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.