Review: THE GIVER, Genre 6, Fiction, Fantasy, and YA

1. BIBLIOGRAPHY Lowry, Lois. 1993. THE GIVER. Boston, MA: Houghton Mifflin Company. ISBN 0395645662 2. PLOT SUMMARY This modern fantasy novel is about a young boy named Jonas. Jonas lives in a seemingly perfect world. Everyone is happy and well cared for. They are trained for the perfect job and matched to the perfect mate and two child family. At the age of twelve Jonas begins training for the profession which was chosen for him, the keeper of records. It is at this point when Jonas begins to question the society in which he lives. 3. CRITICAL ANALYSIS Characterization The main character in this book is Jonas, a young boy who is about to turn twelve. He is introduced through the narration of the story. He seems mature for a twelve year old boy but the society in which he lives is very structured. This structure has helped to mold his personality. His is serious about his responsibilities. He follows the rules and procedures of his community. “Jonas rode at a leisurely pace, glancing at the bikeports beside the buildings to see if he could spot Asher’s. He didn’t often do his volunteer hours with his friend because Asher frequently fooled around and made serious work a little difficult.” Jonas is a serious boy and follows the rules most all of the time. He is not perfect; he did mess up at least once. “It had happened during the recreation period, when he had been playing with Asher. Jonas had casually picked up an apple from the basket where the snacks were kept…he had taken the apple home…he remembered with humiliation, that the announcement ATTENTION. THIS IS A REMINDER TO MALE ELEVENS THAT OBJECTS ARE NOT TO BE REMOVED FROM THE RECREATION AREA AND THAT SNACKS ARE TO BE EATEN, NOT HOARDED had been specifically directed at him…no one had mentioned it, not even his parents, because the public announcement had been sufficient to produce the appropriate remorse. He had, of course, disposed of the apple and made his apology to the Recreation Director the next morning, before school.” Jonas evolves through the story from a boy who follows directions without question to a person who thinks and acts for himself. Through his training to become the next “Receiver” he begins to question his “perfect society” and to act on his new beliefs. Plot This is the story of Jonas who lives in a “perfect” society. There is no poverty or crime and every one and thing is cared for by the community. Children are born, given into a family at the age of one. Each family is matched to be with each other and includes a mother, father, and two children. Each year children move up a step and are given a new item such as “the identifying jacket that she would wear this year, this one with smaller buttons and, for the first time, pockets, indicating that she was mature enough to keep track of her own small belongings. At the age of nine children are given their bicycles which will be their only mode of transportation into their adult lives. At the age of 12 they begin their training for their adult responsibility, their job, which has been chosen for them by the elders. “This is the time when we acknowledge differences. You Elevens have spent all your years till now learning to fit in, to standardize your behavior, to curb any impulse that might set you apart from the group. But today we honor your differences. They have determined your futures.” Jonas is selected to be trained as the next Receiver of Memory. This is a unique and highly respected assignment. There is only one Receiver. Jonas was chosen because he possessed the required traits, intelligence, integrity, and courage. The fourth quality, which is wisdom, will be acquired through the training. Jonas does acquire wisdom. As he proceeds with his training he begins to see that his utopian society is not so perfect and that something must be done to call attention to this fact. Setting The main setting for this story is confining. The characters stay in their community. Their movements and experiences are restricted. In the beginning a plane flies over the community and “Then all of the citizens had been ordered to go into the nearest building and stay there. IMMEDIATELY, the rasping voice through the speakers had said. LEAVE YOUR BICYCLES WHERE THEY ARE.” They are not allowed to have the experience of seeing a plane fly and their only mode of transportation is a bicycle. The community is beautiful. It is meticulously cared for by its members. Every member has his assignment and they carry it out to perfection. There are no choices. Every member has his place and each knows what specifically to do in all aspects of life. Theme The theme in this story is that life should not be predictable. People need to be free to have their individual experiences. They need to experience life, to find joy in their accomplishments and learn from their own mistakes. This theme is relevant to young adults. It will help them to look at their own lives, to make them more appreciative and see the good in their lives. Style The book begins in a very upbeat manner but soon it becomes apparent that all is not fine. Things seem just a little bit strange. One example is when citizens are “released”. A releasing begins with “the telling of his life. That is always first. Then the toast. We all raised our glasses and cheered. We chanted the anthem. He made a lovely good-by speech. And several of us made little speeches wishing him well. I didn’t though. I’ve never been fond of public speaking. He was thrilled. You should have seen the look on his face when they let him go.’ Jonas slowed the strokes of his hand on her back thoughtfully. ‘Larissa’, he asked, ‘what happens when they make the actual release? Where exactly did Roberto go?’ She lifted her bare wet shoulders in a small shrug. ‘I don’t know. I don’t think anybody does, except the committee. He just bowed to all of us and then walked, like they all do, through the special door in the Releasing Room.” Readers will want to press on to find the secrets of the community. The ending, in which Jonas escapes his society with young Gabriel, to find an unknown but hopefully better life, is especially exciting but it is up to the reader to imagine how the story truely ends. 4. REVIEW EXCERPTS AND AWARDS 1994 Newbery Medal winner School Library Journal – “The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.” Kirkus Reviews – “A richly provocative novel” The New York Times - "A powerful and provocative novel.” Publishers Weekly - Lowry is once again in top form--raising many questions while answering few, and unwinding a tale fit for the most adventurous readers. 5. CONNECTIONS *Another Newbery Medal award winning book by Lois Lowry: NUMBER THE STARS, ISBN 0440227534 *Other popular books by Lois Lowry include the Anastasia Krupnik series books; they begin with ANASTASIS KRUPNIK, ISBN 0395286298 and THE MESSINGER, ISBN # 0440239125.

Review: THE FIRST PART LAST, Genre 6, Fiction, Fantasy, and YA

1. BIBLIOGRAPHY Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222 2. PLOT SUMMARY This is the story of a young adolescent boy who becomes a father at the age of sixteen. He considers his options and decides to keep and raise his daughter. He does have some help from his family but he is mostly on his own. 3. CRITICAL ANALYSIS Characterization The story is told through the eyes of the main character, Bobby. He is revealed through his thoughts and actions. In the beginning of the story he is a typical sixteen year old boy. For his birthday he “skipped school with my running buddies, K-Boy and J.L., and went to Mineo’s for a couple of slices. Hit a matinee and threw as much popcorn at each other as we ate. Then went to the top of the Empire State Building ‘cause I never had before.” Later that night bobby’s girlfriend informs him that she is pregnant and his life changes forever. In this story he is quite responsible. He lives with his parents, but he assumes all care for his daughter, Feather. He wakes with her at night to feed and change her. He takes a long subway ride each day before school in order to drop his daughter off at the daycare in which he attended as an infant and child. He is very responsible, but he is not perfect. One morning is particularly stressful. He is running late and Feather “pukes” on him. Bobby decides that he can not handle the subway on this day and ends up taking his daughter to the downstairs neighbor. This gives him extra time and he uses it to “do some tagging”. He gets caught up in his art, looses track of time, and ends up getting arrested a half day later. The cover of this novel depicts a young black man as Bobby in this story. There is no stereotyping. He is portrayed as an educated, middle class boy. His father owns a restaurant and his mother is a photographer. In the beginning he is a boy who does boyish things. By the end of the story he has matured and is a capable father to his daughter. Plot This is a very moving and interesting story. It is amazing the way in which sixteen year old Bobby cares for his baby. He is gentle, “I lay her on my stomach and breathed her in. My daughter is eleven days old. And that sweet baby smell, the smell of baby shampoo, formula, and my mom’s perfume. It made me cry like I hadn’t since I was a little kid. The story moves from “then” to “now”. The “then” sections tell of the months leading up to the birth of Feather. They focus on Bobby and his girlfriend, Nia, telling family and friends of the pregnancy. Visits to the obstetrician and to a social worker to discuss adoption are also focused on. At one point it seems that the choice for the unborn baby is going to be adoption. “Nia cried. I cried. My dad cried. But we were the only ones. My mom and Nia’s parents looked like they just got released from Oz, and not the one with the yellow brick road. I think Nia’s dad took his first real breath since the first time he found out she was having a baby.” The “now” sections mainly focus on Bobby’s care of his daughter Feather. The mother, Nia, is mysteriously missing from the present. This mystery is solved in the end. The ending is both heart wrenching and fulfilling at the same time. It is both because Nia does not choose to be absent. Her absence is beyond her control. Setting The setting for this story is in the childhood home and neighborhood of the young father, Bobby. The baby and Bobby share childhood places and experiences which help to visualize the young age of Bobby. The pediatrician’s office is one example, “I hold my baby in a waiting room that I used to sit in, way before I had her. The nurse is the same one that has been smiling at me since my mom used to carry me in on her hip…I remember sitting here with Mary when I had a fever, needed to get stitches out, had to get a booster shot, fell into some poison ivy on vacation, and about a thousand other things that my pediatrician, Dr. Victor, took care of. Now I’m sharing her with my daughter ‘cause I can still technically have a kid doctor for myself, even if I’m now technically a parent.” Theme The theme of this realistic fiction novel is accepting responsibility and doing the right thing, whatever that may be. This novel will be very interesting to young adolescents. It will give them insight as to what true responsibility is and what must be sacrificed because of ones actions and choices. Style The style of this book helps the reader to really see and feel what Bobby is seeing and feeling. The story is told through his speech and thoughts. The reader is able to put him/her self into his shoes. The style enables the reader to be truly be moved by the circumstances. 4. AWARDS AND REVIEW EXCERPTS The Michael Printz Award for Excellence in Young Adult Literature U.S. News and World Report –“Johnson has carved a niche writing realistically about young people's issues.”School Library Journal - starred review, “Brief, poetic, and absolutely riveting.”Publishers Weekly - starred review, “Readers will only clamor for more.”Booklist – “Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.” 5. CONNECTIONS *Read HANGING ON TO MAX, by Margaret Bechard, ISBN # 0340883707, for another novel about the struggles of a male teen parent. *Other books by Angela Johnson, the 2000 Corretta Scott King award – winning HEAVEN, ISBN # 0689822901, LOOKING FOR RED, # 0689863888, and BIRD, ISBN # 0142405442.

Review: HOLES, Genre 6, Fiction, Fantasy, and YA

1. BIBLIOGRAPHY Sachar, Louis. 1998. HOLES. New York, NY: Dell Yearling. ISBN 0440419468 2. PLOT SUMMARY This is the story of a boy who is sent to a detention facility for a crime which he did not commit. At the facility the boys are punished by digging a five foot deep and five foot wide hole in the extreme heat each day. 3. CRITICAL ANALYSIS Characterization In this novel the characters are revealed through the narration, in conversations, and by the thoughts of the character. The main character, Stanley, is believable. He is not all that strong in the beginning. “He didn’t have any friends at home. He was overweight and the kids at his middle school often teased him about his size. Even his teachers sometimes made cruel comments without realizing it.” Through out the story Stanley grows in character and strength. By the end of the novel Stanley is strong in mind and physical strength. “Higher and higher he climbed. His strength came from somewhere deep inside himself and also seemed to come from the outside as well.” The characters from this story come from several different ethnic backgrounds. There is no stereotyping; the boys all behave in a similar manner at the camp. They grow to depend on each other. The characters in this story are interesting and can be identified with. They are all very human and have strengths and weaknesses. The main character, Stanley Yelnats comes from a family with a long history of bad luck which stems from an old curse. The characters definitely grow in this story. Stanley is unworldly, weak and unpopular in the beginning. He develops into an intelligent and strong young man by the end of the story. Young Adults will be able to identify with Stanley and his imperfections and they will be encouraged as they see him grow in strength and character. Plot This story is about what happens to boys whom have gotten into trouble in society and what they go through as a consequence. In this case they are sent to Camp Green Lake and made to dig a daily five foot deep by five foot round hole into the hard ground in the hot sun. At first it seems that the purpose of digging the holes is only punishment but it soon becomes apparent that there is an additional reason why the warden has the boys digging these daily holes. In this book there is a secondary story which actually sets up the events for the present and primary story. The secondary story begins many years earlier and explains why Stanley and his family have habitual bad luck and the reason the warden wants the holes dug. This secondary story makes the primary story more believable. The story is interesting and there is action, especially when Stanley follows another boy who has escaped from the camp and flees into the barren desert to the far away mountains. They prove that perseverance and friendship can beat the odds and they come out on the top in the end. Setting The setting of the main story is in a huge dried up lake bed in a very hot and dry part of Texas. This setting helps to maximize the hard times which the boys at the camp are going through. The setting is established at the very beginning of the book. “There is no lake at Camp Green Lake. There once was a very large lake here, the largest lake in Texas. That was over a hundred years ago. Now it is just a dry, flat wasteland.” There are only two trees to be found and the only other natural inhabitants are rattlesnakes, scorpions, and yellow-spotted lizards. “You don’t want to be bitten by a yellow spotted lizard. That’s the worst thing that can happen to you. You will die a slow and painful death.” Theme The theme in this story is good verses bad. Stanley uses courage and intelligence to outsmart the warden. Friendship is also an important theme in this story. The boys support each other, are able to get through the day and facilitate each others survival. At the end of the story Stanley actually risks his own life to ensure the safety of his friend. Stanley escapes the camp by attempting to steal a truck to find his friend Zero. Zero has been missing for four days in the tremendous heat. Stanley finds Zero and they use their wits and strength to make it back to camp where they solve the mystery. Style The writing in this novel is very realistic. The secondary story really makes the primary story more interesting and believable. The dialogue and characters are believable and appropriate to their ages. The action is interesting and fast paced. Young adults, especially boys, will identify with the situations and will enjoy reading this book. 4. REVIEW EXCERPTS Amazon.com - It's a strange story, but strangely compelling and lovely too. Publishers Weekly - PW's starred review of the 1999 Newbery Medal winner described it as a "dazzling blend of social commentary, tall tale and magic realism." From School Library Journal - Starred review, “A multitude of colorful characters coupled with the skillful braiding of ethnic folklore, American legend, and contemporary issues is a brilliant achievement. There is no question, kids will love Holes.”The New York Times Book Review – “Sachar inserts humor that gives the suspense steep edges; the tone is as full of surprises as the plot.” Parents Choice - A 1999 Parents' Choice® Recommendation. 5. CONNECTIONS *Related literature: STANLEY YELNATS SURVIVAL GUIDE TO CAMP GREENLAKE, ISBN # 0747563659. *Other books by Louis Sachar: THERE’S A BOY IN THE GIRLS BATHROOM, ISBN 0747552576, SMALL STEPS, ISBN 0385733143, DOGS DON’T TELL JOKES, ISBN # 0679833722, and THE BOY WHO HAD NO FACE, ISBN # 0394928636.

Review: A MIDWIFE'S APPRENTICE, Genre 5, Historical Fiction & Biography

1. BIBLIOGRAPHY Cushman, Karen. 1995. THE MIDWIFE’S APPRENTICE. New York, NY: Clarion Books. ISBN 0395692296 2. PLOT SUMMARY This novel is the story of a hungry, homeless preteen girl in medieval England. In the beginning she has no past, no name, and no real purpose in life except the will to survive from day to day. As the story unfolds she gains a name, a purpose, and a life. 3. CRITICAL ANALYSIS Setting The setting for this historical fiction novel is in medieval England. The book describes the sounds and smells of the time. The story begins with a young girl sleeping in a dung heap. She was “burrowed deep into the warm, rotting muck, heedless of the smell.” Descriptions of the cottage, its daily care, and its belongings help to visualize the setting. “Each morning Beetle started the fire, blowing on the night’s embers to encourage them to light the new day’s scraps. She swept the cottage’s dirt floor, sprinkled it with water, and stamped it to keep it hard packed. She roasted the bacon and washed up the mugs and knives and sprinkled fleabane about to keep the fleas down. She dusted the shelves packed with jugs and flasks and leather bottles of dragon dung and mouse ears, frog liver and ashes of toad, snail jelly, borage leaves, nettle juice, and the powdered bark of the black alder tree. Characters The main character in this novel is a young girl who is aged 12 or 13. We are not sure. From the beginning we are taken with her intelligence, she uses the rotting dung heap to stay warm. She also has a great sense of survival; we are told that she has been on her own since she can remember. She does not have a name. Early in the story she is discovered by midwife who takes her in in exchange for labor. She is allowed to sleep on the floor and given onions and bread to eat. As the story continues she progresses from a child with no name, to a child named Beetle by the midwife, and finally to Alyce, a respectful name she chooses for herself. In the beginning she has no one. As the story unfolds she acquires friends, a cat and a boy. Both become indebted to her when she saves them both from drowning. She also acquires a family of sorts when she helps a homeless young boy to find work and a place to live. She learns and grows from her friends and the midwife. Her intelligence is also displayed when she cleverly tricks the villagers into believing there is a devil in their midst. She makes it appear to all that the devil is visiting individuals who have wronged her in the past. The villagers believe that since the devil is visiting these individuals there must be a need for them to be punished. In this way Alyce gets revenge from all who have mistreated her. The character of Alyce is very believable in this story. Things are not always perfect. When Alyce sets out to birth a baby on her own things do not work out. She is not successful and she runs away from her failure rather than learning from it. In the end she realizes that she must be persistent and work though her mistakes to find happiness. Plot The plot in this story follows the life of the girl for about one year. It this time she evolves from a no name child, to “Beetle” as she works with the midwife, to Alyce as she names herself. The story begins with the midwife discovering the girl in a dung heap and she calls her beetle. Beetle is allowed to stay with the midwife in exchange for labor. The midwife gives Beetle simple tasks but Beetle is smart and she pays close attention, “Beetle took to watching through the windows when the midwife was called. In that way she learned midwifery was as much about hard work and good sense and comfrey tonic as spells and magic.” She is smart, hardworking, and eventually persistent. In the end these qualities enable her to find success in life. Theme The theme in this novel is that through ingenuity and hard work you can make something of your self. In the story Alyce states that her wants are, “a full belly, a contented heart, and a place in this world.” This is what she achieves in the story. By the end she has a home, friends, and a purpose for her life. This theme is as relevant today as it was in medieval times. All children want to be fed, loved, and appreciated. These are basic needs for all people. Style This novel is written for children aged 12 or 13, which is the age of the main character in the story. The story is very interesting and fast paced. The story is set in medieval England. The characters are rough, which is reflected in the dialogue. When beetle saves a boy from drowning he states, “You didn’t run with the others…That were brave, Beetle.” “Aw, I be not brave,” she said, “I near pissed myself. I did it for else you’d have drowned and gone to Hell, a drunken loudmouth bully like you, and I would have helped send you there and I could not have that, now, could I?” In the story Alyce goes through situations which are extreme but teens today can still relate to. She is teased by boys, she is ostracized because she is different, and she has trouble finding a place for herself in society. The book ends with an authors note. This section gives factual information on the history of midwifery. This section gives the reader background information on where the occupation began and how it is still practiced today. 4. REVIEW EXCERPTS AND AWARDS 1996 John Newberry Award winner Amazon.com - Cushman redeems her writing, as always, with historical accuracy, saucy dialogue, fast-paced action, and plucky, original characters that older readers will eagerly devour. Publishers Weekly - In reviewing this 1996 Newbery winner, PW said that Cushman "has an almost unrivaled ability to build atmosphere, and her evocation of a medieval village, if not scholarly in its authenticity, is supremely colorful and pungent." School Library Journal - Characters are sketched briefly but with telling, witty detail, and the very scents and sounds of the land and people's occupations fill each page as Alyce comes of age and heart. Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literatureBooklist - Kids will like this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone. Midwest Book Review - This appeared some time ago but deserves ongoing mention as an excellent story for kids ages 12 and up. 5. CONNECTIONS * This book can be used in a history class to illustrate life for women in mediaeval times. * This book can be used to teach personal characters such as perseverance and courage. * This novel can be used to model literary elements. * This novel can be used to study character development.

Review: A YEAR DOWN YONDER, Genre 5, Historical Fiction & Biography

1. BIBLIOGRAPHY Peck, Richard. 2000. A YEAR DOWN YONDER. New York, NY: Scholastic. ISBN 043943842 2. PLOT SUMMARY This historical fiction novel is set in the depression years. It is the story of a year in the life of Mary Alice Dowdel. She must leave her family in Chicago because of hard times. She travels to be with her grandmother in a small rural Illinois town. This novel is the story of her year with her eccentric, caring grandmother. 3. CRITICAL ANALYSIS Setting The time period is set in the hard times of the depression era. Mary Alice’s father looses his job due to the recession. They loose their home and her brother is sent off to work for the Civilian Conservation Corps out west. Mary Alice is sent off to live with her grandmother until times improve. The setting for this novel is a small, rural town in Illinois. The town is small, but adequate and comfortable. In the novel it is described in relation to the times. “The recession of thirty-seven had hit Grandma’s town harder than it hit Chicago. Grass grew in the main street. Only a face or two showed in the window of The Coffee Pot Cafe. Moore’s Store was hurting for trade. Weidenbach’s bank looked to be just barely in business.” Characters Mary Alice Dowdel is a young girl of 15. She is put into a new school and has a hard time fitting in with other children whom have all grown up together. When she first arrives she first describes herself as Mildred, one of the country girls, gives her a good look over. “She started with the top of my head. Mother had given me a finger wave, and it was real tight from a center parting. Mildred’s lips curled. For traveling, I had on my second-best summer cotton, the one with the puff sleeves and the three big celluloid buttons off one of Mother’s dresses. Mildred looked at my puff sleeves like they ought to come off. Then she dipped down for a look at my feet. I had on my Easter shoes with the open toes, and bobby socks.” As the story moves on Mary Alice begins to fit in with the country folks. At an Armistice Day gathering Mary Alice’s clothing is once again described. “Grandma wore Grandpa Dowdel’s old coat, and I wore his hunting jacket, and dungarees under a skirt. The longer I lived down here, the more I was starting to look like Mildred Burdick. A wool cap pulled down to my eyebrows didn’t help.” The other main character, Grandmother Dowdel, is a larger than life woman whom has a very strong personality. She is a good caring woman whom helps those in need. At the Armistice Day celebration her personality is showcased as she collects money for stew. The price is a dime a mug. “The first customer, a big old farmer, handed Grandma a coin. “I can’t change a quarter,” she said, dropping it into her pocket and looking straight through him. “That’s fifty cents for two,” the next man said. “I’ll take thirty cents in change.” “Haven’t got it,” Grandma replied, banking the fifty –cent piece.” Grandma continues in this fashion until she has collected from everyone. “In short, she got more than a dime off everybody, except from those she knew couldn’t pay more. In some cases she could make change, in others she couldn’t. Once, I saw her palm the dime back into the hand that offered it.” Grandma collected this money to benefit a mother whose boy was “gassed in the trenches, and shot up.” She is very intelligent and will not be taken advantage of in any manner. Plot This novel follows a year in the life of Mary Alice Dowdel. The story begins as she travels from big city Chicago to a small town in rural Illinois to be with her grandmother. The story begins with Mary Alice a bit unsure and embarrassed about her grandmother. Through the sequence of events in the story Mary Alice learns to appreciate and love her grandmother. Theme The theme in this book is that you can not always judge a book by its cover. Grandmother Dowdel appears to be a country bumpkin. On closer examination she shows us to be very intelligent and companionate. She helps those in need, as she did when collecting money at the Armistice Day celebration, and teaches lessons to those who are deserving. On Halloween a group of boys were going around town playing pranks on the townspeople. One popular prank was to topple the “privies.” One evening Grandmother Dowdel and Mary Alice set out with some wire and homemade glue which would “bond wood to wood, metal to metal, and stay stuck till kingdom come.” They strung the wire and hid in the dark and watched over their privy. “We no sooner saw the first boy than the invisible wire caught him at the ankle. He pitched forward, and a word I can’t repeat burst out of him. He fell like a tree and measured his full length on the concrete walk. Nothing broke his fall but his nose…..As the fallen boy raised his dazed head, she turned the pan of glue over on it. The glue was cool now and would set later. He screamed, of course, and this too panicked the others. They ran into each other and the cobhouse wall. They tried to get away from Grandma. They may have thought she was a restless spirit. In a way, she was. They jibbered.” No one gets anything over on Grandmother Dowdel. Style This book is very interesting and fast paced. The dialogue and setting are reflective of the times. The behaviors of Grandma Dowdel are very funny and ingenious. Readers will want to keep reading to find out what funny and deserving action Grandma Dowdel will be up to next. This is a great story and will continue to be popular in any era. 4. REVIEW EXCERPTS and Awards 1999 Winner of the John Newberry Award National Book Award Finalist ALA Notable Book ALA Best Book for Young Adults Publishers Weekly – “hilarious and poignant” School Library Journal - Richard Peck's Newbery Award-winner is a multi-layered story of small town life spiced with humor, love, and a bit of history. Amazon.com - Peck is at his best with these hilarious stories that rest solidly within the American literary tradition of Mark Twain and Bret Harte. Teachers will cherish them as great read-alouds, and older teens will gain historical perspective from this lively picture of the depression years in small-town America. Horn Book, starred review – “A small Masterpiece of storytelling…the novel reveals a strong sense of place, a depth of characterization, and a rich sense of humor. Kirkus Reviews – “Remarkable and fine.” 5. CONNECTIONS *This novel can be used in a history class to study the depression and its effects on the American People. * This novel can be used to model good literary elements such as voice and similes and metaphors. * This novel can be connected to geography, a map can be created from the students home state to Illinois or the State of Illinois can be studied. * This novel can be used in conjunction with a home economics cooking class, items from the book can be baked.

Review: GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND, Genre 5, Historical Fiction & Biography

1. BIBLIOGRAPHY Stanley, Diane and Peter Vennema. 1990. GOOD QUEEN BESS: THE STORY OF ELIZABETH I OF ENGLAND. Ill. By Diane Stanley. New York, NY: four Winds Press. ISBN 0027868109 2. PLOT SUMMARY This picture book is the complete biography of Elizabeth I of England. 3. CRITICAL ANALYSIS Accuracy The book includes a bibliography at the end which shows that research was done in the writing of this book. There is also information on the back jacket which gives information about the authors, Diane Stanley and Peter Vennema. This information gives reliability to the authors. The information states that they have written other biographies which have been endorsed by reliable sources such as the New York Times Book Review and the American Library Association. Organization The book begins with an authors note which gives background information on the religious movement of the time. This information helps the reader to understand the biography. This book is organized chronologically, it tells about the life of Elizabeth I of England, from birth to death. The book is interesting. It begins with information on Elizabeth’s father, King Henry VIII, whom went through six wives trying to have a son. He was successful in that he had one son but unfortunately this son died at the young age of 12. The biography tells of how Elizabeth came to rule and what type of ruler she was. She was brilliant and loved by her country. “Elizabeth turned what should have been a weakness into an asset. Because she was a beautiful young queen, and an unmarried queen at that, all her court-and all the country- were half in love with her. Her court was a lively one, with everyone striving to outdo one another with elaborate clothes and jewels. The men even dyed their beards purple or orange to match their coats. There were tournaments, festivals, and dances. And Elizabeth always came to them gorgeously dressed, making a point of showing herself among her people.” Design The book is very attractive. The text is readable and is complimented by illustrations on each page. The illustrations are paintings which reflect the art of the times. The illustrations also show the reader how the people lived in these times. The lavish lifestyle is shown. The artwork depicts extravagant dress, bountiful processions, and beautifully furnished castles with huge manicured lawns. Maps and battle illustrations help with the comprehension of the story. Style This picture book is very interesting and includes many facts. Readers will be awed at the life of Elizabeth I. She was an incredible woman for her time. She reined with intelligence, “Elizabeth knew that France and Spain, both powerful countries, were a real threat to England. She must somehow keep them from uniting against her, for her army was week and the royal treasury nearly bankrupt. But this challenge suited Elizabeth perfectly, for it was her style to use her wits rather than force. She knew how much she could gain by stalling, changing her mind, and playing one side against the other. It helped that she did her dealing with foreign ambassadors herself, as she spoke their languages. Through clever and subtle manipulation, she managed to keep England out of war for twenty-seven years.” This book illustrates the capableness of a woman, Queen Elizabeth I. It shows that women can and do succeed despite incredible odds. 4. REVIEW EXCERPTS From Publishers Weekly - Describing the conflict between Catholics and Protestants, the authors lay the groundwork for Queen Elizabeth's greatest challenges: stopping the bloodshed and uniting her country under one faith, and keeping the peace with the rest of Europe. Intricate artwork conveys the delicate lace and accoutrements of court dress, patterned ceilings and cobblestone streets. From School Library Journal - The text is clearly written, explaining the main events and key decisions of Elizabeth's life and reign. For readers wanting more depth, a short bibliography of mostly adult titles ends the book 5. CONNECTIONS * This book can be used in a study of strong women leaders. * Compare Elizabeth to other famous leaders of the time. * This book can be used to supplement a historic study of the Elizabethan era. * This book can be used in a writing class to illustrate biography, students can write biographies or their own autobiographies.

Review:RECYCLE! A HANDBOOK FOR KIDS, Genre 4, Nonfiction

1. BIBLIOGRAPHY Gibbons, Gail. 1992. RECYCLE! A HANDBOOK FOR KIDS. Boston MA: Little, Brown, and company. ISBN 0316309710 2. PLOT SUMMARY RECYCLE! A HANDBOOK FOR KIDS is an informative book which explains the recycling process of five different types of materials. This book also includes incredible facts about trash and suggestions about what kids can do to recycle. 3. CRITICAL ANALYSIS Accuracy The information in the book tells why it is important to recycle, “Most people don’t want landfills near where they live. And besides, there is so much garbage now that, in many places, there isn’t enough room to bury all of it.” Each section discusses the process which needs to be followed to recycle, how the items are recycled and what natural resources are spared as a result of this recycling. The back of the book includes information about Gail Gibbons, the author. It states that she has written and illustrated more that fifty informational books for children. She is also endorsed by reliable sources as SCHOOL LIBRARY JOURNAL, HORN BOOK, and BOOKLIST. Organization The book begins by giving children a reason to recycle. It is then divided into sections of different materials which can be recycled. Paper, glass, cans, plastic, and polystyrene are the materials which are discussed. Each section tells how the material is originally made, why it is important to recycle, how to collect the items to recycle, and what natural resources are being conserved as a result of the recycling process. Near the end the book there is a section titled CAN YOU BELIEVE? In this section amazing facts are provided to inform children about the huge amount of garbage which is produced. Some examples include, “All the people in the United States make enough garbage each day to fill 100,000 garbage trucks,” and “Fourteen billion pounds of trash is dumped into the ocean every year”. The book ends with actual things which children can do to help to recycle and help to save our planet. Examples include, “When you go shopping, bring a cloth bag or recycle old brown paper bags by taking them with you”, and “Instead of using paper towels, use cloth towels, which can be washed and reused again and again”. These tips are all doable for young children and can give them a sense of responsibility and citizenship. Design The book is well organized, has easily readable text, and has large, colorful illustrations which compliment the text. The text is limited to two or three lines per page. The illustrations are labeled and help the reader to understand the vocabulary. For instance, on the page where the author talks about breaking down a box for recycling, the illustration shows a girl using her foot to unfold and bind boxes for easy transportation and storage. One unique and relevant thing about this book is that it is actually made of recycled paper. What a great way to show kids that the author believes in what she is talking about! Style The writing in this book is short, interesting, and to the point. New vocabulary is explained through the context and the illustrations. The illustrations show children involved in different aspects of the recycling process. The writing and illustrations show children the importance of recycling and the part which they can play in the process. When talking about plastic, the book informs children that plastic does not biodegrade and that it lasts forever. It fills landfills, litters roadsides, and harms wildlife. The book tells us that by recycling we can avoid these problems. It encourages children to help in the process. The ending of the book is especially encouraging. It includes a section which tells children exactly what they can do to help our world. What a great way to get them involved! 4. REVIEW EXCERPTS School Library Journal – “An eminently readable and well-organized offering that's filled with information.” Kirkus Reviews - “Attractive and timely, an excellent introduction.” Horn Book Guide - “Rating: Superior, well above average.” Booklist – “Here’s Gibbons, doing what she does best--taking a subject that's interesting to kids (and part of the curriculum), honing it down to the essential information, and presenting it in an appealing format.” 5. CONNECTIONS * Use in social studies as supplement for a unit on conservation * Use as an introduction to an activity to recycle paper * A source for Earth Day Activities * Used to encourage children to recycle and help the planet

Review: THROUGH MY EYES, Genre 4, Nonfiction

1. BIBLIOGRAPHY
Bridges, Ruby. 1999. THROUGH MY EYES. New York, NY: Scholastic Press. ISBN 0590189239

2. PLOT SUMMARY
This book is the true story of Ruby Bridges, one of the first black children to be integrated into an all white school. The story takes place in New Orleans, Louisiana in 1960.

3. CRITICAL ANALYSIS
Accuracy
This story is told as the memoirs of Ruby Bridges, the actual child whom was integrated into an all white school in 1060. She describes what she remembers and how she felt. Each page includes information from Ruby Bridges herself as well as additional information from other reliable sources. These sources give further insight as to what is happening at the time. For instance, on the day which Ruby first travels to her new school she discusses traveling five blocks away under the protection of U.S. Federal Marshals whom she later learned were carrying guns. As she arrived at the school she remembers the barricades, policemen, and people shouting everywhere. There is additional information on these pages from THE NEW YORK TIMES and GOOD HOUSKEEPING. These sources include news articles of the times. These types of articles add to the reliability and validity of what is being remembered by Ruby Bridges.
Organization
The organization of this book is mainly the chronological story of a year in the life of Ruby Bridges. It begins with a preface to set the story, and then the first year in which she is integrated into the school as a first grader is told, the book ends with information which brings the reader up to the present with the life of Ruby Bridges. The book is organized in a very logical way. The beginning lets the reader know the history, the reasoning behind the story. The main part of the story is very interesting and moving. The year of integration is told by the remembrances of Ruby Bridges, a 6 year old girl. She not only tells what she remembers but how she felt at the time. "My teacher and I settled into a routine. It was odd to be the only child in class, but I finally decided thais was the way it was going to belhere at the Frantz school." Additional information, from sources such as U.S. NEWS & WORLD REPORT, JOHN STEINBECK, and THE NEW ORLEANS TIMES PICATYNE, is referenced on each page. Excerpts from Barbara Henry, Ruby Bridge’s first grade teacher, are also present.
These excerpts give additional information and incite to the story. Barbara Henry writes, “There was a certain shyness about Ruby. She would appear at the door of our room in the morning and walk in slowly, taking little steps. I would always greet her with a compliment about how nicely she was dressed to help make her feel special, as she was, and to make her feel more welcome and comfortable.” Text credits are present at the back. The illustrations go with the text and are captioned so that the reader knows exactly what they represent.
Design
The book is large and attractive. The illustrations are in black and white, which was the medium of the time, the early 1960’s. The black and white photographs also help to set the tone of the seriousness of the subject matter. The illustrations certainly add to the understanding of the story and what was the feeling of the time. They are not watered down; many portray the true ugliness of the protesters. Other pictures show young Ruby Bridges entering the school in her stark white dress with the U.S. Marshall Guards. These pictures show how young, vulnerable, and incredibly brave she was.
Style
The writing is clear and interesting. Ruby Bridges allows the reader to see what was happening and how she was feeling. Her experiences are truly brave and remarkable. On her first day of school she states: “As we walked through the crowd I didn’t see any faces. I guess that’s because I wasn’t very tall and I was surrounded by the marshals. People yelled and threw things. I could see the school building, and it looked bigger and nicer that my old school. When we climbed the high steps to the front door, there were policemen in uniforms at the top. The police men at the door and the crowd behind us made me think this was an important place.” She is writing as a naïve and trusting six year old girl. This will certainly appeal to children. They will be able to think of their own lives and be amazed at what this young girl went through at the same age. This book is sure to arouse interest into the history of the 1960’s and to push children to look for additional information of the times.

4. AWARDS AND REVIEW EXCERPTS
Publishers Weekly Best Books of the Year ( WON AWARD ) 1999 School Library Journal Best Books of the Year ( WON AWARD ) 1999 American Library Association Notable Books for Children ( WON AWARD ) 2000 Dorothy Canfield Fisher Children's Book Award ( NOMINATED FOR AN AWARD ) 2001 Emphasis on Reading Award ( NOMINATED FOR AN AWARD ) 2001 Maine Student Book Award ( NOMINATED FOR AN AWARD ) 2001 Jane Addams Children's Book Award ( WON AWARD ) 2000 Carter G. Woodson Book Awards ( WON AWARD ) 2000 NCTE Orbis Pictus Award ( WON AWARD ) 2000 Bluebonnet Award ( NOMINATED FOR AN AWARD ) 2002 Rhode Island Children's Book Award ( NOMINATED FOR AN AWARD ) 2002 Golden Sower Award ( NOMINATED FOR AN AWARD ) 2002 Mark Twain Award ( NOMINATED FOR AN AWARD ) 2002 William Allen White Children's Book Award ( NOMINATED FOR AN AWARD ) 2002 Young Hoosier Book Award ( NOMINATED FOR AN AWARD ) 2003 Pennsylvania Young Reader's Choice Award ( NOMINATED FOR AN AWARD ) 2002 Great Lakes' Great Books Award ( NOMINATED FOR AN AWARD ) 2002 Rebecca Caudill Young Reader's Book Award ( NOMINATED FOR AN AWARD ) 2003 Sasquatch Reading Award ( NOMINATED FOR AN AWARD ) 2003 Black-Eyed Susan Book Award ( NOMINATED FOR AN AWARD ) 2003 Judy Lopez Memorial Award (Women's National Book Association, Los Angeles Chapter) ( NOMINATED FOR AN AWARD ) 2000 ABC Children's Booksellers Choices Awards ( WON AWARD ) 2000

Amazon.com - A personal, deeply moving historical documentary about a staggeringly courageous little girl at the center of events that already seem unbelievablePublishers Weekly – “ Bridges's words, recalling a child's innocence and trust, are more vivid than even the best of the photos. Like poetry or prayer, they melt the heart.” Library Journal - “A powerful personal narrative that every collection will want to own.” Parents Choice - “Powerful and powerfully moving. A 1999 Parents' Choice Gold Award Winner.”
Horn Book Guide – “Bridges relates her story far more powerfully than has anyone else to date.”
Booklist – “This is a great book for classroom discussion and has a good deal of interest to adults: the individual child's experience, the roles of Bridges' mother and teacher, the civil rights history. Bridges speaks without heroics about what happened to her then and what it means.”

5. CONNECTIONS
* This novel can be used in a history lesson in connection with school integration of the 1960’s.
* This novel can be used in a unit during January, black history month, to help portray a famous black American.
* This novel can be used in writer’s workshop to model personal narratives and memoirs.
*This novel can be used in a lesson on moral character. There are examples of both good and bad character.
* This novel can be used in a unit on stereotypes, tolerance, and multicultural awareness.
* This novel can illustrate character traits such as goodness, innocence, bravery, and courage.

Review: CATS, Genre 4, Nonfiction

1. BIBLIOGRAPHY Simon, Seymour. 2004. CATS. Harper Collins Publishers. ISBN 0060289414. 2. PLOT SUMMARY This is non-fiction book about cats. It discusses many aspects about cats which include information on history, facts, behaviors, the young, care of, and types of cats. 3. CRITICAL ANALYSIS This is a very striking book which contains a lot of interesting information about cats. The facts in this book are very appealing. The book does not contain a table of contents or index. The book is organized by each double page spread discussing different information about cats. The author begins with some history about cats. He tells us that cats first became pets in ancient Egypt where they protected the Egyptian’s food supply from rodents. The book states that when these cats died their owners went through a period of mourning and then mummified their pet. This is certainly an attention grabbing fact! The book continues to provide accurate and significant facts. It discusses physical attributes which are unique to cats such as their amazing flexibility and ability to see in very dim light. Communication in the form of sound and body language is also discussed. The sounds and movements are interpreted, a screech is a warning to stay away. If the hair stands up along the spine and tail, and the tail is moving back and forth, then the cat is about to pounce. The section which tells about newborns is very specific and descriptive. The book describes exactly how the mother breaks the sac, cleans the kitten, and chews through the umbilicus. The book ends with questions to think about for prospective cat owners. The author, Seymour Simon, is a reliable, very well known author of non-fiction for children. He has written over 200 non-fiction books for children. The photos which accompany the text are outstanding and really help to visualize the information. One of the first pictures accompanies the information about the hunting habits of cats. The photo shows a cat pouncing and catching a rodent mid air with his claws. On the page which discusses the flexibility of cats, a picture shows, with multi shots, exactly how a cat falls and flips through the air. On the communication pages the photos show exactly how cats use their bodies to “talk”. On the page where the book tells about kittens the photo shows a newborn, bloody and umbilical cord still attached. Other pictures show the playful sides of kittens and the intense facial expressions of adults. The striking illustrations help to build interest and to support understanding. The writing in the book is written for younger children. Although the book is easily understood, interesting vocabulary, such as rodent, stalking, and umbilicus, is included. The vocabulary can be understood through the support of the context and the photos. The interesting information and brilliant photos will really encourage the reader to think about cats and their unique qualities. 4. REVIEW EXCERPTS Booklist – “Simon writes crisply for a young audience, who will eagerly turn the pages to see the next endearing color photograph. Simon’s always lucid prose is matched by sharp photos, most of which fill up the pages. An attractive way to introduce children to nonfiction.” Horn Book Guide – “Irresistible covers featuring color photos … will draw young readers in to learning some basic facts about two popular pets.” School Library Journal – “Intended primarily as introductions for prospective pet owners, these books will please even those who already own a cat or dog. The striking color photos, including many close-ups, create a feeling of intimacy.” 5. CONNECTIONS * Can be used as a guide to learn how to care for cats. * Can be used in a unit about pets. * Can be used in a unit about farm animals. * Can be used to supplement a science lesson on the characteristics of mammals. * Can be used as a model for writer’s workshop on informational writing.

Review: OUT OF THE DUST, Genre 3, Poetry

1. BIBLIOGRAPHY
Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic. ISBN 0590360809

2. PLOT SUMMARY
This is a historical fiction novel which is written in verse form. The story line centers on Billy Jo who lives in the Oklahoma Dust Bowl during the depression. The book tells of her extreme struggle to survive as she grows up in this difficult time.

3. CRITICAL ANALYSIS

Organization
The reading of this novel is very fast paced. The verse form is rhythmic and very easy to read. The novel is written in first person in the format of a diary. Each entry is titled and dated. The content is very moving and makes the reader want to push on. This verse book is a fairly recent publication (1997) but the subject material is relevant to the 1920’s. This does not affect the feeling of the novel in that the topics are about the will to survive and flourish in ones life. Information about the author is included on the inside of the back book jacket.

Literary Merit
This is a very moving story which evokes strong feelings from the reader. The most extreme being when a bucket of kerosene is left by Billy Jo’s father by the inside stove. The kerosene ends up catching fire and burning Billy Jo and her mother. Mother’s injuries end up being fatal for her and her yet unborn child. The story is told in a very strong and visual way.

Daddy
has made a tent out of the sheet over Ma
so nothing will touch her skin,
what skin she has left.
I can’t look at her.
she smells like scorched meat.
Her body groaning there,
it looks nothing like my ma.
It doesn’t even have a face.

The remaining characters struggle to continue living with their grief and guilt for their parts in the accident. The story ends with the characters making peace with themselves and each and having some hope for the future. This story of perseverance and triumph will bring hope to anyone who reads it.
Poetic Elements
The novel is written in verse form. The lines on each page are short and flow nicely when read. The reading is easy and fast. The author commonly uses sensory words and the reader can really see, feel, and smell what life was like in the dust bowl during the great depression.

I was sulking in the truck beside my father
when
heaven’s shadow crept across the plains,
a black cloud,
big and silent as Montana,
boiling on the horizon and
barreling toward us.
More birds tumbled from the sky
frantically keeping ahead of the dust.

We watched as the storm swallowed the light.
The sky turned from blue
to black,
night descended in an instant
and the dust was on us.

The wind screamed.
The blowing dirt ran
so thick
I couldn’t see the brim of my hat
as we plunged from the truck,
fleeing.

The dust swarmed
like it had never swarmed before.

Sensory words and imagery are also frequently used. Some examples include “as foul as maggoty stew” and “the night sky kept flashing, lightning danced down on its spindly legs.” The text in this novel truly lets the reader use his senses to get into the Oklahoma dust bowl.

Appeal to Readers
This story is very appealing to young people. The reading is meaningful and dramatic. Children will enjoy learning about life in the past through this extremely moving, powerful, and interesting look into Billy Jo’s life. This story will make most students reflect upon their own lives and compare their situations to that of Billy Jo. Most will feel very fortunate.

4. REVIEW EXCERPTS
1998 Newbery Medal Winner
School Library Journal – “Powerful and Moving, this 1998 Newbery Medal winner is a recommended purchase for all school and public libraries.”
Publishers Weekly – “This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine’s emotions.”
Horn Book rating: Superior, well above average
School Library Journal – A triumphant story, eloquently told through prose-poetry.
Booklist – The story is bleak, but Hesse’s writing transcends the gloom and transforms it into a powerfully compelling tale of a girl with enormous strength, courage, and love.
Kirkus Reviews – In Billie Jo, the only character who comes to life, presents a hale and determined heroine who confronts unrelenting misery and begins to transcend it. The poem/novel ends with only a trace of hope; there are no pat endings, but a glimpse of beauty wrought from brutal reality.

5. CONNECTIONS
* This novel can be used to supplement history lessons.
* This novel can be used to model journal writing.
* This novel is an excellent model for language, sensory words, imagery, and voice.
* This novel is a powerful model for personal narratives which evoke feeling.

Review, A HIPPOPOTAMUSN'T AND OTHER ANIMAL POEMS, Genre 3 Poetry

1. BIBLIOGRAPHY
Lewis, J. Patrick. 1990. A HIPPOPOTAMUSN’T AND OTHER ANIMAL POEMS. Ill. by Victoria Chess. New York, NY: Puffin Pied Piper Books.

2. PLOT SUMMARY
This book is a collection of poems By J. Patrick Lewis. All of the poems in this selection are about animals.

3. CRITICAL ANALYSIS
Organization - The poems in this anthology are all by J. Patrick Lewis and are all about animals. This book was written in 1990 but this date does not affect the animal characteristics which are written about. The last page in the book tells about the author and the artist. There is no table of contents for this book. The book begins right off with short poems which are about animals and their characteristics.
Literary Merit – The poem BRAGGING IN THE BARNYARD is about roosters. The poem states that it is ridiculous for a rooster with his red crown to think himself a king because in the end the only king he is likely to be is chicken a la king. The poems are very cleverly written. They frequently focus in on a physical or innate characteristic of the animal and focus on it, such as the “red crown” in this poem.
Poetic Element – The poems in this book are short and fun to read. The main idea of each poem is evident and they frequently remind the reader of a special attribute or characteristic of an animal such as the rhinoceros’ nose in HOW THE RHINOCEROS GOT HIS NOSE and the eyes of the owl in ALL EYES. The poems are all fun to read and include use of sound elements such as rhythm, rhyme, and alliteration, which are all evident in the first two lines of ALL EYES. “Silly bird is Mr. Owl / Hoots a single silly vowel.” Some of the poems even help you to visualize the animal with the text in the verse. This is apparent in the use of the B and the D when discussing the bactrian (two humps) and the dromedary (one hump) camels in the poem, HOW TO TELL A CAMEL, and the placing of the words in the shape of a flamingo in the concrete poem, A FLAMINGO.
Appeal to Readers – The poems in this book are very appealing to children. Children love animals and these short, humorous poems are very fun to read. The topics are mostly familiar but when studied more closely, children are very likely to learn new information about animals, such as the difference between one and two humped camels. The topic of animals will continue to appeal to children across time and ethnicity.
Illustrations – The illustrations in this book are very colorful and help the reader to visualize the poem. In the poem BRAGGING IN THE BARNYARD, the illustrations show the rooster strutting around like a prince while the people and the dog have a thinking bubble overhead which shows a plucked chicken ready for the pot. This illustration definitely adds to the humor and understanding of the poem.

4. REVIEW EXCERPTS
"A collection of marvelous light verse as fresh as spring".--The Horn Book, starred review.
School Library Journal’s Best Book of the Year
Booklist Editor's Choice
Ohio Reading Circle Award.

5. CONNECTIONS
* This book can be used to enhance science vocabulary and teach animal facts.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* This book can be used to teach vocabulary and figurative language.
* This book can be used to teach sound / symbol correspondence.
* This book can be used to promote oral language development.

Review: ROLLING HARVEY DOWN THE HILL, Genre 3, Poetry

1. BIBLIOGRAPHY
Prelutsky, Jack. 1980. ROLLING HARVEY DOWN THE HILL. Ill. By Victoria Chess. New York, NY: Mulberry Books. ISBN 0688122701

2. PLOT SUMMARY
This book is a collection of poems by Jack Prelutsky. This selection includes humorous poems which tell of the antics of five friends whom live in the same neighborhood.

3. CRITICAL ANALYSIS
The Poems in this anthology by Jack Prelutsky all center around the topic of friendship and what goes on in the mischievous day to day lives of 5 neighborhood boys. Some to the poem topics include smoking, eating bugs, cheating, bragging, breaking rules, fighting, bad habits, practical jokes, and bullies. The poems in this selection are very funny, and most young boys will relate to them.
Organization – This selection includes more than a dozen short poems by the famous author/poet Jack Prelutsky. There is a page at the end of the book which gives background information on Prelutsky and the illustrator, Victoria Chess. There is a contents page in the beginning. This page builds anticipation. The titles of the poems set the tone for the antics of the boys which are portrayed.
Literary Merit- One selection, SMOKING IN THE CELLAR, centers on breaking rules. It gives a detailed description of the boys’ first try of a cigarette. The reader can visual the secretiveness of the action by the description. The boys “slipped inside the storage room and bolted shut the lock”. The reader can also “smell and taste” the nastiness of the cigarette,
“We coughed and wheezed and sputtered
as we breathed in clouds of smoke,
Will turned white and Lumpy green,
And Tony and I just choked.”
This vivid description should help to deter readers who have mischievous ideas. The characters are bold with strong traits. In this poem the character is stealing cigarettes from his grandmother. This poem, and the others in the book, will pertain to boys across time and ethnicity. They will relate to the topics. The topics are mostly about boyish qualities which are not to be bragged about but are definitely things boys do.
Poetic Elements – The poems in this selection are easy to read. They consist of short, easy to read lines. Rhythm and repetition are frequently present, “ slurp, slupp he ate it up,…….slupp, slurp Willie burped. The poems are very real and funny and often there is a lesson which is learnt at the end, such as in THE RACE. In this poem the character, Harvey, brags that he is the best and he can win any race. He is fast but when he turns to look back-
"He tripped and lost his footing
and smacked right into a wall-
it’ll be a week till Harvey brags
or plays with us at all."
The poem, MR. MULLIGANS WINDOW, also has a very interesting ending. In this poem the boys are playing baseball where they were not suppose to play and a window is broken when a home run is hit.
"Though Anthony busted the window,
I had written MY name on the ball."
Illustrations – The illustrations definitely add to the text. They are simple and in black and white but they capture the main idea of the poems. In the poem SMOKING IN THE CELLAR the expressions on the faces of the boys show just how sick the cigarettes are making them. In the poem LUMPY IS MY FRIEND the expressions on the faces of the characters show just how mischievous Lumpy is and by the expression of his friend, how confusing it can be to have a friend who does things which you do not agree with. These expressions help the reader to know just how the characters are feeling.
Appeal to Readers – These poems are very appealing to young readers, especially boys. The topics are all things which they can relate to. They are things which have happened or will happen to most any boy. My boys, age 5 and 7, thought that this book was great!!

4. REVIEW EXCERPT
Starred review in BOOKLIST - "Fresh and funny."
Booklist –“ Illustrated with line drawings guaranteed to provide chuckles, this series of poems details the misadventures of five neighborhood kids, four of whom in the title poem gleefully give a bully his due at the end of the book.”

5. CONNECTIONS
*This book can be used to model poetry which portrays situations which are personal.
* Can be used in writer’s workshop to model personal narratives in a poetic form.
* This book can be used to teach poetic elements of sound such as rhythm, repetition,
alliteration, and consonance.
* These poems can be used to illustrate the use of puns, word play, and humor.
* To teach vocabulary and figurative language.
* To teach sound / symbol correspondence.
* Used to promote oral language development.

Review: THE OLD WOMAN AND HER PIG, Genre 2, Traditional Literature

1. BIBLIOGRAPHY
Kimmel, Eric. 1992. THE OLD WOMAN AND HER PIG. Ill. By Giora Carmi. New York:Holiday House. ISBN 0823409708

2. PLOT SUMMARY
This tale is a retelling of the classic THE OLD WOMAN AND HER PIG. The author states in the beginning that this is a “lighter version.” In this version there is no hanging of the butcher or killing of the ox. These instances are replaced by lassoing of a cowboy and spurring of a horse. In this story the old woman’s pig refuses to climb a stile which keeps them from getting home. The old woman tries time and time again to get help. She is finally successful in persuading one animal to begin a chain of events which eventually enables her and her pig to get home at night.

3. CRITICAL ANALYSIS
This is a cumulative tale which is great fun to read out loud. The text is repetitious and very rhythmic. Children will chime right in with the reading of the dialogue. Each new scene builds upon the last. Children are likely to pay very close attention in order to enable them to recall the sequence of events in the correct order. In this story the old woman travels from character to character trying to get help to convince her pig to cooperate and get over a fence. The solutions which she seeks are humorous; “dog nip pig”, “stick poke dog”, “fire burn stick”, “water quench fire”, “horse drink water”, etc. The circumstances of the characters are quite interesting and promote reflection of their situations. The old woman is persistent and this pays off when she if finally able to use her cleverness (which is questionable) and convince the cat to help her. The cat begins physically persuading each character in turn to help the old woman with her predicament. This chain of events is quite a production but in the end the simple old woman triumphs and is able to get home at night.

The illustrations are extremely interesting in this selection. The animal and inanimate characters are all given personified characteristics. Most everything in this story has a face. The trees and bushes, the wall, vegetables, and the haystacks are only some of the objects which are portrayed with human faces. In first half of the story the word “no” appears in each page. The word is hidden in the animal or object that is telling the old woman “no” they are not willing to help her. Children will have great fun pointing out all the “faces” and the “no” words. The illustrations are not only great entertainment but they are also very bright and colorful.

4. REVIEW EXCERPTS
From School Library Journal - Kimmel's books are always welcome for their potential storyhour use, and this rendition of a standard English folktale is no exception. The familiar cumulative tale of the old woman and her pig has been done in an excellent version by Galdone (McGraw 1960; o.p.), and is the title story in Anne Rockwell's fine collection (Crowell, 1979). However, Kimmel offers a ``lighter alternative'' (his words) to the originally bloodthirsty text, making it a kinder, gentler story. Thus the dog doesn't bite the pig but ``nips'' him, the stick ``pokes'' the dog, the cat ``chases'' rather than eats rat, etc. It works very well, with no loss of rhythm. Carmi's colorful illustrations are wild, crazy, and full of life; they catch the spirit immediately. Almost everything pictured has a face (rocks, trees, clouds, flowers, even the initial caps on each page). Each successive person or thing forms the word ``no'' as an answer to the old woman's requests; children will have fun locating it on each page. Putting aside reservations about the necessity of watering down folktales, the volume is bursting with fun, and will certainly be well loved by children and storytellers alike.

5. CONNECTIONS
*This tale can be used to teach the sight word “no”.
* This tale can be used in a lesson on personification.
*This tale can illustrate that persistence pays off.
*This tale can definitely be used to teach cause/effect.

Review: BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE, Genre 2, Traditional Literature

1. BIBLIOGRAPHY
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE. Ill. By James Warhola. NewYork: Scholastic. ISBN 0590255061

2. PLOT SUMMARY
This book is a Southwestern take on the traditional Cinderella tale. The gender roles have been reversed, Bubba the Cowboy is mistreated by his stepbrothers and stepfather. Miz Lurleen is the rich ranch woman looking for a husband. A fairy god cow assists Bubba in getting to the ball and when the spell is broken at midnight Miz Lurleen is left with a cowboy boot. She searches for and finds the owner of the boot, her true love Bubba, and they ride off into the sunset and live happily ever after.

3. CRITICAL ANALYSIS
This is a very funny take on the Cinderella tale. The setting is in the southwest and the great vocabulary (“downright disgraceful”) and dialogue (“You’re sorrier than a steer in a stockyard”) certainly supports this. When read aloud in a country twang, the story is very entertaining. The writing is fun and rhythmic. There are magical elements present. The fairy godcow swishes her tail and Bubba is magically dressed in a crisp, shiny, dazzling and a “whiter than a new salt lick” suit and an ordinary steer in transformed into a beautiful white stallion. The story ends with love conquering all and the happy couple “rode off into the sunset” and “lived happily ever after, roping, and cowpoking, and getting them doggies along.”

The illustrations really add to the text in this story. They are bright, vibrant, and full of action. The expressions on the character’s faces are full of emotion. They really help to show what Bubba and the other characters are going through and what they are feeling at the time. The illustrations are loud and colorful just like the language in this story.

4. REVIEW EXCERPTS AND AWARDS
Nominated for Children's Book Award (North Carolina), 1999 Nominated for Washington Children's Choice Picture Book, 2000 Nominated for Arizona Young Reader's Award, 2000 Nominated for Children's Book Award (Colorado), 2000 Reciepient of Golden Sower Award, 2001 Kirkus Reviews - "Bubba and babe, hair as big as a Texas sun, ride off to al life of happy ranching, and readers will be proud to have been along for the courtship."

5. CONNECTIONS
*This book can be a fun addition to a unit on ranching or farming.
*This book can be used to illustrate interesting dialogue in a writer’s workshop.
*This book can be used in conjunction with other southwestern takes on Cinderella or other fairy tales. Some examples include:
Lowell, Susan. CINDY ELLEN: A WILD WESTERN CINDERELLA. ISBN 0064438643
Holub, Joan. CINDERDOG AND THE WICKED STEPCAT. ISBN 0807511781
Lowell, Susan. THE BOOTMAKER AND THE ELVES. ISBN 0531071383
Lowell, Susan. THE THREE LITTLE JAVELINAS. ISBN 0873585429.
Huling, Jan. PUSS IN COWBOY BOOTS. ISBN 0689831196
Johnston, Tony. THE COWBOY AND THE BLACK-EYED PEA. ISBN 069811356X
Hopkins, Jackie. THE HORNED TOAD PRINCE. ISBN 1561451959

Review: GHOSTS! GHOSTLY TALES FROM FOLKLORE, Genre 2, Traditional Literature

1. BIBLIOGRAPHY
Schwartz, Alvin. 1991. GHOSTS! GHOSTLY TALES FROM FOLKLORE. Ill. By Victoria Chess. USA: HarperTrophy.

2. PLOT SUMMARY
This is an “I Can Read” level 2 book. This selection contains several short folktales and poems relating to ghosts. The cover advertises “Ghostly Tales from Folklore”. The stories involve death and ghosts but they are presented in a matter of fact way and not too scary. The back of the book includes a section which gives information about the origin of these folktales and rhymes.

3. CRITICAL ANALYSIS
This book is fun for young children. It is not too detailed or complex, perfect for a beginning reader to read on his/her own. The subject matter is about dead people and ghosts, but this is presented in a way which is more fun than scary. In the story, “The Little Green Bottle,” the school bully dies quickly and without fuss. She attempts to continue to bully by haunting. The main character ends up outsmarting her and she lives forever trapped in a bottle. This is “just punishment” for a bully of her type. The rhymes are “cute” and fun to read such as “ghosts sitting on posts eating toast”. The book ends with a rhyme which will keep ghosts away, “Crisscross, double-cross, Ghost, get lost!” This ending will help to ensure that there are no nightmares. This “scary book” is fun and will give young readers confidence and a feeling of reading “older” subject matter.

The illustrations are colorful and simple. They are a nice compliment to the text. The faces are full of expression. The eyes and the mouths are a bit eerie and add to the text. The illustrations, like the text, are more interesting than scary, once again making this book appropriate for younger audiences.

4. REVIEW EXCERPTS
School Library Journal- Those familiar with Schwartz's ability to produce the best of scary tales for young readers will find this newest addition to be a hit. The sentences are short with a manageable vocabulary, even for those kindergarteners who can tackle the challenge of an early reader. The text is complemented with primitive watercolor illustrations executed in attractive pastels; while the facial expressions are given a semblance of ghoulishness, the total effect is one of enticement (and even humor) rather than of horror. While these stories are not as heart-thumping as those in Schwartz's In A Dark, Dark Room (HarperCollins, 1985), this will nevertheless provide a fun introduction to the "ghostly" genre, and give children a chance to check out a "scary" book. Appended is a page on the origins of the tales and legends.
Kirkus Reviews- From its foreword to its notes on ``Where the Stories Come From,'' this
“I Can Read” collection of seven appealing, mildly scary stories is a model of authenticity: the simplified but effective retellings honor both their sources and their intended audience. Chess's tongue-in-cheek illustrations add a perfect gruesome touch.

5. CONNECTIONS
* The simple stories can be used as models in writer’s workshop, possibly near Halloween. The students can write their own scary stories or rhymes.
* These stories can also be used to model (teach) rhyme, dialogue, and cumulative stories.
* These stories can be studied to distinguish what could be real and what is fantasy.

Review: THE THREE PIGS, Genre 1, Picture Books

1. BIBLIOGRAPHY
Weisner, David. 2002. THE THREE PIGS. New York, NY: Scholastic. ISBN 0439445175.

2. PLOT SUMMARY
This version of The Three Little Pigs begins as the traditional versions do but it quickly takes an unexpected turn of events. The little pigs are actually able to escape the wolf by leaving the pages of the story and venturing out to explore a world of their own. In this story the pigs save a dragon from his would be slayer and therefore have a friend for life. You can imagine the benefits of having a dragon in your debt if your enemy is a wolf.

3. CRITICAL ANALYSIS
This story is a wonderful take on the traditional version. The characters of the pigs become more deep and unique as they venture out of the traditional story and make choices which affect their lives. The befriending of the dragon is so very intelligent as this indebts the dragon to the pigs. This choice really does enable them to “live happily ever after.”

The illustrations are beautiful. Depending on the setting, the appearance of the pigs changes throughout the story. In the beginning the pigs appear flat and cartoonish as they often do in traditional Three Little Pigs stories. As they emerge from the story they take on more realistic, three dimensional characteristics. This more complex appearance matches the pigs more complex actions. This visual really adds to the intelligence and individualization of the pigs.

4. REVIEW EXCERPTS
Publishers Weekly-“Wiesner’s brilliant use of white space and perspective…evokes a feeling that the characters can navigate endless possibilities.”
Children’s Literature- “A clever tale that will keep kids poring over every detail.”
School Library Journal- “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”


5. CONNECTIONS
*Use in conjunction with a study of Caldecott award winning books by David Weisner:
TUESDAY, ISBN 0395870828 and FLOTSAM, ISBN 0618194576, and Davis Weisner’s Caldecott Honor books: FREE FALL, ISBN 068810990 and SECTOR 7, ISBN 0395746566.
* Use to compare/ contrast different versions of The Three Little Pigs books. Some versions to look at include: THE FOURTH LITTLE PIG, by Teresa Noel Celi, ISBN 0817235779, THE TRUE STORY OF THE 3 LITTLE PIGS, by Jon Scieszka, ISBN 0140544518, THE THREE LITTLE WOLVES AND THE BIG BAD PIG, by Eugene Trivizas, ISBN 068981528, and THE THREE LITTLE JAVELINAS, by Susan Lowell, ISBN 0873585429.

Review: A CALDECOTT CELEBRATION, Genre 1, Picture Books

1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION. New York:Walker and Company. ISBN 0802786561.

2. PLOT SUMMARY
This book focuses on six authors whom have been awarded the Caldecott Medal for the most distinguished American picture book for children. The book concentrates on the past 60 years of the history of the Caldecott Medal. In this book one author was chosen from each decade. Each section gives personal information and some insight as to how the author went about writing his or her award winning story.

3. CRITICAL ANALYSIS
This is a very informative book. It tells about the history of the Caldecott Medal and the background on receiving the medal. Each section includes information on the award winning author and the book which he/she wrote and illustrated. The information is on the author’s background as well as all the preparation and struggles which go into creating these winning publications. The information is personal and gives the reader incite into the authors thoughts and actions.

4. REVIEW EXCERPT(S)
Starred review in Publishers Weekly: “Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”
Starred review in Booklist: “A lively, informative introduction to each book and its maker. A beautifully make book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”

5. CONNECTIONS
This book would certainly be wonderful to use in a writer’s workshop to show students how writing requires necessary preparation and follow through. It shows the reader that great products do not come easy but they can be highly rewarding. It also lets children see that authors are real people just like themselves.

Little Tree Review, Genre 1, Picture Books

1. BIBLIOGRAPHY
Raschka, Chris. 2001. LITTLE TREE. Poem by E.E. Cummings. New York, NY: Hyperion Books. ISBN 0786807954

2. PLOT SUMMARY
This book begins with the poem Little Tree, by E.E. Cummings. The poem describes a plain tree in the forest which is chosen to become a beautifully decorated Christmas tree. The story Little Tree, by Chris Raschka is his response to the poem. The story follows the tree’s journey from the forest to the tree lot in the city. The tree is chosen for its attributes by a specific family. The tree and the family are a perfect match. The family takes the tree home and decorates it for their very own special Christmas tree.

3. CRITICAL ANALYSIS
This story is a warm your heart Christmas tale. The little tree dreams of becoming special and his dreams are realized when he is chosen by the perfect family. The family transforms the little tree from an ordinary pine tree into a spectacular Christmas tree which is the center of attention. This story brings back warm memories of when my family would go to the mountains and choose our own perfect tree.

4. The illustrations are beautifully detailed. Each page has many details which add information to the story as to what is going on in the journey of the little tree from the forest until he finally arrives at the apartment of his perfect family. The illustrations are bold in that they are made mostly from the primary colors and different shades of green. The shapes are very geometric.

5. REVIEW EXCERPT(S)
Booklist- “A pleasant little story about a perfect little tree.”
School Library Journal- “Inspired by Cummings’s poem, which is presented in its entirety at the beginning of this beguiling book, Raschka’s story echoes and expands on its themes of families and belonging.”

CONNECTIONS
* This book can be used when teaching units on holiday’s and holiday traditions.
* This book is useful in reinforcing the sight word “little”.
* Young children can find different geometric shapes in the illustrations.
* Students can create their own special decorated “little” tree or create ornaments for their Christmas trees.

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