Book Review for SPEAK by Laurie Halse Anderson

BIBLIOGRAPHY:

Anderson, Laurie Halse. 1999. SPEAK. New York: Penguin Group. ISBN: 0-14-131088-X

PLOT SUMMARIZATION:

Speak is a stark look at life in an American high school; a brutally honest look at the aftermath of sexual assault. “Welcome to Merryweather High”. Welcome to Melinda who has become an outcast, welcome to her used-to-be friends, welcome to the frustrated art teacher who reaches out to Melinda, and welcome to her attacker.

Anderson takes the reader through the first months of Melinda’s freshman year in a realistic journey of young teen. She is lost in the school not knowing what to do and not caring about anything but survival. Her parents are present in body but absent in ways that matter. Melinda tried to speak up when she was attacked at a summer party, but now she thinks it is just better to stay quiet. She finds solace while at school in her hideaway…an abandoned janitor’s closet which she has commandeered and somewhat renovated. She is encouraged by one teacher who pushes her to express herself through art.

Melinda grows and begins to heal some during her school year but must make a critical decision about speaking up in order to spare her once-friend the same fate she found with her attacker. In retaliation, he comes after Melinda and attempts to attack her again. Melinda finds her voice in the thrilling conclusion of this work.

CRITICAL ANALYSIS:

While no one wants high school to be anything but fun and great memories, Speak reminds us that for many students it can be hell on earth. Anderson deals with the serious topic of rape amid and in relation to a variety of other growing up issues faced by teen girls (self-esteem, identity, and friendship). Throughout, the humorous parallel of Melinda’s high school trying to determine it’s mascot follows the characters search for their identities. The frustrated art teacher, who often broods himself about personal challenges, reaches out to his students challenging them to express themselves and to dig deep within themselves. The school counselor, or authority figure at school, is inept and unaware of issues swirling for Melinda and others. Overall, the peek into high school is a tough one.

Speak is a classic of contemporary fiction told masterfully by Anderson. Although difficult at times, she threads touches of humor throughout (just like life). The work is most appropriate for readers from 8^th grade up, and while it is may be more appealing to girls, well-read boys will recognize and connect with the universal themes of adolescence.

AWARDS/REVIEWS:

*Horn Book: "An uncannily funny book even as it plumbs the darkness, Speak will hold readers from first word to last."

*Publishers Weekly: "Anderson infuses the narrative with a wit that sustains the heroine through her pain and holds readers' empathy."

*Kirkus Reviews: "A frightening and sobering look at the cruelty and viciousness that pervade much of contemporary high school life, as real as today's headlines."

*National book award finalist, 2000

*Printz honor book, 2000

CONNECTIONS:

*have students journal about their thoughts/feelings as they read the book

*host a discussion group of female students (high school age) about the book

*have students do research about dating violence among high school age students

*have students watch the film, Speak, and compare it to the written work

Book Review for WHEN YOU REACH ME by Rebecca Stead

BIBLIOGRAPHY:

Stead, Rebecca. 2009. WHEN YOU REACH ME. New York: Random House. ISBN: 978-0-385-73742-5

PLOT SUMMARIZATION:

Miranda is a typical 12 year old latch-key kid.  She has friends (sort of), she loves her mom (most of the time), she wonders if she is normal (of course what does that mean), and she is receiving strange letters (from the future). Stead leads the reader on a realistic journey through the life of a 6^th grader who is readying her mother for a trip to compete on the “$20,000 Pyramid”. We see her make friends, wonder about old friends, deal with the reality of walking alone on the streets of New York, and try to do things right.

Miranda is a likable and very relatable heroine. Normal in every way until the fantastic element of the story comes in with the mysterious letters Miranda has received. These notes provide proof that they are written by someone who knows the future. The author of the notes says he (or she) is there to save her best friend and that Miranda’s help is needed if the mission is to be successful. While trying to deal with this mystery, Miranda learns about her friend’s epilepsy, she discusses the possibility of time travel with a kid fairly new to her school, and she tries to find out why her life-long friend Sal has abandoned her.

Miranda’s ultimate acceptance that she really is receiving letters which tell the future coincides with a heart-wrenching yet fulfilling end.

CRITICAL ANALYSIS:

The story of Miranda is current (although it is set in the late 1970s) and so realistic that readers in middle grades will connect immediately. The fantasy of a time traveling, mysterious helper will draw the reader in and keep them guessing until the conclusion. Snead’s work is low fantasy, as the only item that pulls it from the genre of contemporary fiction into the realm of fantasy is the inclusion of time travel.

Snead deals with many issues in this work. Readers will see an honest look at epilepsy, the issue of prejudice, the plight of the homeless (and the apparently mentally ill), the fear evoked by bullying, the struggles of single parenthood, and the often lonely reality of latch-key children. She deals with each of these topics with compassion and frankness although none of them is not explored in extreme depth. Stead also handles them is such a way as to not make the reader feel inundated with topics. The issues are realistic and important to young people but are included with a soft touch.

When You Reach Me is a great read and one that encourages readers to think about the interlinking of our lives and that of the lives of those around us.

AWARDS/REVIEWS:

*Amazon.com: "Rebecca Stead's poignant novel, When You Reach Me, captures the interior monologue and observations of kids who are starting to recognize and negotiate the complexities of friendship and family, class and identity." Lauren Nemroff

*School Library Journal: "This unusual, thought-provoking mystery will appeal to several types of readers." Caitlin Augusta

* 2010 Newberry winner

*Starred review from Kirkus Reviews, Horn Book, Publishers Weekly, School Library Journal and Booklist

CONNECTIONS:

*read aloud or have students read a Wrinkle In Time by L’Engle, Miranda’s favorite book

*have students work in small groups to research one of the topics presented in the book and then have them present to class as a whole

*have the school counselor come in and lead discussions with the students about one of the issues presented like being a latch-key kid or bullying or friendship

*have students select two of the issues brought out in the book to write a journal about not to be shared with the class

Book Review for AMERICAN BORN CHINESE by Gene Luen Yang

BIBLIOGRAPHY:

Yang, Gene Luen. 2006. AMERICAN BORN CHINESE.  New York: First Second.

ISBN: 978-1-59643-152-2

PLOT SUMMARIZATION:

In this uniquely told graphic novel, Yang weaves what appear to be different stories together. One, a mythic story of a royal monkey, one of a high school boy’s crazy Chinese cousin who visits, and then another of a first generation American born Chinese young man. The reader may try to find a tie among the stories for a while on their reading journey before the author cleverly provides clues and conclusion.

In the story of the Monkey King, the great ruler of Monkey Island is a master of martial arts, a self made "man". He is a great leader, revered by his people. He believes himself invincible until he hears of a unique party and tries to attend. He is turned away from the party which is for the gods and goddesses because he is a monkey. With his strength and anger, the Monkey King destroys those who have dared to offend him and to exclude him only to be punished by other gods. In his punishment he is helpless, buried under rock, for 500 years. He is ultimately approached by a monk who rescues him after he learns to give up his need for power and revenge.

Jin Wang is American born from Chinese immigrants to the US; he is from San Francisco. Children at school and teachers don’t understand who he is since he looks different, and he just wants to fit in. Jin hesitates to make friends with another student who moves to his school from Taiwan because he doesn’t want to be seen as different. Unlike Jin, Wei-Chen accepts his differences and tries to help Jin become more comfortable with himself.  Readers follow Jin Wang as he grows in the story to a fairly well adjusted teen until he develops a crush on a classmate. Through a series of events, his close friendship with Wei-Chen is ruptured, and their paths go in very different directions.

We also go along with Danny, a blond-haired teen, who has to deal with the visit of Chin-Kee, his Chinese cousin. Chin-Kee is unaware of American customs and is a brash addition to Danny’s classes and circle of friends. Danny has to face his embarrassment about Chin-kee’s appearance, his accent, and his other quirks.

Yang ties all the stories together when Danny lashes out at Chin-Kee causing him to morph into the Monkey King. When called out, Danny becomes his true self…Jin Wang, who has traded those things that are truly important to be more American. Wei-Chen is revealed to be the Monkey King’s son sent to help Jin on his journey.

CRITICAL ANALYSIS:

Yang uses illustration paired with dialogue to address issues of race, prejudice, family, and acceptance. Whether through a random encounter with a Chinese medicine woman who discusses Transformers with young Jin or through the over-the-top portrayal of Chin-Kee, the author pushes readers to confront their own understanding of themselves as well as others. While the comic style of the work lessons the confrontational nature of some of the topics, it does not lesson the message or the challenges.

Vibrant in color, this graphic novel is engaging and allows the reader to find various characters with which to connect. Yang ties in a mythical quality with a current, real world situation of fitting in and coming of age. The reader is challenged to see the stories independently and yet to find their relation. The language is current and accessible for readers in middle grades. The growing up story is most appropriate for this segment of students, as well. Anyone who has ever wanted to just fit in will find this unique tale very relatable while others who have wanted to simply pigeon-hole people will be uncomfortable.

AWARDS/REVIEWS:

*Amazon.com: "Each story works well on its own, but Yang engineers a clever convergence of these parallel tales into a powerful climax..." Jennifer Hubert 

*Publishers Weekly: "Yang accomplishes the remarkable feat of practicing what he preaches with this book: accept who you are and you'll already have reached out to others."

*National Book finalist, 2006

*Printz award, 2007

CONNECTIONS:

*have students pick one of the characters in the story and write a summary of his or her growth during the story

*have students write about a time they felt embarrassed about something: either a family member, a situation, or something about themselves

*have students do a brief research project about Asian Americans, particularly first generation young people

Book Review for AL CAPONE DOES MY SHIRTS by Gennifer Choldenko

BIBLIOGRAPHY:
Choldenko, Gennifer. 2004. AL CAPONE DOES MY SHIRTS. New York: G. P. Putnam's Sons. ISBN: 0-399-23861-1

PLOT SUMMARY:
In an attempt to secure enrollment in a special school for his older sister, Moose Flanagan's family moves to San Francisco; more specifically, the family moves to Alcatraz. In this often humorous tale of coming of age and family responsibility, Choldenko depicts the daily life of employee families housed on the prison island.

While trying to adapt to his new home, Moose makes new friends with his island neighbors including the warden's daughter, Piper. Piper is a sneaky entrepreneur always attempting to lead the other children slightly astray of her father's strict rules. Moose loves baseball, his sister, and following rules making him a target for Piper's schemes. Especially schemes that involve the most infamous resident of Alcatraz: Al Capone.

After his sister fails to find help at the new school, Moose has to take on extra responsibility with her. His love for her grows as does his frustration with the entire situation. Piper and all of his new friends become closer to Moose and to his sister, learning a lot about themselves in the process.

CRITICAL ANALYSIS:
Moose Flanagan is a boy like someone the reader knows; he is a little nervous but nice and friendly. A good friend to have and a good pick for your baseball team. The struggles he faces in Al Capone Does My Shirts also make him seem just like someone we know (or like us). He tries to follow the rules; he tries to help in his family; he tries to do good in school; and he wants to make friends. The author makes Moose a strong and believable character, one the reader can completely connect with. Even his relationship with Piper reads like a relationship the reader might be having with a friend.

A simpler time in America is portrayed throughout the work. A time before World War II and after the initial shock of the Great Depression; one in which baseball was the main concern for boys like Moose. A time when mothers stayed home with children while the fathers worked to support the family. A time when girls only wore dresses, and an illness like Autism did not have a name.

The author's honesty comes through strongly in this book. The relationship in the family is strikingly forthright. The sincere depiction of a family struggling to understand a child's illness and to find some sort of hope for her future is emotional. Moose's attempt to help but to have his own life is honestly portrayed. Even the curiosity the children have about their convict neighbors is honest. Choldenko's thorough research on the lives of children who grew up on Alcatraz comes through and gives the reader a clear picture of what those unique years were like. The scenes of the children taking the ferry boat into San Francisco for school, and their excitement at having Al Capone do their laundry are realistic and effective in pulling the reader into the historic period and into the setting.

Al Capone Does My Shirts is a thoroughly enjoyable read sure to be loved by readers from grades 4-8. They will see themselves or people they know in the characters, and they will surely learn about the variation in American culture in the 1930s and the unique world of Alcatraz island.

AWARDS/REVIEWS:
*School Library Journal: "The story, told with humor and skill, will fascinate readers with an interest in what it was like for the children of prison guards and other workers to actually grow up on Alcatraz Island." (Miranda Doyle)
*Booklist: "With its unique setting and well-developed characters, this warm, engaging coming-of-age story has plenty of appeal, and Choldenko offers some fascinating historical background on Alcatraz Island in an afterword." (Ed Sullivan)
Newbery Honor Book
ALA Best Book for Young Adults
School Library Journal Best Book of the Year
Kirkus Editor’s Choice

CONNECTIONS:
*have students research Autism
*read portions of Temple Grandin's book Thinking in Pictures: And Other Reports from My Life with Autism to students aloud and discuss the disease
*take a virtual tour of Alcatraz at www.nps.gov/alcatraz/

Book Review for WILLOW RUN by Patricia Reilly Giff

BIBLIOGRAPHY:
Giff, Patricia Reilly. 2005. WILLOW RUN. New York: Random House Children's Books. ISBN: 0-385-90096-1

PLOT SUMMARY:
World War II forced Americans to make changes and sacrifices "for the duration"; Willow Run shares the journey of one young girl and her family from New York to Michigan without a beloved son/brother who is serving in Europe. Meggie loves her home by the beach, her friends, and time with her grandfather. While she is sad at her brother's absence, Meggie believes his great adventure in the army will allow for her to be the only child and favorite of her family.Things will only be different "for the duration" according to all the adults. Soon they won't have to eat Spam; soon they won't have to wear worn shoes since the rubber shortage makes new ones nearly impossible to afford; and soon the men and boys from her town will be home rather than being simply marked by silver stars in the windows.

Meggie's father takes a job building B24 bombers on an assembly line in Michigan to do his part for the war effort forcing his family halfway across the country. Meggie's grandfather stays behind and leaves a whole in their family like the absence of her brother, Eddie. Despite the absence from her grandfather and her friends, Meggie keeps in touch by writing letters. She also pursues her passion for writing by submitting short stories and slogans for marketing contests of common products. She and her grandfather dream of winning and taking a trip together to New York City. One day after the war, her brother will be home, her family can reunite back in her hometown, she can stop eating Spam, and she and her grandfather can win a contest...after all, these changes are just "for the duration".

CRITICAL ANALYSIS:
From descriptions of the cars, past times, clothes, and stars of the period, Giff takes the reader back to 1944 in Willow Run. She centers the story around a girl the age of her target audience and uses her voice to tell the story of family, of change, and of growing up. These themes meet every pre-teen, tweenie, and early teen where they are and is a good fit for students from 5th- 9th grade. A reader will understand her struggles to adapt to the family move and to her initial feelings upon arrival in Michigan. Giff's description of the scene (children playing, people sitting outside, curious looks) is endearing and will touch a cord with any reader who has ever had to move into a new place leaving security and contentment behind.

Readers will be able to learn details of the daily life of children during the 1940s in America in the first person. The accuracy of Giff's historical details give readers an understanding of the movie stars, the styles, and the family structure of the day. Meggie watches as her mother and female neighbors move into the workplace at the bomber factory; readers see this major shift in American through her eyes.

World War II is a pivotal time in history, particularly American history. Meggie and her friends pass along their growth and vision to the readers of Willow Run.

AWARDS/REVIEWS:
*School Library Journal: "A worthwhile choice for historical fiction collections." (Jo-Ann Carhart)
*Booklist (starred review): "Giff artfully carves the sentiments so prevalent in times of war--anxiety, inspiration, boredom--into sharp relief while creating a cast of finely drawn characters (the kind of people Meggie would never have met had she stayed home), each with his or her own worries, fears, and hopes." (Ilene Cooper)

CONNECTIONS:
*read together as a class the prequel book, Lily's Crossing
*have students do research and present findings on topics related to key elements in the story:
     a) B24 Bombers and their manufacturing
     b) the stories of German-Americans during WWII
     c) the D-Day landing at Normandy on June 6, 1944
     d) movie news reels during WWII
     e) marketing contests conducted by products during the WWII era
     f) the 'war efforts' of people at home in the U.S. during WWII, including the shortages of supplies they faced
     g) the movement of women into the U.S. workforce

Book Review for CHAINS by Laurie Halse Anderson

BIBLIOGRAPHY:
Anderson, Laurie Halse. 2008. CHAINS. New York: Simon & Schuster Books for Young Readers. ISBN: 978-1-4169-0585-1

PLOT SUMMARY:
Chains tells the story of a young slave girl, Isabel, who falls into the hands of a Loyalist family in New York after her owner dies. Isabel and her younger sister, Ruth, were promised freedom, but through the ruthless greed of their owner's nephew, they are uprooted from all they know in Rhode Island and dropped into New York. The daily challenges for survival are entangled with the backdrop of the early days of the American Revolution.

Isabel strives to keep Ruth safe and to fulfill her promise to her dead mother as Ruth is special, perhaps suffering what we know today as Autism. She is enlisted to spy for the Rebels by another young slave, and for a while believes this will be their ticket to freedom. Throughout the story Isabel learns that many people do not keep their promises, and that there is no clear side to take for her in the war. Freedom is a rallying cry for the Rebels, but it will be a freedom only for some.

CRITICAL ANALYSIS:
Anderson uses accurate descriptions of dress, language, manners, travel, and sites of the late 1700s to draw readers into the story and to keep them turning pages. Her thorough research of the history surrounding this topic, slavery during the Revolution, is clear and allows the reader to feel transported into Isabel's world. Throughout the book, Isabel deals with questions faced by so many people. Questions beyond the basics of growing up...questions of responsibility, of freedom, of pride, of independence, of family, and of humanity.

Isabel is a young girl and will draw female students in quickly, while the author uses the character of Curzon, a young male slave, to engage male readers. Their friendship is pivotal to the story and to the very survival of both characters. Students from late elementary through middle school will be able to relate to the characters and to recognize the historical events taking place during the story. Even the most historical savvy reader will learn from the vivid descriptions of the sea travel for slaves, the New York fire of 1776, and the punishment given to Isabel as a disobedient slave. Readers will be uncomfortable by the truths revealed in the story about the lives of some during this time (grades 6-12).

Chains is an eye-opening account of true challenges during, what for some is the greatest period of American history, the Revolutionary War. Isabel's story allows the reader to understand that not everyone saw a victory for the Colonists as freedom.

AWARDS/REVIEWS:
*School Library Journal: "Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation." (Denise Moore)
*Booklist (starred review): "Anderson explores elemental themes of power, freedom, and the sources of human strength in this searing, fascinating story." (Gillian Engberg)
*National Book Award finalist
*2009 Scott O'Dell Award for Historical Fiction
*2009 Margaret A. Edwards Award (for the author)


CONNECTIONS:
*encourage students to read the follow-up book, Forge, and present reports on the continuation of the story
*have students break into pairs and research elements of the history discussed in the book:
       a) Torries/Loyalists and Patriots/Rebels
       b) Common Sense by Paine
       c) Battle of Long Island (or the Battle of Brooklyn)
       d) slavery during the American Revolution
       e) African Americans who fought in the American Revolution
       f) American founding fathers/leaders who were slave owners
       g) the great fire of 1776 in New York

Book Review for QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA

BIBLIOGRAPHY:

Montgomery, Sy. 2006. QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA. Photographs by Nic Bishop. Boston: Houghton Mifflin. ISBN: 978-0618-49641-9

PLOT SUMMARY:
Sy Montgomery starts this amazing journey with the reader by introducing the main characters: Lisa, the scientist/leader, and the Matschie's tree kangaroo. She then proceeds to take the reader along a three-week expedition into the cloud forest of New Guinea allowing him or her to feel a part of the scientific team.

The research team is introduced to the reader while we are given a glimpse into the monumental planning that is undertaken for such a trip. No running to the market for food or other supplies in the cloud forest! Everything that the scientists need they must take with them and then carry on a nine-hour hike in the mountains. With photographs inside the plane and of the team, the reader is given the sense of participation. Upon arrival in the village of Yawan, we are introduced to the native people's and some of their culture.

After a long hike to the camp, the team begins the process of finding, tracking, and capturing tree kangaroos for study. The team will hold the animals for a brief time in order to tag them and then release them back to the forest. The detailed writings of the entire process of tracking and marking and general care for the kangaroos are a true window into a scientific expedition allowing the reader a much greater understanding. Upon release the kangaroos are tracked and studied through transmissions of the monitors they were equipped with while in captivity; again, the specificity of the writing (while not being inaccessible to students) gives the reader a sense of the science behind animal research in the natural habitat.

The author ends the work with a positive discussion of conservation and the application of their expedition. In a brilliant closing, she records the story of a young child and her grandmother on a trip to the zoo as they discover the tree kangaroos for the first time. The reader is left with a sense of wisdom and intelligence, knowing more than others after having been along for the scientists work.

CRITICAL ANALYSIS:

Beginning with a globe view of the island of New Guinea and then zooming in to the cloud forest area where the expedition takes place, Montgomery shows a true expertise at guiding the reader on a scientific journey. Her writing is accessible for students as young as 4th or 5th grade while providing such rich depth that an older student could use her work for research. Beautiful and brilliant photos by Bishop enhance the feeling of the reader being taken along for the journey with the team.

The conversational tone of the book allows the reader to learn much without feeling as if they've been reading a textbook. Mmanageable chapter lengths assist with this belief, also. Not only does the reader learn about the cloud forest and the tree kangaroo, a rich look at the natives of the Yawan village is given. This cultural aspect of the work is valuable to students in America.

The detailed scientific monitoring and information is amazing in Quest. A student is given a much greater knowledge of what a scientist does and how precise they must be...and why. For a young person studying science of any form, this information is incredibly relevant and helpful. This importance of this accuracy cannot by overstated.

Overall, the book is well documented and accurate with an easy to follow organization. In regard to access materials, Montgomery provides a clever (and brief) Tok Pisin dictionary for a unique look at the native language of the villagers we meet, a wonderful list of resources for readers to use in follow-up research, and tips on conservation given by the lead scientist. Each of these resources provides an excellent path to further study by a class or by an individual reader.

REVIEW(S)/AWARD(S):

*School Library Journal (starred review): "Bishop's photographs capture the expedition in detail. Stunning close-ups of plants, insects, and birds vie for attention with panoramas of moss-draped trees in the eerie, ancient forest. Montgomery describes both the hardships and exhilaration of the enterprise." (Kathy Piehl)
*Booklist (starred review): "Montgomery gives a chronological, sometimes moment-by-moment account of the challenging climb into the remote cloud forest, the conditions in camp (rice-and-fern dinners, icy waterfall showers), and the awe-inspiring encounters with barely studied animals." (Gillian Engberg)
*Sibert Honor book

CONNECTIONS:

*have the students check out the "Tree Kangaroos Near You" to see where these amazing animals live in the U.S.
*assign small groups of students to each take one of the "To learn more" recommendations given by the author and then present back to the entire class
*have the students create small sayings using the Tok Pisin dictionary
*have students research in groups more about cloud forests
*have students research and identify other endangered and rare animals
*read Saving the Ghost of the Mountain, another book by Montgomery and Bishop, as a class

Book Review for WE ARE THE SHIP: THE STORY OF NEGRO LEAGUE BASEBALL

BIBLIOGRAPHY:
Nelson, Kadir. 2008. WE ARE THE SHIP: THE STORY OF NEGRO LEAGUE BASEBALL. New York: Jump at the Sun/Hyperion Books for Children. ISBN: 978-0-7868-0832-8


PLOT SUMMARY:
From the moment the reader opens this book, he or she is swept into the past. The spectacular paintings and colloquial writing/"speaking" style guide the reader through the story of passion for sport contrasted with the ugliness of segregation. A foreword by the incomparable Hank Aaron sets the tone for the work. His words lend legitimacy and a sense of reverence to the book as the reader begins.

We Are The Ship:The Story of Negro League Baseball is laid out in "innings" rather than in chapters and has a game's worth included (9 innings plus extra material in "Extra Innings"). The information is presented in a story form via a nameless narrator who seemingly knew all of the players and was himself a Negro Leaguer. There is a feel to the book of a grandfather sitting surrounded by his family sharing stories of days gone by and a sense of the telling being more than just a story but a moral tale.

The reader learns about the beginnings of baseball among African Americans and is taken along with the narrator on the long journey toward the major leagues. Fascinating stories are told of the origins of the Negro Leagues, the tumult of traveling across a segregated nation, the effects of World War II on baseball, and finally to the excitement of integrated play which ultimately killed the Negro Leagues. The story approach allows the reader to imagine how difficult the long travel on smelly old buses must have been. Vivid descriptions of teams not believing they can play to their fullest potential for fear of offending white opponents and worries about the simple act of finding food to eat or facilities to use because of the color of their skin are powerful.

The glory days of the Negro Leagues is heralded while the clear contrast and comparison with the peers in the major leagues is given throughout the book. The hope of the negro players was to play in the major leagues and to gain that fame and acclaim, yet the pride of their independent league comes through in this book. The narrator makes it clear repeatedly that he believes their players were better than their white counterparts. When times finally began to change and the integration of baseball began, both celebration and sadness came into the Negro Leagues. Joy over breaking into the majors was clear yet this break-through spelled the end of the Negro League.

CRITICAL ANALYSIS:
The beauty of the illustrations in We The Ship cannot be overstated. Detailed, close-up depictions of players capture the passion of the men as well as the oppression they felt at times reflected in fierce eyes. Perhaps the best adjective for these amazing paintings is pride. Pride in themselves as men and as baseball players. The illustrations are art and truly are the capturing feature in the book despite the engaging stories.

Nelson provides a comprehensive bibliography for his research in the form of End Notes along with an excellent resource for this type of work, a name index. These items along with a clear vision of the author for the book provided in the Author's Note are significant access features. Readers can easily follow-up with more study using the author's provided sources.

REVIEW(S)/AWARDS:
*Sibert Award winner
*Coretta Scott King Award winner
*School Library Journal (starred review): "A lost piece of American history comes to life in Kadir Nelson's elegant and eloquent history (Hyperion/Jump at the Sun, 2008) of the Negro Leagues and its gifted baseball players. The history of the Leagues echoes the social and political struggles of black America during the first half of the 20th century." (Tricia Melgaard)
*Booklist (starred review): "If the story is the pitch, though, it’s the artwork that blasts the book into the stands." (Ian Chipman)


CONNECTIONS:
*have students go to Kadir Nelson's website (www.kadirnelson.com) to learn more about the author and see more of his paintings
*have students look up some of the books in Nelson's bibliography, particularly Baseball: An Illustrated History by Ward and Burns
*show portions of the PBS special Baseball: A Film by Ken Burns which inspired Nelson
*read other selected works regarding segregation in the U.S.

Book Review for WALT WHITMAN: WORDS FOR AMERICA

BIBLIOGRAPHY:
Kerley, Barbara. 2004. WALT WHITMAN: WORDS FOR AMERICA. Illus. by Brian Selznick. New York: Scholastic Press. ISBN: 0-439-35791-8


PLOT SUMMARY: 
Kerley takes readers on a lively path walking along with one of America's greatest poets, Walt Whitman. In her work Walt Whitman: Words For America, Kerley shares a biography of Whitman in a story form beginning with his apprenticeship to a printer at age 12. Whitman's love of words is nurtured in this role, and he quickly grows into an entrepreneur by age 19 owning his own newspaper. Whitman's love of words is only matched by his love of his country, and it is the merging of these two loves that dominate the remainder of the book.

After traveling the young nation seeking to meet her people, Whitman longs to become a voice for America and to express the "true spirit of the nation" (p. 5) which he finds in her ordinary citizens. Although his consummate work, Leaves of Grass, is not a huge success upon publication Whitman continues to pursue his love of poetry. Beyond inspiring his words and work, Walt's adventures across the country foster a deep concern in him about the ills of slavery and the potential for conflict in America because of it.

The bulk of Kerley's work describes the efforts of Whitman during the Civil War. Whitman begins a war-long calling to work, to minister, and to serve injured soldiers after his own beloved brother is wounded. He reads to soldiers, he feeds them, and he spends every possible moment with the soldiers he believes represent the best of our country. Walt takes menial work in Washington, D.C. in order to stay close to the army hospital; during his days in the capital he often crosses paths with President Lincoln. These meetings are mere passings in the street but are profound to Whitman. He comes to love and appreciate the President and worry about the weight of the War born by this man. After the Civil War ends, Walt's joy is turned quickly to grief as the President is assassinated which inspires his classic "O Captain! My Captain!".

Ultimately, Walt found recognition later in his life after the word of his great and sacrificial work during the Civil War spread. "The Good Gray Poet" became the thing he desired most...the voice of his beloved nation.

CRITICAL ANALYSIS:
Kerley's work is presented in a logical and chronological order, and she provides a wealth of resources for readers at the conclusion of the book. Sources used in the creation of the book are broad and well-respected lending a strong trust in the accuracy of the piece. The accuracy of this non-fiction production permeates even the illustrations. Selznick spent time traveling to places from the story and reviewing the original sources. This effort inspired his illustrations and that commitment to detail is apparent in his vivid and sometimes bold paintings.

The illustrations begin their impact on the title page of the book. The title page is opposed by a page which appears to be a typesetting. Whitman's work as a printer is how his biography begins, and this illustration captures the reader's attention. Whitman's own words are included in several of the drawings as elements of his poems are included. His words of "O Captain! My Captain!" and a depiction of his penning of this work is starkly represented by Selznick through black pages of illustrations.

Kerley includes excellent access features at the end of her book. A discussion of Whitman's life post-Civil War and a look at his interaction/connection to President Lincoln is included providing an excellent springboard to further study. Personal notes from both author and illustrator are contained in the resource area as are the complete texts of some of Whitman's poetry.

REVIEWS/AWARDS:
*Sibert Honor Book
*Horn Book: "splendid"
*School Library Journal (starred review): "Delightfully old-fashioned in design, its oversized pages are replete with graceful illustrations and snippets of poetry. The brilliantly inventive paintings add vibrant testimonial to the nuanced text." (Marilyn Taniguchi)
*Booklist: "Like his collaborator's narrative...Selznick's contributions reflect a keen passion for research, right down to the subtle references to early editions of Leaves of Grass in the book's typeface and design." (Jennifer Mattson)


CONNECTIONS:
*ask students what things represent America to them; students could follow up with poems or illustrations of their own
*have a selection of others books about the Civil War ready for group readings or for individual circulation
*have students look at maps of late 1800 America to see where Whitman traveled on his journeys
*read aloud portions of Leaves of Grass
*read biographies of President Abraham Lincoln
*have students make their own notebooks as Whitman did; students could keep them with them for a week and jot down observations of the world around them leading to a poem writing time at the end of the week

Book Review for DIAMOND WILLOW by Helen Frost

BIBLIOGRAPHY:

Frost, Helen. 2008. DIAMOND WILLOW. New York: Frances Foster Books. ISBN: 978-0-374-31776-8

REVIEW/CRITICAL ANALYSIS:

Blending a coming of age tale with Native American spirituality and tradition, Frost has created a journey for the reader to Alaska and into the life of a young girl. Diamond Willow is a verse novel without illustrations save the unique design of the paragraphs which reflect the pattern of gems. Frost relies on the power of her words and language patterns (literal and figurative) to pull the reader through the story. In each page, she provides the reader with a special message through bold words. This message delivers a powerful take on the character's true thoughts.

Willow is a young middle school girl in Alaska struggling for a place both at home and at school. She is "In/ the/ middle/ of my family/ in the middle of / a middle-size town/ in the middle of Alaska,/ you will find middle-size,/ middle-kid, me (p. 6)." Named after a unique tree found near her home which, when the bark is smoothed away, displays diamonds inside, Willow is struggling to find her own voice and her own uniqueness. With few friends and feeling stifled at home, Willow pours her love and affection into her family's sled dogs. Her father's favorite dog, Roxy, is Willow's closest companion.

Willow attempts to assert her independence by visiting (after receiving permission) her grandparents alone mushing there with a small team of dogs. Willow finds comfort and is encouraged on her trip: "Then she gives me the mittens she just finished, beaded/ flowers on her home-tanned moose skin, beaver fur/around the cuffs. She could sell them for a lot/ of money, and she's giving them to me/ when it's not even my birthday./ I put them on, put my/ hands on her face./ We both/ smile (p. 23)." After filling up on her grandparents' love and attention, she races home only to suffer an accident which severely injures Roxy.

When her parents are faced with the difficult decision of euthanizing Roxy after she is found to be blind, they do not discuss the situation with Willow out of love believing it will be easier for her to not be involved. Yet, this decision for silence is interpreted by Willow as demonstration of their blame and lack of confidence in her. In order to save Roxy, Willow solicits her only real friend from school, Kaylie, to spirit the dog away and to safety at her grandparents. Without the sure guidance of Roxy in the lead, Willow and Kaylie get lost and find themselves forced to take shelter in a snowstorm. Unbeknownst to the girls (and to Willow on her first journey) animals inhabited by the spirits of past loved ones watch over them and aid in keeping them safe. Ultimately all survive the trip, and the trauma of the events leads to the revealing of a shocking family secret.

Students, particularly those in middle school, will connect to the themes of this book about growing up and attempting to redefine/understand one's place in a family. Readers of all ages will be swept away to the snow covered fields of Alaska and find the observations of the spirit guide animals unique and enjoyable. At times the commentary of the animals is humorous and provide levity to the work; an example is from "Isaac, Willow's great-grandfather (Mouse)" who lives in Willow's home: "No one shrieks, A mouse! A mouse! and jumps up on a chair. (Why do they do that, anyway? They're so big and we're so small.) (p. 37)." Frost's presentation in the novel form will draw in many who may believe they do not enjoy poetry. However, the art of Frost's writing strikes a deep cord in readers as does more traditional forms of great poetry.

Blending the literary formats (novel and prose) creating signature illustrative images (in paragraph forms) along with the infusion of cultural lessons and timeless themes has created a special work by Frost. Deeper themes of family scars and secrets as well as looking inside of people for true beauty are soundly rooted in this work and will provide much material for contemplation for the reader. The diamond willow tree has jewels inside underneath the scars where branches lie; young Diamond Willow is a special girl in a special family when one looks underneath. Diamond Willow is a book to be treasured and shared with young people.


AWARDS/REVIEW EXCERPTS:

School Library Journal:  "Her poems offer pensive imagery and glimpses of character, and strong emotion. This complex and elegant novel will resonate with readers who savor powerful drama and multifaceted characters." (Marilyn Taniguchi)

Booklist: "easy-to-read verse blends exciting survival adventure with a contemporary girl’s discovery of family roots and secrets." (Hazel Rochman)

CONNECTIONS:

*read other books containing the culture of  Native Americans like The Give Away: A Christmas Story in The Native American Tradition by Ray Buckley
*have students conduct research about sled dogs and related themes
*use one of McClure's "poetry talk" questions (Vardell, 2008, p. 133) to prompt discussions in older elementary middle school students; "Did the things in the poem ever happen to you? Tell about it?" is an appropriate fit although students may not recognize the connections they may have to the character initially



Vardell, Sylvia M. 2008. Children's Literature in Action: A Librarian's Guide. Westport, CT: Libraries Unlimited.

Book Review of TURTLE IN JULY by Marilyn Singer

BIBLIOGRAPHY:

Singer, Marilyn. 1989. TURTLE IN JULY. Illus. by Jerry Pinkney. New York: Macmillan Publishing Company. ISBN: 0-02-782881-6

REVIEW/CRITICAL ANALYSIS:

Although there is no initial guide for readers to hint at the set-up of this book, the reader quickly understands the author's theme and strategy. Singer takes the reader on a seasonal journey through the eyes of animals. A small but relatively broad sample of animals is included in this work which is marked by the repeated appearance of the bullhead fish introducing the seasons. The book takes the reader on a journey with the characters she provides.

Each animal speaks in the first person giving the reader glimpses into their lives and struggles. Singer uses words to create a vivid picture for the reader while Pinkney's watercolor illustrations lead the eye further into the animal's world. Individual animals convey their personalities in their dialogue, and the drawings further scaffold those. For example, in "april a dog's dream" the puppy's playfulness comes through against a background of green grass symbolizing the season. "we're going to the park/ to chase and change and chew/ and i will make you see/ what spring is all about"; the reader can feel the enthusiasm of the dog, and the excitement for a trip to the park. Other favorite examples of the imagery capturing the animals personalities include, the confused bear waking from hibernation in "March Bear" ("Who I?/ Where I?/ When I now?/ No matter/ Need water/ Few berries/ Fresh ants") and the bragging of the deer going through the snow in "January Deer" ("While others around me/ sleep in silent caves,/ I run/ through the white world/ with wide-open eyes.").

The language used by Singer varies by each animal as does the rhythm and rhyme pattern. Some poems rhyme at the end of the lines as in "Turtle in July" ("Thick sticky/ Icky/ but I lie/ Nose high/ Cool pool/ No fool/ A turtle in July") while others repeat words thereby tying lines together as in "Canada Goose" ("Going home/ We're going home/ Are you coming?/ Yes, you're coming/ Going home/ We're going home"). The rhythm is impactful in Singer's works and reflect the animals as the simple illustrations do. Several examples display the author's talent in setting the rhythmic stage for the animals. In "Beavers in November" the spacing of words set up the rhythm the author wants for the reader: "This stick    here/ That stick   there/ Mud, more mud, add mud, good mud/ That stick   here/ This stick   there". The reader is given an image of the beaver carefully selecting the placement of sticks for his winter home. Without the unique rhythm chosen by Singer this element would have been lost. Another masterfully crafted pattern was found with "Timber Rattlesnake" as the language draws the reader's internal ear to the hissing of the snake: "Summer it still is/ Yes/ September stones/ Warm bones/ Warm blood/ Strike I still can/ Yes". The repeated use of "yes" and of the repeated "s" sound causes the reader to feel the hissing and the desired rhythm of the poem.

The closing of the Turtle In July anthology by Singer is a surprise. After painting a picture of animals in nature and their challenges, she ends with a plump, content house cat. "Cat" depicts the opposite of the struggles of the other animals: "I prefer/ warm fur,/ a perfect fire/ to lie beside,/ a cozy lap/ where I nap". The author's love of animals, all animals, comes through in this work and blends sincere images with humorous elements. This work is appropriate for children of all ages, for independent readers grades 3 and up while younger children will enjoy the illustrations and poems read aloud to them.


AWARDS/REVIEW EXCERPTS:

School Library Journal (11/1989): "a beautifully illustrated picture book for children to enjoy on their own and for reading aloud in primary grades." (Marilyn Iarusso)

Publishers Weekly: "Pinkney illustrates these works with his splendid watercolors and a unique flair for patterns"

CONNECTIONS:

*have children select one animal included in the anthology and find out about its habitat and movements during the time of year described
*have children dress as one of the animals and conduct a reader's theatre for other classes/grades
*tie this work with science lessons about the animals included
*have the children pick an animal not included in this work and try their hand at writing a poem about them

Book review for THIS IS JUST TO SAY by Joyce Sidman

BIBLIOGRAPHY:

Sidman, Joyce. 2007. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS. Illus. by Pamela Zagarenski. Boston: Houghton Mifflin. ISBN 0-618-61680-2

REVIEW/CRITICAL ANALYSIS:

Inspired by the poem This Is Just To Say by William Carlos Williams, a class of sixth graders penned their own writings of apology. Poems range from lighthearted expressions of remorse over dodgeball games ("Kyle, I'm sorry/ for hitting you so hard in dodge ball./ I just really get carried away") to a heartfelt plea to a father ("Please, please come back./ Don't leave me spinning alone,/ like a slow, sad tornado./ I'm sorry, Daddy./ Next time I'll be perfect.").

After these poems were written, one of the students wondered what the reactions and responses were of those receiving the various apologies. In a perfect counterpoint, written responses from the recipients are recorded as a second half of the book. This provides a sense of completion and balance to the emotion of the students. The responses are as varied and engaging as the original works. Reacting to a sincere apology from a sister, one responder provided this simple verse: "Roses are red,/ violets are blue,/ I'm still really/ pissed off at you." One father responded to his son's concern over a past broken window by sharing details of his own educational journey and pride over his son's accomplishments while telling him to forget the window. When those receiving apologies would not reply, others did so for them. In a particularly emotional poem, a peer responded to a poem which revealed a student's pain over losing a competition and the apparent disapproval by his mother. The classmate reached out with these words: "Parents say:/ only the best get ahead./ I say:/ everyone's good at something."

Starting with a guide to the organization of the book, Sidman's anthology of young people's poems is balanced and of appropriate length. However, one must wonder why the decision was made to not to display the poems of apology and response side-by-side. For some poems it was difficult to remember just what was said in the apology and why the response was written as it was. This one issue is not enough to sully the work, but forces the reader to go back and forth in the book to clarify certain points.

The reader is pulled into the book beginning with the endearing note from the student editor. Illustrations are childlike and simple which direct the reader through the poems themselves. The drawings are innocent like the words they reflect. Both the words and the pictures are simple yet honest perceptions of a child. In "What Was I Thinking?", the descriptions and corresponding illustration of a principal as seen through the eyes of a scared child are classic ("she is bigger than I thought...The principal's eyes are like hot sparks./ My parents will be so angry."). The drawing depicts a disproportionately small child slinking in the office with a huge adult. Colors used in the work are soothing with elements of a collage work. Periodically words/images from a dictionary or newspaper are seen on the pages lending a feel of a children's school project. These are works of children, and the illustrations are true to that origin and are reflective of that.

The rhythm of the poems vary, but all are basic and reflect the youth of the authors. The other poetic elements vary with each writer. Poems in the work do not have forced rhyming but are most often more free verse stories, and the language is true to the age of the authors. Each of the poems contain vivid imagery. Descriptions of "jagged holes"  in "Balance" to "the pan gaped/ like an accusing eye" in "Brownies- Oops!"to the daughter's plea in "Next Time" not to be left "spinning alone,/ like a slow, sad tornado." The emotion of each author is felt through their descriptions and are enhanced by the parallel illustrations.

This Is Just To Say is a powerful anthology testifying both to the lighthearted approach of some and to the depth of emotions felt by students. While most appropriate for older elementary and middle school students, parents and teachers will be greatly affected by the writings included within the pages. The book is easy to read and carries the reader from laughter to tears as they journey with these children. Many readers may find themselves wanting to know where these children are now and how these relationships have fared since the writing. Their hearts and words leave an imprint on the reader, a true mark of good poetry and a quality anthology.



AWARDS/REVIEWS:

Texas Bluebonnet nominee

School Library Journal, starred review: "what emerges is a surprising array of emotions, poetic forms, and subjects" (Lee Bock)

Publishers Weekly:  "often humorous and touching anthology"

CONNECTIONS:

*have children journal about a time when they could have written a "This Is Just To Say" (or apology) poem
*have children select one writing from This Is Just To Say, either apology or response, and respond to it
*have students read other works by children by providing students with other anthologies written by children, like "Shots & Sugar, Sugar & Shots" which is an anthology by children with diabetes collected by the Children's Diabetes Program at Vanderbilt Medical Center

Book Review for JOSEPH HAD A LITTLE OVERCOAT by Taback

1. BIBLIOGRAPHY

Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York: Penguin Group. ISBN 0-670-87855-3

2. PLOT SUMMARY

Spanning seasons and presumably years, Taback's boldly colorful tale takes the reader along an upbeat journey of one man and his coat. Based upon a classic folktale/folksong, Joseph Had A Little Overcoat depicts a Polish man of Jewish faith who has a treasured overcoat which wears with time and is crafted into various other items. When it becomes to tattered to serve as a coat the garment becomes a jacket, then a vest, a scarf, a necktie, a handkerchief, and finally, a button. When the button is lost, Joseph, never deterred, creates a story about his overcoat to share with others. This short tale is upbeat and charming portraying through illustrations the Jewish culture of family, hard work, and frugality.

3. CRITICAL ANALYSIS

Taback produced Joseph Had A Little Overcoat as a labor of love. This story is based upon a favorite song of his childhood which he treats to a beautiful illustration and book conversion. Using a darker palette of bold colors, he takes the reader from a countryside farm surrounded by animals to a choir meeting, to a city, and into the main character's home for glimpses into Joseph's daily life.

This story is infused with humor and a lighthearted spirit. Using strewn about newspapers or quotes on the wall of the home, Taback communicates with the reader Joseph lives in Poland and is of Jewish heritage. Papers written in Hebrew are one indication of culture and religion in the book. Taback also illustrates people in the book in traditional Jewish dress and of traditional Jewish appearance, and on a table in the home, a menorah is seen. Lively photos on the walls of Joseph's home give the reader other ideas about his life. Family is communicated as important throughout the piece indicated by these framed photos, cards he recieves, and trips he takes.

While a younger reader will enjoy the story, adults will find things uniquely included for them with the book. Taback, using the newspapers and wall adornments, provides anecdotes and draws in familiar references to works of Jewish literature which are very familiar to readers. For example, one newspaper on the floor of Joseph's home proclaims the Fiddler falls off the roof. Another depicts a Rabbi being dunked in the ocean so he can explain why it is salty. These subtle items will likely escape some but are almost a game for an older reader to find.

Another ingenious element of Taback's work is his use of die-cut holes. As the pages are turned they are tied together through small cut-outs allowing for glimpses of other pages. This feature provides continuity and connection throughout the story. It is almost as if the story is playing peek-a-boo with the reader. This feature will gain younger readers attention as they attempt to identify what will come next.

Joseph Had A Little Overcoat reflects a positive outlook on life and happiness from beginning to end. Animal characters, drawn in a whimsied style, surround Joseph and provide him with companionship all through the tale. Readers see seasons change through bright illustrations of vegetables and foliage. At every turn Joseph takes what he is given and presses forward. He does not bemoan his coat wearing out; he makes something useful out of it and does it with a smile. His resilient spirit is encouraged and echoed by cards and letters the reader observes from friends in his home. Readers will be bolstered by this sweet and simple tale of family, thrift, and joy.



4. REVIEW EXCERPTS

Amazon-  "filled with rhythms and arresting colors that will delight every reader"

Publishers Weekly (1999)- "Taback works into his folk art a menagerie of wide-eyed animals witnessing the overcoat's transformation, miniature photographs superimposed on paintings and some clever asides reproduced in small print"


5. CONNECTIONS

*tell the story with a brown bag of items (a menorah, stuffed farm animal, yarmulke, coat, scarf, button, etc.)
*challenge students to find the "hidden" elements of the book (the cards, letters, newspapers, etc.)
*pair the students to identify the meanings behind the Jewish references in the story
*have the students conclude where Joseph was from and then find three facts about that country to share with the class
*read a version of Joseph and the Coat of Many Colors to the class and discuss similarities and differences of the two stories

Book Review for THE STORY OF LIGHTNING & THUNDER by Bryan

1. BIBLIOGRAPHY

Bryan, Ashley. 1993. THE STORY OF LIGHTNING & THUNDER. New York: Aladdin Paperbacks. ISBN 0-689-31836-7

2. PLOT SUMMARY

Set a long, long time ago on the coast of Alkebu-lan (today's Africa), Bryan tells the myth of origins of thunder and of lightning. Once the most honored inhabitants of their kingdom, Ma Sheep Thunder and her Son Ram Lightning live on Earth among the villagers. Ma Sheep loves to visit and talk with the people while Son Ram tends to get into mischief. When the villagers need their help during times of drought, the mother and son respond by calling their friend Rain. Like many young people though Son Ram wanted to grow up a little fast and not listen to the wise advice and guidance of his mother. After Son Ram stampeded in the village, the King sent mother and son to live on the outskirts of the village. Failing to heed his mother's caution again, Son Ram destroyed a marketplace shop leading the King to send them even further from the village. Finally, after causing a large and damaging fire in his impetuousness, Son Ram and Ma Sheep Thunder are told it is no longer safe for them to live on Earth among the people. The King sent them to the sky. And now Thunder and Lightning reside there signaling the coming of Rain, helping the village from afar. On occasion Lightning gets far ahead of his mother and touches the Earth, still causing mischief.

3. CRITICAL ANALYSIS

This classic tale explains how elements of storms came to be. With sharp illustrations of bold colors, Bryan retells a long standing oral tale of West Africa. A wide variety of colors are included in the palette of this book and reflect those associated with the African culture. This tale provides a rich fabric of African culture through reflections of art, musical instruments, period homes, and dress.

The illustrations of the lead characters convey unique emotions of the duo. Ma Sheep has a maternal appearance and is portrayed as enjoying social interactions with humans. She pursues her son to lend correction and appears frustrated with him at appropriate points in the story. Son Ram's illustrations convey whimsy and mischievous intentions. Even when he attempts to do helpful acts, Ram is not clear and thoughtful in his actions. His portrait is of a young boy trying to grow into his own person. Bryan vividly describes in word and depiction a mother and son chasing across the mountains and skies.

As with many examples of traditional children's literature, The Story of Lightning & Thunder carries strong messages for the reader. The timeless lessons of growing up and heeding a parent's words and instruction are clearly the primary theme. Yet, a more subtle message that can be taken from the tale is the potential consequence of trying to be something you aren't or something you aren't prepared to be. Ma enjoyed being with people but that was not her place. Son Ram like playing with children but physically shocked them because of his power. Without intent they caused trials for the villagers.

Ashley Bryan crafts another tale of celebration of African heritage with this story. His cultural presentation in art carries the story forward and fits perfectly with the age-old myth. The reader is drawn in with the subtle rhythm of the storytelling. Any student will enjoy this ride of color and magic.

4. REVIEW EXCERPTS

Kirkus Reviews (1993)- "a delightful adaptation of a Nigerian folktale"
Publishers Weekly (1999) - "joyful in both word and palette"


5. CONNECTIONS

*have students conduct a web search of African folklore and traditional literature to find other stories like The Story of Lightning & Thunder
*have students create a photo collage of African art and other traditional African elements of culture
*read other works of Ashley Bryan, like Beautiful Blackbird, and compare the cultural messages in his works
*read works reflective of other cultures, like those from a Hispanic heritage, and have students identify differences in presentation and portrayals

Book Review for Wiesner's THE THREE PIGS

1. BIBLIOGRAPHY

Wiesner, David. 2001. THE THREE PIGS. New York: Clarion Books. ISBN 0-618-00701-6

2. PLOT SUMMARY

The beloved and often told story of the The Three Little Pigs is given an update and a unique twist in this Wiesner telling. Wiesner takes the traditional folktale for a joyous ride as the main characters exit the pages of their pastoral world and venture into the unknown and into other tales. Along the way they thwart the wolf (as always), pick up the cat and the fiddle, and rescue a dragon taking the reader along with them. In the end, the pigs and their new friends settle into a well-built abode safe from the "huff and puff" of the outside.

3. CRITICAL ANALYSIS

This modern telling of the Three Little Pigs conveys messages of teamwork, friendship, inclusion, and how to deal with bullies. It also guides readers to think outside of the normal boundaries as the characters (the pigs as well as the friends they pick up during their adventures) burst from the confines of their story panels.

Wiesner uses soft colors with realistic depictions of the pigs as the story begins on a rolling hillside. He quickly changes the reader's perspective of a normal adventure by pulling the pigs off of story panels and into the white of blank pages. As they "fold" their story (and the wolf) into an airplane for their trip, Wiesner beautifully uses depth to communicate their travel and stark pages of white to show distance and openness. The use of white and empty space allows the reader to imagine the trip the characters are taking beyond what they have previously known.

Illustrations convey much of the story in this book. The detailed expressions of the pigs as they journey are of joy and wonder. No fear or real concern are apparent as they seem to be thrilled with this new turn. They travel into the radically different illustration style of the cow that jumped over the moon and the cat and the fiddle. Wiesner changes colors and graphic style to guide the reader to this different setting with even the pigs themselves changing illustrative style. They change yet again as the main characters move into a medieval tale of knights and dragons. Here Wiesner uses black and white sketch work as the pigs rescue the dragon. Ultimately, the pigs along with their new friends, the cat and the fiddle and the dragon, return to their "home" story and to the wolf. The illustrations return to the original style including  having the new characters take on that artistic depiction. True to the original, the pigs defeat the wolf to live happily ever after.

In a last twist Wiesner has the very words and letters of the original story disrupted by the new characters only to catch them and use them in the end. This subtle reminder for the reader shows that although the story may have been beyond the ordinary, all things ended well and as they should.

4. REVIEW EXCERPTS

School Library Media Activities Monthly (2004)- "wildly creative version of a much beloved traditional tale"  (Carolyn S. Brodie)

School Library Journal (2001)- "The Three Pigs, breaks new ground for himself and for picture books in general" (Anita Silvey)

Amazon- "Once upon a time three pigs built three houses, out of straw, sticks, and bricks. Along came a wolf, who huffed and puffed... So, you think you know the rest? Think again."

5. CONNECTIONS

*have students review other telling of Three Little Pigs looking for the contrasting approaches of the stories
*read and compare traditional folktales with their "fractured" partners
*read Little Red Riding Hood and watch the movie Hoodwinked; have the students pair up and take a character of the story to discuss and identify similarities and differences
*have students take a traditional story and create alternate versions for themselves

Book Review of THE TALE OF PETER RABBIT by Beatrix Potter

1. BIBLIOGRAPHY


Potter, Beatrix. 1986. THE TALE OF PETER RABBIT. Ill. by David McPhail. New York:Scholastic. ISBN: 0590411012.

2. PLOT SUMMARY

The classic work of Beatrix Potter, The Tale of Peter Rabbit, takes the reader on a day’s adventures and mishaps of a little disobedient rabbit. Peter is the only son of Mrs. Rabbit and on the day of the story, he takes a path different from his sisters. The girls choose to follow their mother’s directions as she leaves the children alone for a short time; upon his mother’s leaving, Peter promptly goes to Mr. McGregor’s garden. The same garden the little rabbits were specifically told not to go near. A chase ensues once the farmer discovers Peter’s presence and theft of many of his vegetables.

After reaching his lowest point lost and alone, Peter begins to show maturity rather than disobedience and to act on good advice he has been given rather than making poor decisions simply because he thinks he can. Peter does manage to escape the garden and the retribution of Mr. McGregor leaving only his clothes behind. He returns home exhausted and grateful.

 He takes his medicine and goes to bed without the pleasant dinner enjoyed by his mother and sisters. This book has stood the test of time and will continue to appeal to readers of all ages for its simple story and corresponding illustrations.

3. CRITICAL ANALYSIS

In another retelling of one of the greatest selling children's books of all time, McPhail’s illustrations for this edition of the story stay true to the original work of Potter herself. They are done in pastel watercolors and guide the reader throughout the story. The entire setting of the story is created by the illustrations. The original work was done at the turn of the 20th century with the dialogue reflecting that time period. The art follows suit. The style and fashion of the day are reflected here. When taken together the reader is moved back to a simpler time. Taken separately this task would not have been accomplished as effectively.

As Peter’s adventure begins, McPhail takes the reader into the garden to observe Peter’s excessive eating. Eating to the points of clear illness reflected on his face. McPhail also vividly displays Peter’s discovery by Mr. McGregor, and the work is culminated in the illustration of a de-clothed, wet Peter looking simply lost and alone. This picture graphically shows the turning point of Peter’s day and guides the reader to a different phase of the story. The simple story is greatly enhanced by the illustrations and the illustrator skillfully transitions the story throughout.

With realistic character illustrations of Peter, his family, and all other characters, the edition of The Tale of Peter Rabbit is accessible to readers of all ages and carries familiar messages of trusting authority and of obeying one’s parents. It also provided another message: don’t try to be something you are not. Peter’s human clothes almost led to his capture, but as a rabbit he escaped. Peter was a little “boy” who needed to be guided by his mother not a mature one who could make the best of decisions.

4. AWARDS WON AND REVIEW EXCERPTS

Review on Amazon.com: “The quintessential cautionary tale, Peter Rabbit warns naughty children about the grave consequences of misbehaving.”

Review on Barnes and Noble.com: “generations have continued to enjoy this lively tale of naughtiness” (by Stephanie Farrow from Children’s Literature)



5. CONNECTIONS

*provide the children with felt and other supplies to create puppets of Peter and his family for a show

*have children pair up to read other Potter books to share stories out loud

*have a brown bag talk

*Collect and highlight: The Tale of Benjamin Bunny; The Tailor of Gloucester; The Tale of Tom Kitten; The Tale of Squirrel Nutkin

Book Review of TOMAS AND THE LIBRARY LADY by Pat Mora

1. BIBLIOGRAPHY


Mora, Pat. 1997. TOMAS AND THE LIBRARY LADY. Ill. by Raul Colon. New York: Alfred A. Knopf. ISBN: 0679804013.

2. PLOT SUMMARY

Tomas is tired and thirsty. In Tomas and the Library Lady, the main character’s family is travelling from Texas to Iowa for summer work as his mother and father are migrant farmers. Tomas cares for his younger brother while his parents work and serves water to the workers. He listens to stories at his grandfather’s knee; he is a boy who loves and honors his family. That love is clearly returned when “Papa Grande” recognizes that Tomas has learned all of the stories he has and directs him to the library to find stories to bring home. After hesitating outside, Tomas is greeted by the Library Lady who invites him in for a glass of water. Tomas and the Library Lady begin a summer of friendship and sharing.

While the Library Lady feeds Tomas’ inquisitive nature with books that draw him into the story, she first cares for his physical needs…each day she provides him with a glass of water. Tomas wishes he had a glass of water to quench his thirst early in the book, but as this engrossing story evolves, the older reader will understand his thirst is for much more than a drink. Each visit to the library allows him to take great adventures through books that he then shares with his family. He even teaches the Library Lady some Spanish over the summer.

When his family returns to Texas at the end of the summer, Tomas leaves a simple gift of food for the Library Lady while she sends him with a brand new book. Throughout the story the reader sees characters sharing culture with respect, and they are able to see the impact of books on a simple son of struggling parents. Tomas is shown as the story begins as tired and thirsty; as he leaves us he has found a renewed spirit and a way to quench some of his needs.

3. CRITICAL ANALYSIS

Through softened lines and muted, earthy colors Colon illustrates Mora’s story reflecting the clear respect of Tomas’ family for one another and of their love. The subtle looks of the mother over her shoulder even as she is picking corn to see her boys playing is accurately portrayed and conveys her love in her eyes. Tomas and Enrique, his brother, sitting at the feet of their grandfather to hear him tell stories is a beautifully picture brought to life by the illustration paired with the words.

The lovely artwork of the book allows the reader to feel the enthusiasm Tomas has for the books he is discovering. We see him placing himself in the stories and having great adventures as the book come alive to him. We also are taken into the reality of his day as a member of a struggling family. The images of the family combing through a junkyard to find scraps to sell counters those of the imagined adventures he has during his reading. The illustration of him selecting books from the junk heap to use is countered as he receives a brand new book as he leaves Iowa.

Perhaps the most lasting picture in the book is that of Tomas hugging his new book and the paired line about him preparing for a “bumpy road ” (last page). His life was not magically transformed by his time with the Library Lady, but he found a new way to handle it and to strive for greater things.

4. AWARDS WON AND REVIEW EXCERPTS

Americas Award for Children’s and Young Adult Literature, the Tomas Rivera Mexican American Children’s Book Award, and the International Reading Association Teachers’ Choices Award (www.patmora.com)

From Smithsonian: "powerful story"

From About.com: “Raul Colón's illustrations beautifully portray not only the warmth of summer and family love, but also the great leaps of imagination that Tomás enjoys when he is reading the library books.” (by Elizabeth Kennedy)

From Amazon.com: “wonderfully illustrated tale of Tomás Rivera and the kind librarian who helped him learn to love books”.

5. CONNECTIONS

*collect and share other Mora books

*use great resources on www.patmora.com

*use the book in connection with El dia de los ninos/El dia de los libros (held each year in April)

*bake pan dulce for the children to share

*learn key words from the book in Spanish (Iowa, Texas, water, farmer, library, brother, mother, father, grandfather, lady, etc.)

Book Review for FLOTSAM by David Wiesner

1. BIBLIOGRAPHY


Wiesner, David. 2006. FLOTSAM. New York: Clarion Books. ISBN: 9780618194575

2. PLOT SUMMARY

Flotsam follows a day at the beach for one young boy. One day that yields more discoveries than the young aspiring scientist could imagine. Expecting a day of close examination of sea creatures, our protagonist finds an old-fashioned camera deposited on the beach by the waves. The boy displays a continued sense of right, which is first seen in his conscientious care for the animals he is studying, with the camera he has found. Although it is encrusted with barnacles showing extended time in the sea, he attempts to find the camera’s owner. Eventually he retrieves the film left in the camera to be developed and finds the photographs yielded hold their own mysteries. Across cultures, generations, and an unknown world beneath the waters, the camera has recorded truths for our main character.

Truths of the connected nature of animals and humans, of land and sea, and of people wherever they reside. The boy lends his own likeness to the history of the camera and sends it back to the sea where we see it travel miles to begin the next lesson for a little girl on a distant beach.

3. CRITICAL ANALYSIS

This picture book is wordless allowing the illustrations to convey all the author intends. The palette is light pastel and comforting. It evokes a sense of a lazy day at the seaside. The colors are those associated with typical coastal scenes. Photographs from the camera have colors, or lack thereof in the case of the oldest black and white photos, that reflect the changing time periods.

Size plays an important part to this story as well. The author depicts the boy as large in the first frames as he is studying the animals. The scale suggests he is dominant and powerful. As the story progresses he becomes smaller in relation to the sea emphasizing the theme of connectivity and relationships. Size is also seen in the snapshots of cities on the backs of turtles and beach areas on the backs of starfish. All things are seen as a part of a continuum and perspective matters.

With inviting illustrations of soft lines and color, Wiesner draws the reader onto the beach from early on with realistic scenes, and they allow the reader to feel the wonder of the boy trying to understand the photographs he finds. Young readers will enjoy the illustrations and creatures of the work, while older readers including adults will understand and appreciate the larger message of the book which challenges all to look closer at the world around us and to be surprised by what we find.

4. AWARDS AND REVIEW EXCERPTS

Winner of Caldecott Medal 2007

From Horn Book (83.1 January/February 2007): “involving and convincing”

From One Minute Book Reviews by Word Press: “an eloquent, wordless picture book that encourages children to find the magic in everyday life” (by Janice Harayda)

From Common Sense Media: “beautiful book with captivating illustrations” (by Patricia Tauzer)

5. CONNECTIONS

*bring in items from the story for study (microscope, magnifying glass, hermit crab, camera, etc.)

*take pictures of the students to share, perhaps even create a time capsule to leave for posterity

*teach the students about flotsam and how it comes to be; this can tie to an ecological lesson

*have the students read and share ideas about other Wiesner books like The Three Pigs or Tuesday or Sector 7. How are they similar? How are they different?

Welcome!

As a course requirement for a graduate Library and Information Science literature course, the "Lobolibraries" blog will feature book reviews from selected books in Children's and Young Adult Literature. Reviews will start soon and over the next few months will feature various book genres including books for young children (picture books) through novels for young people in upper grades of school. I hope it is helpful to you!