Module 3: Poetry Break: Unusual Form: Senryu

Wing Nuts: Screwy Haiku

by Paul B. Janeczko and J. Patrick Lewis

Creating Haiku and then Senryu: One of the most beautiful and delicate forms of poetry is the tiny haiku, developed in long-ago Japan. Haiku comes from the word hokku, meaning "beginning phrase." The poet begins a picture with his words, and the reader completes it with his imagination. A haiku poem unites the poet and the reader for one brief moment in a common life experience.

The formula for writing haiku is simple.

Line 1 = 5 syllables

Line 2 = 7 syllables

Line 3 = 5 syllables

Haiku is usually about nature and typically has two thoughts. The first thought is what the poet observes. The second thought is his personal feelings or interpretation of what he sees.

As the authors of Wing Nuts: Screwy Haiku say in their forward, "Senryu is the kissin' cousins of haiku!" A senryu poem has the haiku structure and is often confused with it. Named after its inventor, Senryu Karai, the poem's topic centers on human nature, particularly the dark side. Cynicism or dark humor can underlie the images. Modern senryu can be a form of flash fiction, like a snapshot of a situation but layered with meaning. (http://www.ehow.com/)

Introduction: While this book had me at the title: Wing Nuts: Screwy Haiku, I was delighted to open the book and be satisfied with hilarious senryu's that are silly, pithy, and filled with outrageous remarks! This type of poetry would be best experienced following a unit on Haiku.

My older sister

gets a complete makeover--

very mascary!

Freedom vanishes

as the babysitter arrives...

kids are tied in nots

Traveling circus--

the knife thrower

hiccups

Extension: Read each of the three senryu's (that are written on the board) and without discussing or showing the book illustrations, ask the students to illustrate one of the senryu's. Take time to read each poem again and ask students to share their interpretations. Leave the book available for students to read other senryu's and to enjoy the comical illustrations! This book and activity would be a great introduction for a lesson on figurative language (simile, metaphor, alliteration, onomatopoeia, personification, hyperbole, idioms, clichés).

Janeczko, Paul B. and J. Patrick Lewis. 2006. Wing Nuts: Screwy Haiku. New York: Little, Brown and Company.

Photo courtesy of http://www.target.com/

Module 3: Book Review: Verse Novel

Stop Pretending: What Happened When

My Big Sister Went Crazy

by Sonya Sones

Plot Summary: This novel in verse by Sonya Sones is an autobiographical memoir. It tells the story of what happened when the author was thirteen years old and her nineteen year old sister had a nervous breakdown and was later hospitalized. Feeling quite alone, the author writes about her loneliness, her family torn apart by grief, and the heartbreak of losing her sister to mental illness.

Critical Analysis: This novel, told in first person, is a compilation of poems which are no less than five lines and no more than three pages long. The authors use of free-verse poems in this award winning novel, allows the reader to share in the heroine’s thoughts and feelings. Reading the journal entries, a bond is created between the reader and "Cookie" (aka Sonya Sones). Cookie’s losses feel real and painful. The small glimmers of hope become joyful celebrations to the reader. Sones' choice of book title, Stop Pretending: What Happened When My Big Sister Went Crazy immediately caught my interest as I have a teen-age niece who was recently diagnosed as bi-polar. This novel could have easily been written by her younger sister and one that I wish I could tactfully recommend that she read. Sones' novel is by no means a lighthearted book of prose poetry but a memoir of a young lady who faces a life changing experience while mourning the loss of her sister, as she once was, to manic depression.

Excerpt:

In The Morning

there's

this golden moment

when the sun

licks through the gauze

fluttering at my window

warming my eyelids to opening


this golden moment

when I'm not yet awake enough

to remember

that there are things

I would rather

forget

Extension: Read this novel in a middle/high school literature class. Discuss what Cookie might be feeling if she was a student at your school. Locate other novels that depict mental illnesses such as The Bell Jar, or Girl Interrupted and/or films such as Sybil, or One Flew Over the Cuckoos Nest in order to gain a deeper understanding of what it feels like to lose someone to mental illness. This may help students be more understanding towards the lives touched by mental illness and perhaps enable them to be more sympathetic to others who are "different".

Sones, Sonya. 1999. Stop Pretending: What Happened When My Big Sister Went Crazy. New York: HarperCollins Publishers.

Photo courtesy of http://www.target.com/

Module 3: Poetry Choice: Poetry That Does Not Rhyme (Poetry Break)

Hope Through Heartsongs
by Mattie J.T. Stepanek

Matthew J. T. Stepanek (Mattie) was twelve when he wrote and illustrated Hope Through Heartsongs. Mattie has written poetry since the age of three and this book is the fifth book he wrote. Mattie was diagnosed with Dysautonomic Mitochondrial Myopathy which interrupts autonomic, or automatic, functioning (for example, breathing, heart rate, blood pressure, body temperature, digestion, utilization of oxygen...). While Mattie had a disability, he never let that slow him down. He was named the National Goodwill Ambassador for MDA and enjoyed speaking about peace efforts and global tolerance. Young Poet and Peacemaker Hero Mattie Stepanek passed away on the morning of June 22, 2004. Mattie’s poems of peace and hope have touched millions of lives; his heartsongs will continue to reach people of all ages around the world for decades to come.

Introduction: The teacher should visit http://www.mattieonline.com/ to learn more about this author and share with the students personal information regarding Mattie's diagnosis, accomplishments, and information that sparked an interests in writing poetry. (This poem would be a great poem to read at the beginning of the year when establishing classroom rules.)

Fair Feelings

Everyone has feelings--

Love, fear, sadness,

Happiness, confusion, hope...

Feelings depend on one's

Personal situation at a given time.

We should feel free and

Encouraged to express feelings,

But never in a way

That hurts the feelings of others.

Even if a person does not think

It is a big deal to say something

That could upset another person,

It could be a very crushing

Experience to that person.

It could affect the rest

Of his or her life, and

Possibly, even the lives of others

Subsequently touched by that person.

Attitudes are contagious.

March 2000

Extension: Ask students about what they heard. (Did this poem rhyme, what was he writing about, etc.) Display a large copy of the poem (written on chart paper) and let the students follow along slowly as you read it a second time. Again, discuss any new ideas relating to the poem. Lead a discussion about feelings and attitudes in the classroom and how they can contribute to a positive environment. Continue to read the poem weekly for the first few weeks of school and sporadically throughout the school year.

Stepanek, Mattie J.T. 2002. Hope Through Heartsongs. New York: Hyperion.

Photo courtesy of http://www.target.com/

Module 2: Poetry Break: NCTE Award Poet

The Dark

By Myra Cohn Livingston

Introduction: Never mind how distracted I was by the wonderful collection of poems in this Big Book of Poetry! I concentrated on the three poems by NCTE Award winning poet, Myra Cohn Livingston. I chose to use The Dark for my Poetry Break. The Dark is a poem for every child who has had some apprehension when the lights go out at bedtime. This poem would be fun to read in the dark with a flashlight. After reading the poem, look around the darkened classroom and identify things that look much different in the dark than they do with the lights on.

The Dark

It's always

dark

around my bed

and darkest

where I put my head;

and there are nights

when strange sounds

call

inside

the hollow

of the wall

and creaking noises

from inside

the closet

where

the

nightmares

hide;

so after I have said

my prayers

and hear them

talking from

downstairs,

I look around

so I can see

where everything

I know should be--

especially

along the floor,

the crack of light

beneath the door.

Extension: Follow up with the Caldecott award winning book, Where the Wild Things Are by Maurice Sendak. Take time to notice the illustrations as Max's bedroom furnishings transform into exotic locations with mythical creatures. *Invite students to share scenarios they have imagined after their lights go out at bedtime (* discuss with older elementary students)

Martin, Jr, Bill and Michael Sampson. 2008. The Bill Martin Jr Big Book of Poetry. New York: Simon & Schuster.

Photo courtesy of http://www.target.com/

Module 2: Poetry Book Review: Naomi Shihab Nye (Multicultural)

A Maze Me

Poems For Girls

by Naomi Shihab Nye

Illustrated by Terre Maher

Naomi Shihab Nye, is an American, an Arab, a Poet, a parent, a woman of Texas, a woman of ideas. The daughter of a Palestinian father and an American mother, she's lived in old Jerusalem, in St. Louis, and now with her own family in San Antonio, Texas.

Naomi Shihab Nye provides insight into her childhood in her Introduction at the beginning of A Maze Me. She reflects on her desires to stay a twelve years old and the frustration of having to grow up. She encourages tweeners to write three lines down in a notebook every day and to reflect upon those thoughts in order to identify uncanny connections.

Nye provides the reader with over 70 poems that speak to females from age 11 to 99. Many poems in this collection provide imagery and life application lessons. In the poem "The Bucket", a little girl who frolics by the sea offers a lesson in the simplicity of a child's life. "I Said to Dana's Mother" provides insight into a teenagers yearning for adulthood. Dana's Mother quickly and succinctly states, "Missy", she said (not my name), "you'll never be as free as you are now." Teenage angst is found "In the School Cafeteria" ("You're not here today. Are you sick? Why are you absent? And why, among all these faces, is there only one I want to see?") and in "Where He Is" ("Because I knew the boy I haven't met yet is here too, somewhere close by, and I knew he was looking up. I could feel him looking."). Nye provides young women with poetry that can be referred to during the formative years of adulthood in a way that they can relate to. This poetry book is a must for any female coming of age.

Life is a tangle of

twisting paths.

Some short.

Some long.

There are dead ends.

And there are choices.

And wrong turns,

and detours,

and yield signs,

and instruction booklets,

and star maps,

and happiness,

and loneliness.

And friends.

And sisters.

And love.

And poetry.

Life is a maze.

You are a maze.

Amazed.

And amazing.

Nye, Naomi Shihab. 2005. A Maze Me. Greenwillow Books.

School Library Journal Best Book
ALA Notable Children’s Book
Lee Bennett Hopkins Poetry Award

Photo Courtesy of http://www.alibris.com/ and Michael Nye.

Module 2: Poetry Choice: Douglas Florian, Poetry Break

Insectlopedia

by Douglas Florian

Introduction: I selected the poem The Daddy Longlegs, from Douglas Florian's, Insectlopedia for the sheer reason that I enjoyed how the words rolled off my tongue. This would be a wonderful poem to echo with the students. Read each line of the poem and have the students repeat each line after you.

The Daddy Longlegs

O Daddy

Daddy O

How'd you get

Those legs to grow

So very long

And lean in size?

From spiderobic

Exercise?

Did you drink milk?

Or chew on cheese?

And by the way,

Where are your knees?

O Daddy
Daddy O

How'd you get

Those legs to grow?

Extension Activity: Borrow jump ropes from the P.E. coach and encourage students to jump rope while you chant this poem. Students will not only enjoy using the poem in a different setting outside the classroom but also in love bringing it outside to the playground! Encourage the students to make up gestures that follow the poem as they jump! Endless possibilities!!

Florian, Douglas. 1998. Insectlopedia. New York: Scholastic Inc.

Photo Courtesy of http://www.alibris.com/

Module 1: Poetry Choice: African American Poetry, Poetry Break

Honey, I Love
and other love poems
By Eloise Greenfield

Introduction
This poem comes from Honey, I Love and other love poems and shares the sadness of one child over the loss of an adult friend. Discuss what a keepsake is. A keepsake could be a favorite note, trinket, photo, or other object that holds a special memory or meaning to the individual. Brainstorm, with the upper elementary students, possessions that they hold dear to their hearts. After the discussion, read the poem.

Keepsake
Before Mrs. Williams died
She told Mr. Williams
When he gets home
To get a nickel out of her
Navy blue pocketbook
And give it to her
Sweet little gingerbread girl
That's me
I ain't never going to spend it.

Extension
Draw illustrations about students own keepsakes. Using a written copy of the poem Keepsake, hang students illustrations around it as a display in the classroom or hallway.

Greenfield, Eloise. 2003. Honey, I Love and other love poems. New York: HarperCollinsPublishers.
Photo courtesy of http://www.amazon.com/

Module 1: Poetry Book Review: Hopkins Anthology

America At War

Poems Selected by:
Lee Bennett Hopkins

Introduction:
America At War is filled with selections by Lee Bennet Hopkins and is illustrated by Stephen Alcorn. This book is described as "Poetry of War". It is divided into eight sections that cover raw emotions from the American Revolution to the Iraq War. This book is a collection of 54 poems by more than forty poets, such as Stephen Crane, Carl Sandburg, e. e. cummings, and Walt Whitman. Stephen Alcorn uses watercolor illustrations in a variety of styles. His images capture the meaning of the ideas contained in each poem. The book is divided into sections by eight significant wars in America's history. Each introductory page contains the name of the war, the dates it was fought, a quote about the war, and a short summary of the conflict. I found it interesting that the number of recorded deaths and wounded were listed on the introduction of each war.

An example of how each section is organized:

PERSIAN GULF WAR

(1991)

"We make war that we may live in peace."

Aristotle (384-322 B.C.)

Greek philosopher

* * *

This anthology of poems leaves the reader thoughtful, silent, and mournful of how war ravages the soul. There are numerous examples of sensory imagery and emotional impact throughout this collection. Many of the poems I found hard to read but knew that they deserve to be absorbed. These are true depictions of the harshness of war!

My Brother's Shirt

Rebecca Kai Dotlich

It is mine now,
one stiff army shirt,
THOMPSON printed
on the pocket.
United States Army
sends something home;
gives part of you back.
The part that cannot
breathe, or speak
or tease me
anymore.

This free verse poem is but one example of the poignant submissions one would find in America at War. Dotlich evokes several sensory images through her carefully written words. As with nearly all of the poems in America at War, My Brother's Shirt stimulates a variety of emotions from the reader.

This anthology of war poems is a must have for any teacher conducting lessons on the various wars that America participated in. The poems allow the reader to grasp the magnitude of emotions associated with warfare. America at War exposes effects of war and pays tribute to those who have served, those now serving and those who have given their lives to protect our freedoms.

Hopkins, Lee Bennett Hopkins. 2008. America At War. New York: Margaret K. McElderry Books.
Photo Courtesy of: http://www.target.com/

Module 1: Poetry Break: School/Library/Books

They Don't Do Math in Texas

By Kalli Dakos

Introduction: This poem expresses exaggerated details of a school left behind. Read the poem aloud with the voice of Kate and the other student to further distinguish between the two characters (bring it with attitude).

They Don't Do Math in Texas

Kate used to live in Texas.
I'd like to shoot her to the moon,
Or into another galaxy,
Whenever she says the word Texas.

"In Texas," Kate says,
"I was in sixth grade,
Instead of just in fourth
Like I am here."

"In Texas the kids stayed up
All night watching television
Because school didn't start
Until four o'clock."

"In Texas we only did math
In kindergarten.
Once we learned that
One plus one equaled two
We never had
To study math again."

"In Texas we only went to school
On Mondays and Fridays,
And every classroom
Had a popcorn machine,
A drink machine,
And a candy machine
With five different chocolate bars
And six choices of gum."

"In Texas we ate chips
And drank root beer
While we did our schoolwork."

"In Texas I was
The smartest kid
In the whole school.
I always had A's
In every subject
And for five years
I never had
One question wrong."

"In Texas
Everyone was my friend,
But my best friend was Jake."

"We practiced judo together,
Cooked our wild chili recipe for lunch,
And painted the colors
Of the desert
On canvas,
With our easels side by side."

"In Texas wild horses
Roamed as free as the wind.
For recess we went for long rides
In the sagebrush
And over the mountains."

"We rode as long as we wanted,
And when we turned back
The sunsets lit up the entire sky
With golden treasures."

"In Texas I was pure gold,
While here I'm just another rock."

I kind of feel sorry for Kate,
Even though I'd blow her to the moon
With the blink of my eye
If I could.

I'd like to ride in the sagebrush
At recess,
And see that golden sky,
And never do math again.

But I really don't believe
They have popcorn machines,
And drink machines,
And candy machines
In every classroom.

You'd have to go farther
Than Texas for that.
You'd probably have to go
To another galaxy
Before you'd find a school
That lets students
Drink root beer
And eat chips
While they do their work.

I do hope Kate learns
To like her new school
Before everyone
In our class
Hates her.

As for me,
I'm asking my mom and dad
to get new jobs

In Texas!
Just in case!

Dakos, Kalli. 1990. They Don't Do Math in Texas from If You're Not Here, Please Raise Your Hand. New York: Four Winds Press.

Children’s Choice Selection
International Reading Association
1991

Extension Activities: Have students verbally tell an exaggerated story comparing their hobby/sport to all of the other hobbies/sports on earth. Prove that your hobby/sport is the best, most popular, and greatest ever.

Photo Courtesy of: http://www.dontmesswithtexas.org/index.php

AMERICAN BORN CHINESE by Gene Luen Yang

C. Patterson's TWU Blog: Book Review Spring 2007
Welcome to the Book Review section of my TWU blog. This blog was established as a requirement of my TWU course: Literature for Children & Young Adults (LS 5603.20).

AMERICAN BORN CHINESE by Gene Luen Yang

Book Review: Michael L. Printz Award
AMERICAN BORN CHINESE by Gene Luen Yang

Bibliography
Yang, Gene Luen. 2006. AMERICAN BORN CHINESE. New York & London: First Second. ISBN 1596431520

Plot Summary
This story introduces three seemingly unrelated characters. The Monkey King of Flower Fruit Mountain aspires to be in alignment with other gods in the heavens but must become the creature that Tze-Yo-Tzuh, his awesome creator intends for him to be. Jin Wang, an American born Chinese, befriends Wei-Chen all while trying to fit into a typical United States upper grade school. Danny, an Anglo-American, is humiliated once again by a yearly visit by his outspoken Chinese cousin, Chin-Kee. These three separate plots intertwine throughout the story and mold together at the climactic end.

Critical Analysis
Graphic novelist Gene Yang presents three individual plotlines that deal with the issue of what it means to be Asian American and how that affects their ability to be accepted into American culture. These three completely independent storylines cleverly converge into a meaningful climax that leaves the message: accept who you are and you’ll be happier for it.

Young readers will identify with pop culture attributes such as Transformer toys, Coke, and sitcoms. Yang skillfully creates a clever and painfully humorous commentary about race, self-acceptance, alienation, and teenage angst.

Yang provides occasional Chinese ideograms or myths that blend with potty humor, playground politics, and racial stereotypes. Yang uncomfortably brings to head the realistic stereotypes that have existed in American for years through his depiction of Chin-Kee. Reviewers of this graphic novel contend that Chin-Kee and other characters promote an insulting portrayal of the Chinese culture with their grossly exaggerated stereotypes.

Yang creates strong visual interest to this novel through his crisp line drawings which are rich and vibrant. This accomplished graphic storyteller often produces the art that contradicts the written word thus creating a synthesis that engages the reader. The illustrations complement the story effectively without overshadowing the powerful text.


Review Excerpts
“Yang helps the humor shine by using his art to exaggerate or contradict the words, creating a synthesis that marks an accomplished graphic storyteller. The stories have a simple, engaging sweep to them, but their weighty subjects–shame, racism, and friendship–receive thoughtful, powerful examination.” -Booklist
“Even when Yang slips in an occasional Chinese ideogram or myth, the sentiments he’s depicting need no translation. Yang accomplishes the remarkable feat of practicing what he preaches with this book: accept who you are and you’ll already have reached out to others.” – Publisher’s Weekly
“… this novel explores the impact of the American dream on those outside the dominant culture in a finely wrought story that is an effective combination of humor and drama.” – School Library Journal

Connections

• Identify several Chinese Folktales mentioned in the story and research how they interconnect with American Born Chinese.


• Visit Yang’s blog: http://www.firstsecondbooks.com/authors/geneYangBlogMain.html


• Read The Trades Interview with Gene Yang: http://www.the-trades.com/article.php?id=5053


• Read other graphic novels by Gene Luen Yang
  GORDON YAMAMOTO AND THE KING OF THE GEEKS. ISBN: 0943151953
  LOYOLA CHIN AND THE SAN PELIGRAN ORDER. ISBN: 1593620055

Photo courtesy of www.amazon.com

CRISS CROSS by Lynne Rae Perkins

CRISS CROSS by Lynne Rae Perkins

Book Review: John Newbery Award
Criss Cross by Lynne Rae Perkins

Bibliography
Perkins, Lynne Rae. 2005. CRISS CROSS. New York, NY: Greenwillow Books. ISBN 060092726

Plot Summary
Debbie, age fourteen, wishes something would happen…SOON. She frequently spends time with her friends Lenny, Hector, Phil, and Patty sitting in the pickup listening to a radio show called Criss Cross. This book shifts between the life and times of various characters that are interwoven to create CRISS CROSS.

Critical Analysis
The Newbery Medal winner, Lynne Rae Perkins, pens CRISS CROSS, a book filled with various sub-plots that incorporate Haiku, poems, prose, and question-and-answer format. Art is found scattered throughout the book in a variety of mediums that include black and white photography, pencil, and ink. Many pictures are quirky sketches.

The story takes place in Seldem, a suburb in perhaps the central US during the 1970’s. Debbie, Hector, and their friends struggle with issues like relationships, self-concepts, and trying to fit into common cliques among peer groups. While most young adult novels focus on issues such as divorce, sex, rape, drug and alcohol abuse, this novel’s most risqué concept is driving without a driver’s license.

Debbie and other characters would “criss cross” or interact with others throughout the novel which explains the symbolism of the title. Debbie finally connects with someone unexpectedly, Peter from California, who is only visiting. At the end, Debbie feels there is no one for her, she “criss crosses” again and connects with Hector. CRISS CROSS shows teenagers who are trying to find their niche in the world. During this process, Debbie and Hector are believably sarcastic and insecure which makes them identifiable to others who may be of this age. Perkins reveals the characters personalities through a balance of narrative revelations about what they are thinking, as well as, through dialogue between the characters.

The beginning of this novel leaves the reader confused by the choppiness of the writing. The book provides a smoother read by the halfway mark. It is my opinion that this is symbolic of the uncertainty of youth followed by the learning curve that Perkins characters acquire near the end.

The only intriguing storyline that threads its way through the book is the necklace that says “Debbie”. This necklace changes hands many times until it finally is returned to its original owner. Debbie and Hector were to be brought together by the necklace but alas, the moment passes and the connection is lost.

This novel was mostly dull and had it not been an assignment, the book would have been promptly returned to the library. I believe that anyone under the age of fifteen would find the book disinteresting due to the adolescent feelings, lack of defined plot, and choppy writing style.

Review Excerpts
"Writing in a wry, omniscient third-person narrative voice, Perkins deftly captures the tentativeness and incompleteness of adolescence," said Award Committee Chair Barbara Barstow. “With seeming yet deliberate randomness, Perkins writes an orderly, innovative, and risk-taking book in which nothing happens and everything happens."
Young teens will certainly relate to the self-consciousnesses and uncertainty of all of the characters, each of whom is straining toward clarity and awareness. School Library Journal
Few cultural references set the book in the 1970s, but most readers will find their contemporaries in these characters. Best of all are the understated moments, often private and piercing in their authenticity, that capture intelligent, likable teens searching for signs of who they are, and who they'll become. Booklist

Connections

• Discuss identifiable lessons that are found throughout the story.
• Write an alternate ending to the story.
• Write and illustrate, “What If” (For example: What if Debbie went to the movie with Lenny? What if Russell turned in the “Debbie” necklace to the school Lost and Found? What if Lenny hadn’t taught Debbie how to drive?)
• Map the path of the necklace throughout the story.
• Read Lynne Rae Perkins’ companion novel to CRISS CROSS, ALL ALONE IN THE UNIVERSE.
  
  Photo courtesy of www.amazon.com
  

THE GOLDEN COMPASS by Philip Pullman

THE GOLDEN COMPASS by Philip Pullman

Book Review: Fantasy
THE GOLDEN COMPASS by Philip Pullman

Bibliography
Pullman, Philip. 1995. THE GOLDEN COMPASS. New York: Alfred A. Knopf, Inc. ISBN 679879242

Plot Summary
Lyra Belacqua, an eleven-year-old girl, spends her carefree days at Jordan College running through the town of Oxford with her friend Roger, the kitchen boy. Accompanying Lyra in all of her adventures is Pantalaimon, her daemon (the keeper of her soul). Lyra’s life as she knows it changes following a visit from her Uncle, Lord Asriel. Unbeknownst to Lyra, the journey to her ultimate destiny irrevocably begins. Such curious topics as Dust, severed children, and mysteries from The North intrigue Lyra as she secretly hides in the wardrobe in the Scholars Retiring Room.

Soon after this visit, children begin to disappear from Oxford and surrounding towns. “Gobblers” are the cause of such atrocities and all are apprehensive. Lyra receives word that the beautiful, young Mrs. Coulter, requests her presence as her assistant. Lyra believes that all of her questions about The North will be sated as she prepares to leave her humble life at Jordan College. Upon her departure, Lyra receives an althiometer, a golden compass, which will become a source of enlightenment for many things to come.

Lyra enjoys her new role as assistant to Mrs. Coulter for a short time before she discovers Mrs. Coulter’s cruel and possessive nature. She escapes from her benefactor and is protected by a family of gyptians, the Costa’s, with whom she knows from her carefree past. It is during her time with them that Lyra learns more about The North, Dust, and children who are captured by the Gobblers. Lyra discovers that her friend Roger, from the Jordan College, is among the children who are missing. Lyra joins countless gyptians, John Faa and Father Coram on a quest to unravel the mysteries regarding the Oblation Board. Lyra soon discovers the identities of her father and mother which encourage Lyra to locate and rescue Lord Asriel.

During the journey, Lyra learns how to operate and interpret the althiometer. This enables her, among other things, to aide a majestic, armored bear named Iorek Brynison. This gesture of goodwill produces a steadfast bond of friendship between the two. Lyra soon learns how advantageous this is as she, herself, is captured by the Oblation Board. While at their secret location, Lyra is reunited with Roger. Lyra learns about devastating experiments performed on pre-adolescent children that involve daemons being severed from their soul mates. Through nerves of steel and determination, Lyra creates a diversion and provides a means of escape to all that are held captive. Lyra and the children rejoin the gyptian group and continue their quest to The North to find Lord Asriel.

Lyra ultimately locates Lord Asriel only to discover that he, too, is interested in obtaining Dust from children by means of daemon separation. Lord Asriel separates Roger from his daemon and is provided with a means of travel over the bridge to a parallel world. Together, Pantalaimon, Lyra, and the alethiometer pursue Lord Asriel into this new world in order to search for the true purpose of Dust.

Critical Analysis
THE GOLDEN COMPASS is a fantasy complete with intrigue, heroism, and imaginative events. Pullman provides an intricate plot combined with unique, yet identifiable characters. Young readers may have difficulty visualizing many occurrences throughout Lyra’s journey but will identify with the individual choices made by key characters, and themes of love, friendship, and honor portrayed throughout the novel. Due to the graphic details related to destruction, death, and warfare, this novel is not for young audiences.

While many readers may experience difficulty immersing into Pullman’s fantasy world, this novel provides many cliffhangers, which entice readers to continue on Lyra’s quest. Fans of soft science fiction and fantasy will embrace the battles, plot twists, and heart-racing events. Those that embrace the journey will be delighted to know that THE GOLDEN COMPASS is the first in a series.

Review Excerpts
A totally involving, intricately plotted fantasy that will leave readers clamoring for the sequels. Booklist

"As always, Pullman is a master at combining impeccable characterizations and seamless plotting, maintaining a crackling pace to create scene upon scene of almost unbearable tension. This glittering gem will leave readers of all ages eagerly awaiting the next installment of Lyra's adventures.” --(starred review), Publishers Weekly

Connections
Discuss and illustrate the type of daemon you might have as a young adult.

Compile a dictionary of words used in THE GOLDEN COMPASS and make connections between Lyra’s world and ours.

Watch the THE GOLDEN COMPASS DVD. Compare and contrast related events from the book to the movie.

Read other books in His Dark Materials Trilogy

Pullman, Philip. 1997. THE SUBTLE KNIFE. New York: Alfred A Knopf. ISBN 069879250

Pullman, Philip. 2000. THE AMBER SPYGLASS. New York: Alfred A Knopf. ISBN 0679879269


Photo courtesy of www.amazon.com

CONFUSCIUS: THE GOLDEN RULE by Russell Freedman

CONFUSCIUS: THE GOLDEN RULE by Russell Freedman

Book Review: Biography
CONFUSCIUS: THE GOLDEN RULE by Russell Freedman

Bibliography
Freedman, Russell. 2002. CONFUSCIUS: THE GOLDEN RULE. New York, New York: Scholastic Press. ISBN 043913957

Plot Summary
“If you study the past and use it to understand the present, then you’re worthy to be a teacher.” Confuscius was a radical thinker from 551 B.C. whose ideas helped mold the ideals of our own democratic government today. This wise sage, who is still thought of as a “loony philosopher” by the eastern world, had many profound ideas regarding politics, education, and spirituality. “The Analects” collects his philosophy of compassion and fairness which has influenced religious and political thoughts throughout the world. Five centuries before Jesus spoke of the Golden Rule, Confuscius set forth his own philosophy by saying, “Do not impose on others what you do not wish for yourself.”

Critical Analysis
Newbery Medal winner Freedman creates an engaging narrative that revolves around stories, legends, and dialogues from The Analects of Confuscius. While infusing Chinese history, culture, and language into the narrative, Freedman points out the impact of Confucius’ ideas on the Western World’s democratic society and ideals. The tone is serious, but Confucius’ wit and playfulness is highlighted throughout, thus, allowing the reader to ponder the wisdom of this sage. Clement’s moody illustrations supplement the thoughtful text. The full-page pieces of art pay tribute to Chinese-style paintings. The deteriorating frames add color and design to the landscape depictions, onto which photographed fruits, petals, and berries have been superimposed.

Review Excerpts
Just as Confucius "prodded [his students] to think in new ways," it will open new doors for young readers. Publishers Weekly

The world today could hardly do better than to ponder the wisdom of this sage. School Library Journal

Connections
List ten quotes from Confucius and identify the lesson to be learned about
Confucianism from the quotes as it applied to modern times.

Create a biographical story told from the perspective of Confucius.

Write your own personal “code of ethics”. What qualities do “good people” have?

Photo courtesy of www.amazon.com

THE BALLAD OF LUCY WHIPPLE by Karen Cushman

THE BALLAD OF LUCY WHIPPLE by Karen Cushman

Book Review: Historical Fiction
THE BALLAD OF LUCY WHIPPLE by Karen Cushman

Bibliography
Cushman, Karen. 1996. THE BALLAD OF LUCY WHIPPLE. New York, New York: Houghton Mifflin Company. ISBN 0395728061

Plot Summary
When California Morning Whipple’s widowed mother decides to relocate her family from their comfortable lives in Massachusetts to the 1849 Gold Rush town of Lucky Diggins, California resents the upheaval and decides to hate it before she even arrives. Grasping for some sort of control over her young life, California declares her name to be unsuitable when she arrives in the state of California, and decides that her new name will be Lucy. Everything familiar to Lucy has been left behind, including her beloved library, so she plans to save her coins from her pie baking business to pay for immediate travel back east. Lucy’s brother, Butte, and sisters, Prairie and Sierra, seem to embrace their new surroundings while Lucy, ever willing to lose herself in a book, resists the pull of the west as she ultimately finds her way home.

Critical Analysis
Karen Cushman pens a witty and vividly descriptive narrative of the California Gold Rush that begs to be read aloud. Lucy, the irresistible tween, provides wry humor and a sharp tongue throughout the novel which lightens the somber mood of the actual trials and tribulations during this period in history. Cushman’s usage of first person narrative breathes life into the background information and historical facts surrounding the 1849 Gold Rush.

Review Excerpts
“PW gave a starred review to this gold-rush novel by Newbery Medalist Cushman, calling it "a coming-of-age story rich with historical flavor.” Publishers Weekly.

“Cushman's forceful writing combined with a narration in which the characters live and breathe make this a first choice for libraries.” School Library Journal

Connections
Read nonfiction accounts of life during the California Gold Rush. Create a Venn diagram with the accounts of the nonfiction books and THE BALLAD OF LUCY WHIPPLE by Karen Cushman.

Levy, Jo Ann. THEY SAW THE ELEPHANT: WOMEN IN THE CALIFORNIA GOLD RUSH. ISBN: 0806124733

Chartier, Jo Ann. WITH GREAT HOPE: WOMEN OF THE CALIFORNIA GOLD RUSH. ISBN: 1560448881

Photo courtesy of www.amazon.com

WORTH by A. LaFaye

WORTH by A. LaFaye

Book Review: Historical Fiction
WORTH by A. LaFaye

Bibliography
LaFaye, A. 2004. WORTH. New York, New York: Simon & Schuster Children’s Publishing Division. ISBN 0689857306

Plot Summary
After Nathaniel’s leg is shattered in a freak farming accident, he is bitter, frustrated, angry and mourns the sense of self. While working through the pain, his father adopts a boy, John Worth, to help on their Nebraska farm. Both boys share different, yet similar wounds and learn to accept each other as they realize how much they need each other to survive. The novel grapples with the grueling hardships of farm life during the late 19th century and the power struggles between farmers and ranchers.

Critical Analysis
LeFaye’s novel introduces the readers to the Orphan Train of the late 19th century and the hardships that often occurred for farming families. Heartfelt emotions are evident throughout this Scott O’Dell Award winning book for historical fiction. LaFaye weaves in a subtle message about the power of story, as Nate builds a bond with John by reading him Greek myths out of a borrowed book. Alexandria LaFaye has created a group of memorable characters engaged in a compelling, page-turning plot. WORTH is recommended for readers aged 8 to 12.

Review Excerpts
“The short, spare novel doesn't need the heavy heroic parallels; it tells its own story of darkness and courage. A great choice for American history classes." Booklist

“A compelling and historically accurate story beautifully rendered.” School Library Journal

Connections
Research medical practices used in the late 1800’s for common ailments. Then, write a pamphlet (directed to the doctors themselves) on how to care for their patients. Ailments could include: broken bones, fevers, cuts and abrasions, sore throat, or childhood diseases like chicken pox, diphtheria, or scarlet fever (caused by strep throat).

Haller, John. THE HISTORY OF AMERICAN HOMEOPATHY: THE ACADEMIC YEARS, 1820-1935. ISBN: 0789026597

Farmers’ Almanac at: http://www.farmersalmanac.com/. Consult the “natural cures” section.



Photo courtesy of www.amazon.com

WEATHER by Seymour Simon

WEATHER by Seymour Simon

Book Review: Non-Fiction
WEATHER by Seymour Simon

Bibliography
Simon, Seymour. 1993. WEATHER. New York, Morrow Junior Books. ISBN 0688105475

Plot Summary
“It’s cloudy today. It’s also sunny, rainy, and snowy, hot and cold, calm and windy, dry and damp.” Simon investigates the ever changing patterns of weather. He explores the circulation of the atmosphere, the jet stream, the movements of cold and warm fronts, and formations of raindrops, snowflakes and hailstones. He teaches how to identify the various cloud families and explains what kinds of weather particular clouds are likely to bring. WEATHER introduces the reader to the instruments and the possible affects of human activities has on the atmosphere. Simon makes complex scientific concepts understandable and interesting!

Critical Analysis
Simon presents this topic with high-quality, full-color photographs and diagrams. The blending of words and pictures create a seamless presentation of the concepts. The large printed text is easy to read. Simon is not completely successful in simplifying such a tough, complex topic. Several times there were pictures that had no correlation to the subject on the page. On a double page spread, the diagrams that demonstrate the way the sun warms the Earth and the speed of its rotation do not clearly explain those phenomena. This is generally a competent and attractive book, but will require the reader to investigate further options to completely understand the complex concepts.

Review Excerpts
"Children will be drawn into every aspect of this fine book." Boston Globe "As with Simon's previous titles on the individual planets (Morrow), this book is a perfect marriage of words and pictures.” School Library Journal

Connections
Create a diorama or illustrations that answer the question “Did you know?” pertaining to one of the Seymour Simon books listed below. Present your diorama or illustrations to your classmates.

Simon, Seymour. LIGHTNING. ISBN 0060884355
Simon, Seymour. TORNADOES. ISBN 0064437914
Simon, Seymour. STORMS. ISBN 0688117082


Photo courtesy of www.amazon.com

FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS by Suzanne Jurmain

FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS
by Suzanne Jurmain

Book Review: Non-Fiction
FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS by Suzanne Jurmain

Bibliography
Jurmain, Suzanne. 2005. FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS. Boston: Houghton Mifflin Company. ISBN 0618473025

Plot Summary
Prudence Crandall followed her heart and opened her private school for “Young ladies and Misses of colour” in January 1832. She taught geography, history, reading, philosophy, and chemistry and her school became one of the first African-American schools in America. Despite the support of William Lloyd Garrison, the editor of the antislavery newsletter, Liberator; Reverend Samuel May, a Unitarian minister; and others, her crime of teaching to “Young ladies and Misses of colour” met much resistance by her community. The townspeople of Canterbury, Connecticut were outraged and thus passed the “Black Law” which prohibited the education of black children from out of state. Miss Crandall faced angry mobs, arson, vandalism, time in jail and constant harassment by her community. Prudence Crandall was an educator, emancipator, and human rights advocate who fought great battles to change a world when few agreed with her determination. She proved herself to be an outspoken champion for equality of education and the rights of women.

Critical Analysis
In this 2006 Orbis Pictus Honor Award book, Jurmain locates a number of black and white and color photos from archives which introduce the main characters in this highly readable nonfiction novel. The appendix, which includes an epilogue, gives brief notes about the girls who attended the Crandall school, the friends and enemies of this drama and source notes for the many quotes found from the novel. Jurmain creates a compelling account of an almost forgotten incident from history.

Review Excerpts
“This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative.” School Library Journal

“Jurmain makes painfully clear what Crandall and her students faced, while showing their courage as they stood up to those who tried to deter them.” Booklist, Starred Review

Connections
Compare and contrast information from FORBIDDEN SCHOOLHOUSE and other books about Prudence Crandall:

Alexander, Elizabeth and Marilyn Nelson. MISS CRANDALL’S SCHOOL FOR YOUNG LADIES & LITTLE MISSES OF COLOR. ISBN 1590784561


Photo courtesy of www.amazon.com

ENCANTADO: PINK DOLPHINS OF THE AMAZON by Sy Montgomery

ENCANTADO: PINK DOLPHINS OF THE AMAZON
by Sy Montgomery

Book Review: Non-Fiction
ENCANTADO: PINK DOLPHINS OF THE AMAZON by Sy Montgomery

Bibliography
Montgomery, Sy. 2002. ENCANTADO: PINK DOLPHINS OF THE AMAZON. Pictures by Dianne Taylor-Snow. Boston: Houghton Mifflin Company. ISBN 0618131035

Plot Summary
Naturalist, Sy Montgomery takes us to a South American forest filled with water… the Amazon. While here, we embark on an adventure of a lifetime as we travel through this jungle world in search of the mystical pink dolphins called “Encantado”. Scientists, researchers, and guides help us on our journey as we go back to a prehistoric period in order to study these Encantado in their natural habitat. Together, we experience the Amazon’s beauty, diversity, and magic.

Critical Analysis
This book is filled with amazing full-color photographs of the adventure through the Amazon’s rivers, villages, and jungles. This book is written in second person which stirs up the imagination of the readers as they investigate pink dolphins with the author and a guide. Throughout the adventure, the readers encounter dangerous plant and animal life thus provoking a level of excitement through the reading of the text. Colorful maps and a time line depict the evolution of the pink dolphins and the Amazon. There are many meaningful connections to be made when reading the back of this book. Included is an annotated list for further reading, information about the photographs, startling statistics, odd facts, and unsolved mysteries. Readers who crave adventure will be satisfied with this nonfiction gem that inspires us as it informs.

Review Excerpts
"A stimulating text and vibrant, full-color photographs entice readers on this trip down the Amazon... A non-fiction title that inspires as it informs." School Library Journal, Starred review"A captivating travelogue...children with a taste for adventure will enjoy this enthusiastic field trip to the rainforest." Booklist, ALA, Starred Review

Connections
Encourage students to inquire about The Rainforest Conservation Fund. More information can be found at: http://www.rainforestconservation.org/.

Other books about the Amazon:
Fitzpatrick, Anne. THE AMAZON RIVER. NATURAL WONDERS OF THE WORLD. ISBN 1583413227
Lourie, Peter. AMAZON. A YOUNG READER’S LOOK AT THE LAST FRONTIER. ISBN 1563977125
Waterlow, Julia. THE AMAZON. RIVERS OF THE WORLD. ISBN 0811431010

Photo courtesy of www.amazon.com

A POCKETFUL OF POEMS by Nikki Grimes

A POCKETFUL OF POEMS by Nikki Grimes

Book Review: Poetry
A POCKETFUL OF POEMS by Nikki Grimes

Bibliography
Grimes, Nikki. 2001. A POCKETFUL OF POEMS. Ill. By Javaka Steptoe. New York: Clarion Books. ISBN 0395938686

Plot Summary
Tiana pulls words from her pocket which are the inspiration for Nikki Grimes’ paired poems, which are lyrical free verse and haiku. Words such as Shower, Caterpillar, and Snow come of out Tiana’s pocket and then are transformed into sweet selections of poems that depict the urban outlook of life in the inner city. The highly visual collage illustrations complement Grimes’ poems. Every reader will be mesmerized by the wide range of materials used in each collage.

Critical Analysis
Grimes provides two poems per page, one in free verse, the other in haiku. Reading the haiku’s engages the reader by interesting text that is often slanted, curved, squiggly, and wavy. The poem titled “Hot” provides sensory imagery, as do many of Grimes’ poems. “Hot is a thirsty word that wakes me from a deep sleep. I leave my dreams and stumble to the kitchen. I place the word in the sink, then turn the cold water on full-blast”. The illustrations are a direct collaboration with the text. Steptoe creates Tiana from continual outlines made from construction paper. Her collages are mixed-media that are created with vivid colors. Steptoe uses ribbon, toothpicks, tin pie pans, lace, and string among many other items in her illustrations. This book hums with energy and is a fabulous book to sit and share!

Review Excerpts
“A playful and thoroughly successful pairing of words and pictures”. School Library Journal

"There's so much vibrant energy and freshness in this collaboration, the book will dance into the hearts of children right away." Booklist, ALA, Starred Review

Connections
Invite children to write their own haiku and illustrate them with mixed media supplies.

*Other haiku books:
Berry, Eileen. HAIKU ON YOUR SHOE. ISBN 1591663741
Chaikin, Miriam. DON’T STEP ON THE SKY: A HANDFUL OF HAIKU. ISBN 0805064745

Davis, Daniel. CAUGHT CREATURES. ISBN 0977417301

Photo courtesy of www.amazon.com

IN AUNT GIRAFFE'S GREEN GARDEN by Jack Prelutsky

IN AUNT GIRAFFE’S GREEN GARDEN by Jack Prelutsky

Book Review: Poetry
IN AUNT GIRAFFE’S GREEN GARDEN by Jack Prelutsky

Bibliography
Pretlutsky, Jack. 2007. IN AUNT GIRAFFE’S GREEN GARDEN. Ill. By Petra Mathers. China: Greenwillow Books. ISBN 0066238684

Plot Summary
With over 40 books of poetry, author Jack Prelutsky continues to delight readers both young and old with this collection of twenty-eight silly poems! Travelers will enjoy “Ten Mice Went To Denver” and “There Was A Man In Mexico” along with the numerous other geographical themes featuring animals and children. Be ready to sit and smile as you journey through this peppy book of prose!

Critical Analysis
This book is best read aloud to hear the rhyming couplets and silly lines! The poem titled “Peter Ate A Pound Of Pudding” shows a child who has no desire to eat spinach. “Peter ate a pound of pudding and a pumpkin pie, Peter ate a layer cake eleven inches high. Peter ate a cookie that was bigger than his cat. He never ate his spinach- Peter had no room for that”. Any mother with children will relate to this charming poem. The illustrations on each double page spread are bright watercolor paintings which fit perfectly with the lighthearted collection of poems. Sharing Prelutsky’s whimsical poems with children will be a delightfully, silly way to pass an afternoon!

Review Excerpts
“A lighthearted, high-spirited collection for sharing any time, in groups or one-on-one”. From Booklist

“This truly wonderful collection is a must-have for libraries. Librarians, teachers, and parents will turn to it again and again”. School Library Journal

Connections
Using a US map, pinpoint the areas mentioned in the book.
Students may copy and illustrate their favorite poem from this collection.

*Other poetry books by Jack Prelutsky:
Prelutsky, Jack. FOR LAUGHING OUTLOUD: POEMS TO TICKLE YOUR FUNNYBONE. ISBN 0394821440
Prelutsky, Jack. THE FROGS WORE RED SUSPENDERS. ISBN 0688167195

Photo courtesy of http://www.amazon.com/

OUT OF THE DUST by Karen Hesse

OUT OF THE DUST by Karen Hesse

Book Review: Poetry
OUT OF THE DUST by Karen Hesse

Bibliography
Hesse, Karen. 1997. OUT OF THE DUST. Scholastic Publishing. New York. ISBN 0590360809

Plot Summary
Fourteen-year-old Billie Jo narrates this story through her personal journal written in free-verse. Billie Jo writes of the depressing realities of living during the early 1900’s when constant dust storms blow hopes, like a fine dusting of red soil, completely over the plains. Billie Jo finds that all things she holds dear can suddenly be taken away with the wind. Billie Jo’s turmoil and grief include the loss of a parent, sibling, and the gift of music, in addition to the grit that continually buries her soul. Billie Jo finds hope when there appears to be none. She forges forward with a new connection with her father and together they find ways to forgive and move forward into a life that brought hardships and senseless losses.

Critical Analysis
The authors use of free-verse poems in this John Newbery award winning novel, allows the reader to share in the heroine’s thoughts and feelings. Reading the journal entries, a bond is created between the reader and the fictional narrator. Billie Jo’s losses feel real and painful. The triumphs over hardships become joyful celebrations to the reader. Hesse’s choice of book title, OUT OF THE DUST not only depicts the Oklahoma Dust Bowl during the Depression, but can be understood as honoring of hope and inner strength. Hesse’s novel is by no means a lighthearted book of prose poetry but a tribute to a young girl who faces unbelievable tragedies and prevails over years of discontentment.

Review Excerpts
“This intimate novel, written in stanza from, poetically conveys the heat, dust, and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine’s emotions". From Publishers Weekly

“After facing loss after loss during the Oklahoma Dust Bowl, Billie Jo begins to reconstruct her life. A triumphant story, eloquently told through prose-poetry”. From Library School Journal

Connections
Teachers may use OUT OF THE DUST to teach US history regarding the Oklahoma Dust Bowl, one of the major events during the Depression Era.

Compare and contrast the hardships in Billie Jo’s life with the types of hardships students face today. It will be interesting to find similarities between the two eras.

Discuss what life lessons can be learned from OUT OF THE DUST.

Other books depicting hardships during the Depression Era:

Egan, Timothy. THE WORST HARD TIME: THE UNTOLD STORY OF THOSE WHO SURVIVED THE GREAT AMERICAN DUST BOWL. ISBN 0618773479

Henderson, Caroline. LETTERS FROM THE DUST BOWL. ISBN 0806135409

Stanley, Jerry. CHILDREN OF THE DUST BOWL: THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP. ISBN 0517880946

Photo courtesy of http://www.amazon.com/

MOUSE MATCH: A CHINESE FOLKTALE by Ed Young

MOUSE MATCH: A CHINESE FOLKTALE by Ed Young

Book Review: Traditional Literature
MOUSE MATCH: A CHINESE FOLKTALE by Ed Young

Bibliography
Young, Ed. 1997. MOUSE MATCH: A CHINESE FOLKTALE. Harcourt Brace & Company. Singapore. ISBN 0152014535

Plot Summary
The mouse parents of a beloved mouse daughter are searching for the greatest and most powerful suitor for her. The much flattered sun politely refuses for it can be blocked by a cloud. The cloud can be scattered by the wind; the wind can be stopped by the mountain; the mountain can slowly be crumbled by mice. When the mouse daughter becomes a bride, the mouse family learns that to find an answer they had not only to look- but also to see.

Critical Analysis
This story is a variant of the MOUSE BRIDE, an ancient Chinese tale. In this story, the moral lesson of finding value in what is already familiar is taught. Diversity is recognized in this folktale by the openness of the mouse parents to their mouse daughter in regards to her marrying an animal of another race. This is portrayed by the silhouettes of a various suitors that meet the mouse parents. The story is constructed as an accordion book that opens into an 18-foot mural. Brown hues are used in a collage with pastel and watercolor illustrations. On the reverse side on this mural one will find striking white Chinese calligraphy on a black background.

Review Excerpts
“Young presents a Chinese variant of the "Mouse Bride" tale to demonstrate the importance of recognizing the value of what is in one's own backyard”. From School Library Journal

“It's a polished, effective presentation, for lap-sharing or story hours, and evidence that Young continuously redefines his role as a picture-book creator”. From Kirkus Reviews

Connections

1. This story lends itself to dramatic play by the use of silhouette stick characters to retell the story while a narrator reads the book. Students may act out the roles of the sun, clouds, wind and mountain.

2. Compiling moral lessons learned from this story and other Chinese folktales by Ed Young could be copied and illustrated by children to keep in their private collections. The students can also discuss these moral lessons in class and correlate to issues in their lives.

*Other Chinese folktales by Ed Young
Young, Ed and Tracey Adams. THE LOST HORSE: A CHINESE FOLKTALE. ISBN 015205023X
Young, Ed. TERRIBLE NUNG GWAMA: A CHINESE FOLKTALE. ISBN 0529054442

Photo courtesy of www.amazon.com

BIGFOOT CINDERRRRRELLA by Tony Johnston

BIGFOOT CINDERRRRRELLA by Tony Johnston

Book Review: Traditional Literature
BIGFOOT CINDERRRRRELLA by Tony Johnston, Illustrated by James Warhola

Bibliography
Johnston, Tony. 1998. BIGFOOT CINDERRRRRELLA. Ill. by James Warhola. G. P. Putnam’s Sons. New York. ISBN 0399230211

Plot Summary
BIGFOOT CINDERRRRRELLA is an ultimate opposite version of the traditional Cinderella story. In this version, the odoriferous Bigfoot prince is searching the old-growth forest for his horrendously hairy Bigfoot woman to have as his bride. His bride must love nature and “No pick flowers!”. Meanwhile, back in the depths of the forest, there lived a Bigfoot woman, her two daughters, and stepdaughter, Ella. The stepsisters despise Ella and roar at her so much that she is known as Rrrrrella. They torture Rrrrrella, who is a nature lover, by combing her fur and sticking wildflowers in it. Every year the Bigfoot prince hosts a great fun-fest. This year, the putrid prince decrees that whichever woman can roll him off a log and into the river, will become his wife. Unable to attend the logrolling festivities with her stepsisters, Rrrrrella wishes aloud that she could go. Her wish is soon granted by her Beary Godfather. He transforms her fur into a matted mass and provides her with enormous bark-clogs for her humongous feet and warns her to return before sundown! Rrrrrella arrives at the fun-fest just in time to logroll with the Bigfoot prince. Grunting with all her might, Rrrrrella spins the log, gives a mighty twist and - floop! – the prince takes a nosedive into the river! Rrrrrella has not a moment to spare before sundown. As she runs into the woods, she is transformed into her old, combed, and flowery self. The prince lurches from the water only to wonder, “Where my stinking beauty go?”. By the story’s end, the prince not only locates his Bigfoot woman but also finds that she is the Bigfoot woman of his dreams!

Critical Analysis
This story has dramatic qualities due to the definite personalities of the Bigfoot prince and Bigfoot family of women. This social variation of the traditional Cinderella story adds an element of surprise and whimsy to the original tale. Dialog such as “No pick flowers!” and “Where my stinking beauty go?” add interest to this humorous story. There is an extra bonus of an environmental lesson contained within this read-aloud. The illustrations draw the reader into the Bigfoot community by the large, brightly painted scenes in rich greens, browns, and gold.

Review Excerpts
"What becomes a Bigfoot most? This silly twist on a favorite fairy tale clears up that question (and more) with humor and style." From Publishers Weekly

"It's hilarious fun with a message for all ages." From School Library Journal

Connections
This story would be an excellent compare and contrast along with other Cinderella versions and variants.

Other Cinderella stories with social variations include:
Ketteman, Helen. BUBBA, THE COWBOY PRINCE. ISBN 0590255061
Louie, Ai-Ling. YEH SHEN: A CINDERELLA STORY FROM CHINA. ISBN 0698113888
Steel, Flora Annie. TATTERCOATS: AN OLD ENGLISH TALE. ISBN 0878881093


Photo courtesy of www.amazon.com

PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS by Paticia C. McKissack

PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS by Patricia C. McKissack

Book Review: Traditional Literature
PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS by Patricia C. McKissack, Illustrated by Andre Carrilho

Bibliography
McKissack, Patricia C. 2006. PORCH LIES: TALES OF SLICKSTERS, TRICKSTERS, AND OTHER WILY CHARACTERS. Ill. By Andre Carrilho. Schwartz & Wade. New York. ISBN 0375836195

Plot Summary
In the twilight of the warm summer evenings, family, friends, and neighbors gather to share tall tales or porch lies, "tales of humor and exaggeration told to listeners of all ages gathered together on the porch,". Grab a cool glass of lemonade, a comfy spot and prepare to listen to ten folktales about slicksters, tricksters and other wily characters from decades gone by.

Critical Analysis
McKissack transports the reader to the past when radio shows and porch lies were an evening’s entertainment. Tales deep in African American history range from rib-tickling humor to cool-prickly spookiness. The reader is mesmerized by the super-sized tales that show humanistic qualities of goodness, mercy, courage, and love. The author has memorialized these porch-spun tales of old in a manner that leaves the reader wanting more.

Carrilho provides black and white, full-page illustrations that complement the stories. These illustrations portray many of the characters in shadowy silhouettes, which are elongated in an eerie, off-balanced manner thus providing harmony between the text and pictures. The overall effect of the illustrations provides an excellent, yet sometimes disturbing visual to the reader.

This book is clearly meant to be shared with older children (9 years old and up) due to the several tales that include the devil, death and dying, and the background knowledge needed regarding history of the KKK and the James Brothers (Frank and Jessie).


Review Excerpts
“These 10 literate stories make for great leisure listening and knowing chuckles.” - School Library Journal
“…the nine original tales in this uproarious collection draw on African American oral tradition and blend history and legend with sly humor, creepy horror, villainous characters, and wild farce.” Booklist. (Starred Review)

Connections
Encourage readers to share tales that have been told by their parents or grandparents.
Discuss what important lessons are learned by each character in the story.
Compare and contrast various characters in the book.

Other folktales for children:
McDermott, Gerald. ZOMO THE RABBIT: A TRICKSTER TALE FROM WEST AFRICA. ISBN 0152010106
Kharif, Sharia. COON TAILS. ISBN 0976911728
Cole, Joanna. BEST-LOVED FOLKTALES OF THE WORLD. ISBN 0385189494

Photo courtesy of http://www.amazon.com/

KITTEN'S FIRST FULL MOON by Kevin Henkes

KITTEN’S FIRST FULL MOON by Kevin Henkes

Book Review: Picture Book
KITTEN’S FIRST FULL MOON by Kevin Henkes

Bibliography
Henkes, Kevin. 2004. KITTEN’S FIRST FULL MOON. Greenwillow Books. ISBN 0060588284

Plot Summary
Poor kitten mistakes the full moon in the darkened sky for a little bowl of milk. Kitten spends her evening trying to taste the “milk” but ends up eating a bug, pinching her tail, and getting all wet in her thirsty pursuit. Kitten finally gives up and finds herself receiving a satisfying surprise.

Critical Analysis
Henkes’ writing is simple and charming in this sweet story about a naive little kitten. The reader is drawn in throughout the story while trying to guess what kitten might do next. The author succinctly writes the story in an easy to read manner that makes the reader feel sad for kitten’s misfortunes.

The story warms the heart with the soft pencil drawings in black and gray which effectively portray kitten’s feelings during her pursuit. The degree of shadings capture the surroundings bathed in moonlight. Throughout the story, we see the distance between the kitten and the moon highlighted by the vast whiteness between the two.

This book makes for a superb bedtime story.

Personal Response

My daughter Olivia, who is ten, picked up this book because of the adorable, kitten on the front cover. She laughed at the funny antics of the kitten and smiled happily upon finishing the book. She immediately wished she was able to read this book to her 1 1/2 year old cousin in Atlanta. In my eyes, this response from Olivia is exactly what makes a book a good book! One that you would like to read again and share!

Review Excerpts
2005 Caldecott Medal

“Henkes' text, reminiscent of Margaret Wise Brown's work in the elemental words, rhythms, and appealing sounds, tells a warm, humorous story…” -Booklist (starred review)

“The rhythmic text and delightful artwork ensure story time success. Kids will surely applaud this cat's irrepressible spirit.” –School Library Journal

Connections
Encourage readers to share their thoughts and feelings about a time that they experienced something new for the first time.

If young children, have the readers act like the kitten as the story is read.

Read other books by Kevin Henkes.
CHRYSANTHEMUM. ISBN 0688147321
A WEEKEND WITH WENDELL. ISBN 0688140246
LILY’S PURPLE PLASTIC PURSE. ISBN 0688128971

Other books for children regarding social situations: new experiences
Rosenberry, Vera. VERA’S NEW SCHOOL. ISBN 0805076131
Horacek, Petr. A NEW HOUSE FOR MOUSE. ISBN 0763625175
Berenstain, Stan and Jan Berenstain. THE BERENSTAIN BEARS GO OUT FOR THE TEAM. ISBN 0394873386

Photo courtesy of www.amazon.com