an additional list of activities written by Mary Lou Meerson, an educational consultant who lives in San Diego, California:
1. Have the children look carefully at the front and back of the jacket. Invite their observations.
2. Discuss the title page illustration. Ask the children if they have ever heard the phrase “She had her nose buried in a book.” This girl has her whole body buried.
3. After reading Great, Good, Bad (p. 10), put those categories on a chalkboard or poster paper and have the students nominate books or stories for each cate­gory. Encourage debate!
4. After reading Pictures, Pictures, Pictures (p. 20), check out of the library a variety of wordless picture books. Working in small groups, have the children write a narrative for one of the wordless books and present it to the class.

I loved this book.

Happy Reading!
Lonnie

Poetry Review #1

1. BIBLIOGRAPHY
Prelutsky, Jack. 1980. ROLLING HARVEY DOWN THE HILL. Ill. by Victoria Chess. New York, NY: Greenwillow Books. ISBN 0688802583

2. PLOT SUMMARY
ROLLING HARVEY DOWN THE HILL is a collection of humorous poems about the narrator’s friendships with four other boys-Lumpy, Tony, Willie, and Harvey.

3. CRITICAL ANALYSIS
This is a picture book of poems by Jack Prelutsky. They are written from the viewpoint of a nameless narrator about his four friends. The poems all have an abab end rhyme. Prelutsky includes a Contents page with a list of the 15 poems and their pages. The first poem introduces the reader to the narrator’s friends,
“There’s Tony and there’s Lumpy
and there’s Harvey and there’s Will,
and we all hang out together
in the middle of our hill.”

Prelutsky’s theme of friendship is universal. The poems tell stories about the boys’ adventures together, including “Smoking in the Cellar” and when they broke “Mister Mulligan’s Window” while playing baseball. Prelutsky’s poems are also timeless. Children can relate to getting in fights with your friends and then making up: “Willie and I were pals again, as soon as the fight was done, neither of us lost the fight, but neither of us won.” This is a good book about the ups and downs in friendships, the importance of being tolerant, and being able to forgive each other. We learn that Harvey always wins, because “it isn’t that he’s better, it’s that Harvey always cheats,” that he never shares, and that he plays mean practical jokes. The boys get back at Harvey by rolling him down a hill: “Harvey’s always butting in, his mouth is never still, so Tony, Lumpy, Will and me rolled Harvey down the hill.”

Victoria Chess illustrates the book with cartoon-like characters. The book cover is made to look like a brick wall. The front cover has a picture of all the boys with Harvey showing off. The back cover has the boys smiling as they sit on top of Harvey. The illustrations are simply done in black and white. They seem a little dated, since this book was published 26 years ago. However, Chess does a great job of depicting these boys and their relationship. For example, on the title page we see Harvey giving one of the other boys rabbit ears. Then we see them running on the Contents page. The reader can also tell what the boys are feeling from the expressions on their face. When Willie ate a worm, all the boys look queasy. The boys point and laugh when Harvey hits a wall in “The Race”. Finally, we see the narrator standing by himself, both on the dedication page and on the last author page.

4. REVIEW EXCERPT(S)
Booklist (starred review)
“Fresh and funny.”

AudioFile
“Jack Prelutsky's poems have a strong following. This audio edition--in two forms: narrative and operetta--has similar appeal. The musical version, with music by Jody Tull, is performed by The Boychoir of Ann Arbor, Michigan. The operetta is lively, fun and very professional. It should attract young listeners, who will love the sound effects and gaffs that accompany it. On the second side, Jon Ophoff reads a straightforward narration of the poems. Without the sound effects and snappy music, it seems a little pale, but the clear rendition focuses more on the poems.”

5. CONNECTIONS
*This is a great book to share when discussing friends and friendship. Talk with the class about how people are different and ask them to list what they like about their friends.
*Activities with this book:
-Have different students volunteer to read the poems that deal with each friend. For example, one student will read all of the poems about Lumpy, including “Lumpy is My Friend” and “Lumpy Chases Pigeons.”
-There is also an audio book available that would be fun to listen to while reading along in the book: Jack Prelutsky. 1993. ROLLING HARVEY DOWN THE HILL. Read by the Boychoir of Ann Arbor. Retail pak, 1 cassette. Listening Library. ISBN 0807202177

Just as a side note: I've read a lot of Jack Prelutsky's work and the reader can tell how is his work has grown and evolved over the years. I personally like his newer collections, like SOMETHING BIG HAS BEEN HERE.

Happy Reading!
Lonnie

Traditional Literature Book Review #3

1. BIBLIOGRAPHY
Schwartz, Alvin. 1984. IN A DARK, DARK ROOM, AND OTHER SCARY STORIES. Ill. by Dirk Zimmer. New York: Harper & Row. ISBN 0060285370

2. PLOT SUMMARY
IN A DARK, DARK ROOM, Alvin Schwartz retells seven scary stories especially for children. The stories include The Teeth, In the Graveyard, The Green Ribbon, In a Dark, Dark Room, The Night It Rained, The Pirate, and The Ghost of John.

3. CRITICAL ANALYSIS
IN A DARK, DARK ROOM is a numerous award-winner including ALA Notable Children’s Book of 1984, School Library Journal’s Best Books of 1984, and Library of Congress Children's Books of 1984. It is also a part of the I Can Read Series published by Harper. An I CAN READ book typically has simple vocabulary in large type and chapter-like divisions. This particular book is a 2nd Reading Level book for children ages 4 to 6.

IN A DARK, DARK ROOM is based on traditional folktales from various countries. The book contains a Contents page listing each story and what page they are found on. There is a Foreword addressed to the readers, in which Schwartz tells the reader when and how to read the stories in order for everyone to have a good time.: “The best time for these stories is at night—in front of a fire or in the dark. Tell them s-l-o-w-l-y and quietly.” On the last page, Schwartz includes an excerpt about “Where the Stories Come From.”

Each of the stories has different styles. For example, a couple of the stories use repeated patterns and sounds. The Teeth is a repetitious story about a little boy that keeps running into men with longer and longer teeth. The following dialog is continuously repeated: “Why are you running? the man asked. “I just met a man with teeth this long.” I said. “It scared me.” In The Graveyard, the phrase “Ooooh!” is repeated after every line, until the very end in which the woman scared the corpses by going “AAAAAAAAAAAH! All the As and use of all capital letters makes for a dramatic effect. This also makes it fun to read aloud. The Ghost of John is a short little rhyming poem. A few of the stories have climaxes. For example, The Green Ribbon ends at the climax when Jenny’s head fell off. Finally, others, like The Pirate, start off sounding stilted and unnatural. However, The Pirate is a good story filled with prepositional phrases like under, in, behind. The words are also repeated: “She looked under the bed and under the rug.”

Dirk Zimmer provides both spooky and funny illustrations that go along with each story. However, the illustrations start even before the stories start. On both the front cover, and a double-page spread on the title pages, we see characters from each of the stories going into “a dark, dark room.” There is the pirate, the man with the teeth, the headless woman, the ghost, and the skeleton. Then, on the dedication page, we see the back of a black cat, as he sits in an open doorway. Finally, my favorite is the illustration on the page facing the Contents. It is of a skeleton reading a book by the light of a candle (which is sitting on a skull). At the end of the book, we see the scene again, but the skeleton is gone, the book is sitting on the stool, and the candle has melted into a puddle of wax.

Zimmer does a great job of depicting the images of each story. For example, he starts and ends the story In a Dark, Dark Room with double-page spread. In the first one, Zimmer creates “dark, dark wood.” Then, to create a dramatic effect at the end of the story, he makes the two pages with an all black background, with a box in upper left corner of one page and the ghost coming out across the centerfold, heading towards the reader!

4. REVIEW EXCERPT(S)
School Library Journal
“Now all second graders have their own collection of spooky stories— seven traditional tales retold in simple language. The colorfully dark illustrations add a comic touch. Not a ghost of a chance of keeping this one on the shelves.”

5. CONNECTIONS
This is a great book to read during the Halloween season, sharing it along with doing other fun Halloween books.

*Activities with this book:
-Have the children each pick their favorite story out of the book to retell it in their own words to the class.
-Read other 2nd Level I CAN READ books especially for Halloween, and compare with IN A DARK, DARK ROOM.:
THE CASE OF THE SCAREDY CATS by Crosby Bonsall
THE CASE OF THE HUNGRY STRANGER by Crosby Bonsall
AUNT EATER'S MYSTERY HALLOWEEN by Doug Cushman
GHOSTS! by Alvin Schwartz
-Share “In a Dark, Dark Wood” which is an extended version of the story In a Dark, Dark Room, found at http://www.jackolanterns.net/inadarkdarkwood.htm and have the children draw each of the things found in the box.

“In a dark, dark wood there was a dark, dark house; And in the dark, dark house there was a dark, dark room; And in the dark, dark room there was a dark, dark cupboard; And in the dark, dark cupboard there was a dark, dark shelf; And on the dark, dark shelf there was a dark, dark box; And in the dark, dark box there was a....ghost!

In a dark, dark wood there was a dark, dark house; And in the dark, dark house there was a dark, dark room; And in the dark, dark room there was a dark, dark cupboard; And in the dark, dark cupboard there was a dark, dark shelf; And on the dark, dark shelf there was a dark, dark box; And in the dark, dark box there was a....mouse!

In a dark, dark wood there was a dark, dark house; And in the dark, dark house there was a dark, dark room; And in the dark, dark room there was a dark, dark cupboard; And in the dark, dark cupboard there was a dark, dark shelf; And on the dark, dark shelf there was a dark, dark box; And in the dark, dark box there was a....elephant!

In a dark, dark wood there was a dark, dark house; And in the dark, dark house there was a dark, dark room; And in the dark, dark room there was a dark, dark cupboard; And in the dark, dark cupboard there was a dark, dark shelf; And on the dark, dark shelf there was a dark, dark box; And in the dark, dark box there was a....skeleton!

In a dark, dark wood there was a dark, dark house; And in the dark, dark house there was a dark, dark room; And in the dark, dark room there was a dark, dark cupboard; And in the dark, dark cupboard there was a dark, dark shelf; And on the dark, dark shelf there was a dark, dark box; And in the dark, dark box there was a....nothing!”

Happy Reading!
Lonnie

Traditional Literature Book Review #2

1. BIBLIOGRAPHY
Yolen, Jane. 2003. THE FLYING WITCH. Ill. by Vladimir Vagin. New York: HarperCollins. ISBN 0060285370

2. PLOT SUMMARY
The Flying Witch, Baba Yaga, is a female witch that lives in a chicken-footed house and flies a mortar and pestle. In the story, Baba Yaga picks up a feisty little girl that she hopes to eat. Children will enjoy the surprising ending of this book that is beautifully illustrated by the Soviet National Gold Award winner, Vladimir Vagin.

3. CRITICAL ANALYSIS
Based on the traditional Russian folktales about Baba Yaga, THE FLYING WITCH is an original story created by award-winning author Jane Yolen. On the last page, Yolen includes a source note “About Baba Yaga”, in which she describes where the stories of Baba Yaga came from and how she is usually portrayed in Russian oral tales.

Yolen’s story is full of cadence, or a rhythmic flow in prose. We see repeated patterns of descriptive sounding words. For example, the reader can hear the witch flying “Whirrr. Whirr. Clunkety-clank,” the sound of the turnip truck “Clangety-clang,” and the turnips being dropped into the pot, “Plip-plop. Plip-plop.” These phrases repeat the consonant “c” sound. We also see the repetition of the constant “r”: “They made a great racket. A rickety-racket.” Finally, Yolen also includes a rhyme that must be repeated in order to gain access to the witch’s house:
“Turn, little hut, turn.
Stand with your back to the old oak tree.
Stand with your front door open to me.”

The story has a simple, direct plot. The conflict is that Baba Yaga is going to eat the little girl, unless the girl can find a way to save herself. The reader can learn many things from the little girl. She is not stereotypically portrayed, but is smart, rational, and feisty. For example, when she fell off the truck, she did not sit there and cry like some people would: “Well, I have two good feet and a fine sense of direction. I will go through the forest on my own.” She also “knew better than to talk to strangers.”

The little girl shows that people are capable of doing things on their own, and do not have to be dependent on others to help them: “But I have two good feet, a fine sense of direction, two strong arms, and a clear mind. I will get away on my own.” She outwits Baba Yaga and gets her to go to the market, where the little girl’s father is selling turnips. The father follows Baba Yaga to her house to save the little girl, but she saves herself, by making Baba turnip stew.

The illustrator, Vladimir Vagin, uses solid, clear illustrations to interpret the text. They help create a light mood, instead of a dark and scary mood. All of the pages, except for two double spreads, are arranged with text surrounded by a boarder and the facing page with a full size illustration. Vagin creates a fun, imaginative boarder by using the house’s chicken legs. Each boarder includes little details, such as different bugs and animals. Vagin also humorously portrays Baba Yaga with a long beak-like steel nose.

4. REVIEW EXCERPT(S)
School Library Journal
“Yolen's vivid writing reflects the flavor of the original tales and comes alive with repetition of key phrases throughout the text. The author wisely injects humor to lighten up her version of the witch who scours the forest while seeking children to eat and thus provides a refreshingly original twist to the tale.”

Chicago Tribune
"The clever little girl...is timeless, and it's a pleasure to see her clever capabilities at the heart of the story."

Publishers Weekly
“Meticulously drafted paintings depict old Russia's onion domes, birch forests, and steely gray skies. Traditional motifs and stylized forms infuse the illustrations with a strong folk flavor, as they also incorporate antique tools and peasant costumes. Baba Yaga's black fingernails and scythe-shaped iron nose mark her as a villainess.”

Booklist
“Baba Yaga a vegetarian?...Compared with some of the original tales, this is "thin soup," with an inconsistent, somewhat strained plot. But there are some nice storytelling flourishes and some well-detailed artwork, with the feel of old Russia, perfectly suits the story. Many libraries will welcome this nonviolent New Age Baba Yaga.”

5. CONNECTIONS
*The story is good for a discussion on the perception of girls in society and how both boys and girls can do anything they put their minds to.

*Activities with this book:
-Find and compare this book with other funny, spooky stories:
SHREK! by William Steig (Farrar, 1993).
-To help the children learn more about Russian folktales, read the books that were used as sources for this story:
RUSSIAN FOLKTALES by W. R. S. Ralston
RUSSIAN FAIRY TALES (PANTHEON FAIRY TALE AND FOLKLORE LIBRARY) by Aleksandr Afanasev
-When reading the story aloud, stop and let the children fill in the descriptive sounds: “Whirrr. Whirr. Clunkety-clank,” “Clangety-clang,” and “Plip-plop. Plip-plop.” You can also have the children memorize and cite the rhyme to get into the witch’s house.

Happy Reading!
Lonnie