Monday, June 30, 2008

Please Bury Me in the Library

**This review was created for an assignment at Texas Woman's University**

Book Review: Please Bury Me in the Library

1. BIBLIOGRAPHY
Lewis, Patrick J. 2005. PLEASE BURY ME IN THE LIBRARY. Ill. By Kyle Stone. San Diego: Gulliver Books/Harcourt, Inc.
ISBN: 0152163875

2. PLOT SUMMARY
Please Bury Me in the Library is a collection of sixteen poems which all center around books and the pleasure found in reading. This book’s title comes from the title of one of the poems in this collection.

“Flea-ting Fame” is a poem about Otto the Flea who was writing his “ottobiography”, “Alphabet Soup” discusses how “fun-loving vowels” may need “tiny towels” after taking a swim, and “Reading in the Dark” talks about owls reading “The Field Mouse’s’ Guide to Midnight.”

Patrick Lewis infuses humor and references to classical literature throughout this collection. Readers will delight in the language Lewis uses to describe the joys that come with sitting down and enjoying a good book or poem.

3. CRITICAL ANALYSIS

Humor infused with references to classic children’s literature books start this collection off with a poem titled, “What If Books Had Different Names?” including references (with a twist) to, “Alice in Underland”, “Furious George”, and “Goodnight Noon”. This poem will have readers laughing out loud before the second page of this book is turned.

Various poetic forms appear throughout the book including acrostic poems, haiku poems, rhyming poems, and poems written in verse. Poems vary in length and depth, with some making a simple statement about “A Classic” (defined as a book that excites the six year old and the sixty-three year old), and others “Are You a Book Person?” which evokes emotion as it personifies a “good book” as someone who is, “kind” with “a heart and soul”.

The poems in this collection feature vivid characters and discussions about books and poetry that will entertain and hold the reader as they are shared. The illustrations (acrylic paint and mixed media) add depth to the page offering readers a rich visual experience as they read the poems in this collection.

4. REVIEW EXCERPT(S)
School Library Journal: “A semi-swell collection of 16 poems celebrating books, reading, language, and libraries.”

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 or capturing the thrill of reading in the dark.”

5. CONNECTIONS:
*This collection of poetry can be paired with other “silly” poems, or poetry about the love of a good book to offer students more then one medium or author to explore.

*Students can choose a classic book and give it a new name playing on the words like the ones found in, “What if Books Had Different Names.” Students can illustrate their titles, write a short poem if they’d like, and pull their pieces into a larger class collection of poetry that can be read aloud and shared with others.

Web Resources:
www.jpatricklewis.com

Saturday, June 28, 2008

Toasting Marshmallows: Camping Poems

**This review was created for an assignment at Texas Woman's University**

Book Review: Toasting Marshmallows: Camping Poems

1. BIBLIOGRAPHY
O’Connell George, Kristine. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. Ill. By Kate Kiesler. New York: Clarion Books.
ISBN: 061804597X

2. PLOT SUMMARY
Toasting Marshmallows is a colorful collection of poetry that will take readers on a lyrical journey as they read poems about activities and emotions related to camping and the outdoors. The first poem in this collection pulls readers in with a piece of formed poetry in the shape of a tent discussing how to successfully build one, with subsequent poems discussing the excitement of summer storms, rowing, fishing, forest walks, and more. The thirty poems in this collection give readers a visual and descriptive experience into the art of camping and the great outdoors.

3. CRITICAL ANALYSIS
This book is a well-crafted collection of camping poems that will delight readers of all ages. The rhythm and the use of imagery that come through in George’s writing take the reader to the outdoors describing the sounds, smells, and noises of camping. Some poems take on the visual form and shape of the topic, while others move around on the page and onto some of the illustrations for a dramatic visual effect. The use of figurative language brings objects like the river, and special places like a dark cave to life with descriptions that evoke emotion and imagery:

“River words run in scallops and scribbles, … River writes, river talks.”

“The cave breathes icy and ancient, measuring time with slow drips that echo as water hits granite somewhere deep in this cavern.”

The illustrations in this collection of poetry give readers a visual image that matches the strength of the writing with the use of oil painting that carefully depicts dark and light, vibrant colors, and a natural setting.

4. REVIEW EXCERPT(S)
ALA Booklist, starred: “George’s astute imagery pairs beautifully with Keisler’s rich, warm-toned oil paintings to impart a strong sense of the pleasures of a rural landscape.”

Publishers Weekly, starred:, “… All around, an invitation to experience joy and wonder.”

5. CONNECTIONS
*Other poetry collections by the author can be shared with students to compare and contrast other stylistic forms of writing.
*Students can illustrate poems or can create poetry that takes on the form of the subject to display in the classroom.

Selected Titles by Author:

Old Elm Speaks: Tree Poems
The Great Frog Race and Other Poems
Book!
Fold Me a Poem
Up!
Hummingbird Nest: A Journal of Poems
Little Dog Poems
Swimming Upstream: Middle School Poems

Friday, June 20, 2008

Remaking the Earth: A Creation Story from the Great Plains of North America

**This review was created for an assignment at Texas Woman's University**

Book Review: Remaking the Earth: A Creation Story from the Great Plains of North America.

1. BIBLIOGRAPHY
Goble, Paul. 1996. REMAKING THE EARTH: A CREATION STORY FROM THE GREAT PLAINS OF NORTH AMERICA. Ill. Paul Gobble. New York: Orchard Books.
ISBN: 053109524X

2. PLOT SUMMARY
Remaking the Earth is an adapted creation story which has been passed down through oral and written tradition of the Plains Indians. This circular tale explains how land, animals, and people were brought about to co-exist together according to the Native American spiritual figure "Earth Maker".

Readers will follow the gifts that “Earth Maker” or the Great Spirit gives to her people page by page with a story explaining the reasons for why things were created when they were. The Creator carefully places all animals and people together promising and helps each being sort out it’s right place on the Earth reminding them all that, “only the earth remains forever.”

This story begins with the excitement of the “new world”, and ends with the promise that the Earth Maker will create another world when this one ends.

3. CRITICAL ANALYSIS
The blend of mythical and spiritual creation folklore in Goble’s work offers readers a glimpse into the oral tradition and spiritual world of the Native American Plains Indians. The Author’s Note gives readers a historical context to understand the evolution of the creation story. The illustrations resemble those from Native American drawings with detail that adds depth and strength to the written word.

The footnotes at the bottom of the pages offer readers on the spot information about the Native American cultural traditions giving readers significant insight into the content of the text. This book tells a beautiful story with it’s flowing prose and beautifully drawn illustrations.


4. REVIEW EXCERPT(S)
Booklist: “This is a good choice for students interested in comparing the handling of creation stories from diverse cultural and ethnic groups”

New York Times: “Goble's work is a marriage of authentic design and contemporary artistry…It succeeds beautifully.”

5. CONNECTIONS
*Teachers and students can connect this story to others written by Goble reflecting Native American traditions.

*Teachers can integrate Goble’s books into social studies units about Native American culture and history.

*Students can compare and contrast Native American folklore with folklore of other cultures around the world.

Awards:
Caldecott Medal, 1978. The Girl Who Loved Wild Horses.
Children’s Book Council, Children’s Choice, 2003. Mystic Horse.

Other Titles:
Tipi: Home of the Nomadic Buffalo Hunters
All Our Relatives: Traditional Native American Thoughts About Nature
Iktomi Loses His Eyes
Iktomi and the Coyote: A Plains Indian Story
The Legend of the White Buffalo Woman
The Return of the Buffaloes: A Plains Indian Story about Famine and Renewal of the Earth

Thursday, June 19, 2008

Schoolyard Rhymes: Kids Own Rhymes for Rope Skipping, Hand Clapping, Ball Bouncing, and Just Plain Fun

**This review was created for an assignment at Texas Woman's University**

Book Review: Schoolyard Rhymes: Kids’ Own Rhymes for Rope Skipping, Hand Clapping, Ball Bouncing, and Just Plan Fun.

1. BIBLIOGRAPHY
Sierra, Judy. 2005. SCHOOLYARD RHYMES: KIDS’ OWN RYHMES FOR ROPE SKIPPING, HAND CLAPPING, BALL BOUNCING, AND JUST PLAIN FUN. Ill. Melissa Sweet. New York: Alfred A. Knopf.
ISBN: 0375925163

2. PLOT SUMMARY

Schoolyard Rhymes is a collection of traditional and contemporary children’s playground lore that will delight readers with its’ witty and playful rhymes.

In this collection of rhymes, “Coca-Cola goes to town knocking Diet Pepsi down”, Miss Mary Mack comes back, and Tarzan loses his underwear while flying through the air. This body of playground lore features silly poems and various text forms of poetry many of which are parodies of traditional nursery rhymes and folktales.

3. CRITICAL ANALYSIS
Humor and rhyme come together this collection making this book one that lends itself to sharing with students through reading aloud and shared reading experiences.

Rhymes jump off the page with colorful and beautifully drawn illustrations. Text winds up, down, and across the pages taking on forms of the objects they describe. Students will read poems in the shape of jump rope, banana trees, and clothing lines.

Traditional playground folklore blends well with the nonsense rhymes and poems in this collection offering readers a variety of stylistic reading material in one book.

4. REVIEW EXCERPT(S)
Booklist – “Sweet's comical, mixed-media art adds to the wackiness of the rhymes, with jump ropes commanding a prominent position, whether used by children or pickles or bears.”
School Library Journal – “This is a definite winner, as it will be enormously popular with children.”

5. CONNECTIONS
*After reading selections from this text, students can write their own nonsense poems using a variety of mediums to print and publish their writing.
*Students can take their individual nonsense rhymes and poetry and combine them into a larger class book.
*Teachers can choose and read traditional nursery rhymes and encourage students to write their own ending adding a new twist for a humorous ending.

Tuesday, June 17, 2008

Little Gold Star: A Spanish American Cinderella Tale

**This review was created for an assignment at Texas Woman's University**

Book Review: Little Gold Star: A Spanish American Cinderella Tale

1. BIBLIOGRAPHY
San Souci, Robert D. 2000. LITTLE GOLD STAR: A SPANISH AMERICAN CINDERELLA TALE. Ill. By Sergio Martinez. Singapore: Harper Collins Publishers.
ISBN: 068814781X

2. PLOT SUMMARY

This translated Spanish American Cinderella Tale begins when Teresa’s widowed Father Tomas marries a wicked woman with two daughters. Tomas’s new wife and her children are mean and demanding of Teresa as Tomas works in the fields all day. Teresa meets the Blessed Mother Virgin Mary, who becomes her fairy godmother.

Teresa earns a gold star that shines brightly from the Blessed Mother and her sisters become jealous. Inez and Isabel are given chances by the Blessed Mother to do well by helping others (Baby Jesus and Joseph), but instead they treat the baby and Father poorly. Inez and Isabel grow horns and donkey ears much to their Mother’s dismay for their ill intended actions.

Teresa catches the hero’s eye at the fiesta held in honor of the patron saint of the town. Don Miguel meets Teresa and is intrigued by her beauty and gold star. Teresa leaves the ball in a hurry after being criticized by her stepmother, which leads Don Miguel on a search to find his true love.

This story ends happily ever after with Teresa and Don Miguel receiving eternal blessings by the Blessed Mother for their good deeds and service to others.

3. CRITICAL ANALYSIS

Strong religious and Christian themes that run throughout this tale, which may or may not be an issue for public school teachers. San Souci’s translated text of the traditional Cinderella Tale offers readers a twist with a glimpse into Spanish American culture and the Catholic faith.

The illustrations add depth to the story and images that help the reader get a feel for the setting, the dress of the characters, cultural customs, and religious traditions.

The redemption of the wicked stepmother and sisters in this tale differs from the traditional Cinderella tale offering readers a new perspective on how characters can be influenced by good deeds of others.

4. REVIEW EXCERPT(S)

School Library Journal: “San Souci's telling is smooth and fluid. Martinez's lovely, luminous watercolor illustrations are a perfect match for the text. His accomplished sense of extended line gives all of his figures a romantic, elongated look, and his command of expression is exceptional. A noteworthy addition to an already impressive crop of Southwestern "Cinderella" stories.”

5. CONNECTIONS
*Teachers can discuss characteristics of fairy tales andprovide students with exposure to a variety of tales through book study, author study, and reading aloud.

*Multi-cultural versions of Cinderella Tales can be read and paired together for students to examine the similarities and differences between the stories.

*Students can research the region from which the different tales come from discussing cultural and religious traditions of the region.

Web Resources:

http://childrensbooks.about.com/cs/fairytales/a/cinderella.htm

http://www.emints.org/ethemes/resources/S00000849.shtml

Thursday, June 12, 2008

Moses: When Harriet Tubman Led Her People to Freedom

**This review was created for an assignment at Texas Woman's University**

Book Review: Moses: When Harriet Tubman Led Her People to Freedom

1. BIBLIOGRAPHY
Weatherford, Carole Boston. 2006. MOSES: WHEN HARRIET TUBMAN LED HER PEOPLE TO FREEDOM. Ill. By Kadir Nelson. New York: Hyperion Books for Children.
ISBN: 786851751978

2. PLOT SUMMARY
The faith, strong will, and bravery of runaway slave Harriet Tubman comes to live in this fictional account of how she led hundreds of slaves to freedom through the Underground Railroad. Author Carole Boston Weatherford takes the reader through the journey that Harriet Tubman undertook as she fled her master on foot alone, and follows her journey for another ten years as she worked to free her family and other slaves all while carrying a bounty on her life.

Harriet Tubman relies on her faith in God hearing messages from him as she travels from the slave states to the free states. This story takes the reader on a journey through history that shows the strong faith Tubman clung to as she became the “Moses” of her people.

3. CRITICAL ANALYSIS
Readers will engage with the lyrical prose and fantastic illustrations that accompany this work. The print almost jumps off the pages in some spots with large font that swirls and flows with the moving story of Tubman’s escape to freedom.

This forward and author’s note sections of this book provides readers with historical background information that will help students increase their understanding slavery and the Underground Railroad. Readers will come away with a deep appreciation for the risks that Tubman and those who helped her free slaves through the Underground Railroad took to bring the comfort of freedom to their lives of those who were enslaved.

4. REVIEW EXCERPT(S)
Honors and Awards:
Recipient of the Caldecott Medal - 2007
Recipient of the Coretta Scott King Award – 2007
NAACP Image Award

School Library Journal: “The words and pictures create a potent sense of the harsh life of slavery, the fearsome escape, and one woman's unwavering belief in God.”
Publisher’s Review: “Weatherford’s poetic narrative and Kadir Nelson’s magnificent paintings bear witness to an ecstatic event -- the Spirit of God communing with the flesh-and-blood of true humanity. It is one of the most emotional, inspiring reading experiences ever.”

5. CONNECTIONS
*This historical account will lend itself to a variety of connections to American History. Teachers can use the Author’s Note to discuss the geographic locations of the Underground Railroad, and trace the journey that Tubman took from Maryland to Philadelphia.

*Students may want to discuss slavery and the injustices that African-Americans faced who were owned and mistreated by their masters.

*Carole Boston Weatherford has written a variety of books on African-American history and culture. These books can be used to deepen students understanding of the historical events that have shaped American culture.

Selected Books from Carole Boston Weatherford:

Freedom on the Menu:
The Greensboro Sit-Ins. ISBN 9780142408940

I, Matthew Henson: Polar Explorer. ISBN 9780802796882

Dear Mr. Rosenwald
. ISBN 9780439495226

Wednesday, June 11, 2008

The Man Who Walked Between the Towers

**This review was created for an assignment at Texas Woman's University**

Book Review: The Man Who Walked Between the Towers


1. BIBLIOGRAPHY
Gerstein, Mordicai. 2003. THE MAN WHO WALKED BETWEEN THE TOWERS. Connecticut: Roaring Brook Press.
ISBN 07613286688

2. PLOT SUMMARY
Imagine what it would have felt like to walk a tightrope between the Twin Towers of World Trade Center as it was constructed back in the 1970’s. The Man Who Walked Between Towers is based on a true story of the French aerialist, Philippe Petit who accomplished the feat of walking on a tightrope successfully between the towers on August 7th, 1974.

Philippe Petit attracts the attention of onlookers and the police as he walks between the towers. He is surrounded by police on both sides as he dangles, rests, and enjoys his exhilarating walk. Petit eventually gives himself over to police to be arrested when he has taken in all of the sights of the New York City Harbor and enjoyed his walk. Petit is spared serious punishment for the crime he committed being sentenced to perform in the park for children in New York City by a judge as repayment.

3. CRITICAL ANALYSIS
This historical account of Philippe Petit’s successfully tight rope walk across the Word Trade Center Towers in the 1970’s will evoke excitement and wonder in readers who will keep turning the pages as they eagerly follow Petit along his journey.

The illustrations that Gerstein paired with this story beautifully display the New York City skyline and the Twin Towers. Several fold out pages appear which add depth and texture to the magical images that appear below Petit as he walks across his tightrope.

Gerstein’s style of writing and reference to the fall of the Twin Towers at the end of the story will appeal to readers’ emotions, especially those children who remember the fall of the twin towers on September 11th, 2001.

4. REVIEW EXCERPT(S)
Recipient of the Caldecott Medal - 2004
Publishers Weekly: “Gerstein's dramatic paintings include some perspectives bound to take any reader's breath away. Truly affecting is the book's final painting of the imagined imprint of the towers, now existing "in memory"-linked by Philippe and his high wire.”
School Library Journal: "Gorgeous oil-and-ink paintings capture the aerialist's spirited feat and breathtaking perspectives high above Manhattan harbor.”

5. CONNECTIONS
*This book can be shared to discuss the bravery and passion Petit displayed by attempting his great act.

*Older students may enjoy reading excerpts from Petit’s book To Reach the Clouds, which Gerstein referenced while writing this book. Gerstein’s other famous tightrope walking events are featured in this book.

*Depending on their age, some students may not remember the fall of the World Trade Center Towers on September 11th, 2001 and may have questions about why the towers are no longer there.
Students who are old enough to remember the event may want to discuss how they felt, images from the news, and may still have questions about the event.

2002. To Reach the Clouds. Written and Illustrated by Mordicai Gerstein. North Point Press. ISBN0865476519

Tuesday, June 10, 2008

A Caldecott Celebration

**This review was created for an assignment at Texas Woman's University**

Book Review: A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal


1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York: Walker and Company.
ISBN 0802786588

2. PLOT SUMMARY
Author Leonard Marcus chooses six artists who have received the Caldecott Medal for excellence in picture book illustration to feature in this book. Robert McCloskey (Make Way for Ducklings, Marcia Brown (Cinderella), Maurice Sendak (Where the Wild Things Are), William Steig (Sylvester and the Magic Pebble), Chris Van Allsburg (Jumanji), and David Weisner (Tuesday).

Marcus interviewed each illustrator/author noting the experiences each one went through while creating their works of art including discussions about how they came to the idea for their book, titles that were discussed, how they worked with their publisher on the book, and their personal connections to the content and themes of their books. Marcus also includes the authors’ reactions to winning a Caldecott award for their work.

3. CRITICAL ANALYSIS
Marcus does an excellent job of showing and telling the processes each artist used as they conceived the ideas for their illustrations and then put them onto the page. The snippets of conversation Marcus includes from his interviews with the illustrators reveal a close and intimate profile of the artist and their work. The emotional connections that the artists share with relation to the creation of their award winning books makes them very real and relatable to the reader.

Readers will have a better understanding and appreciation for the process that an award winning illustrators and authors go through as they create their original pieces. The writing process is well detailed through each of the interviews and stories. The historical connections to book making and the publication process prove to be an interesting and informative piece in this book due to the fact that Marcus featured six different artists from six decades beginning with the 1940’s all the way through the 1990’s.

4. REVIEW EXCERPT(S)
Publishers Weekly: “He fills the volume with the kinds of details children relish.”
Booklist (starred review): "A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”

5. CONNECTIONS
*This book can be shared with students who are learning the different stages and steps of the writing process. The six authors share details of the each stage of the writing process as it applied to their work. The authors and illustrators featured in this book can serve as a blueprint for young writers who take their own ideas and experiences and turn them into authentic writing.
*Bring in the book titles featured in this volume (see below) and other Caldecott books and compare and contrast how illustrations have evolved since the advent of the Caldecott award.
*Bring in other copies of books written and illustrated by the featured authors to discuss authors craft and style.

Books featured in A Caldecott Celebration:
1942 – Make Way for Ducklings. Written and Illustrated by Robert McCloskey. Viking.
1955 – Cinderella; or, The Little Glass Slipper. Illustrated and translated from Charles Perrault’s French text by Marcia Brown. Scribner.
1964 – Where the Wild Things Are. Written and Illustrated by Maurice Sendak. Harper.
1970 – Sylvester and the Magic Pebble. Written and illustrated by William Steig. Windmill.
1982 – Jumanji. Written and Illustrated by Chris Van Allsburg. Houghton.
1992 – Tuesday. Written and Illustrated by David Weisner. Clarion.