1. BIBLIOGRAPHY
Yep, Laurence. 2006. THE EARTH DRAGON AWAKES. New York: Harper Collins Children’s Books. ISBN 9780329675981
2. PLOT SUMMARY
The everyday lives of Henry, the child of a well-to-do San Francisco family and his friend Chin, the son of Henry’s family’s “houseboy” take a tumultuous turn when the ground beneath their feet moves viciously. While they spent their days prior to the Great San Francisco Earthquake of 1906 reading “penny dreadfuls” and dreaming of heroes like Wyatt Earp, they spent the days after seeing their families and friends become true heroes. Pulling trapped neighbors out of wrecked homes and fighting fires are only a short number of the events these two families take part in as the story of how this horrific series of events affected hundreds of thousands living in the greater San Fran area. While moments of sadness ring true, the overall message is one of hope and courage, which young readers can take to heart.
3. CRITICAL ANALYSIS
Yep has a true gift for creating genuine, down-to-earth and accessible characters for young readers in truly authentic and accurate settings. Henry and Chin, from different backgrounds, different cultures, different nations and different worlds are an unlikely set of friends whose strong desire to reunite after the quake keeps readers pushing for them. “Chin watches the column of smoke rising from the south and east. ‘Henry should be okay. His house is to the west.’ His father brushes the fuzz on the crown of Chin’s head. ‘You worry too much.’”
In addition to Chin and Henry their fathers, mothers and friends are richly detailed, with their eccentricities, fears, hopes and strengths portrayed in rich detail. These characters are woven into a plot that seamlessly moves back and forth between the dual fights for survival waged by the two families from such different lives in San Francisco. Yet the fires that rampage through the city after the great quake succeed in consuming both Nob Hill and Chinatown alike. No area is safe, regardless of its affluence. Yep expertly helps young readers see that when nature becomes the enemy, wealth is no protection.
Through both visual language and excellent geographic wherewithal Yep helps young readers to truly “see” the city of San Francisco at the turn of the century. The flavor of the buildings, the lives of butchers, bankers and soldiers, the green of the parks and the smell of the water churning with boats of every size and shape come to life through the author’s words.
In all this though, the theme of strength, courage and devotion to friends and family in times of crisis rings through. Young readers will feel a sense, as Henry and Chin later realize, that they are seeing the heroic in the every day. While Yep certainly has created these characters for us, their authenticity, and the reality of the struggles they endure, make us believe that others out there must have lived much as these two families did during this event.
Yep is careful to ensure that young readers feel connected to the truth of the story, most specifically in his afterward. He notes in a more expository manner statistics related to the quake and the fire that followed as well as selected readings to help students find further information. A bibliography is not included however the additional readings feel sufficient to verify to a reasonable extent the authenticity of the piece. Finally a series of photographs, credited on the t.p. verso allow readers to truly see what young people and their families would have seen during this time. It is a masterful telling and one that will surely bring students to a new level of interest in the topic.
4. REVIEW EXCERPT(S)
GOODREADS.COM: “Based on actual events and told from the alternating perspectives of two young friends, The Earth Dragon Awakes is a suspenseful novel about the 1906 San Francisco earthquake by Newbery Honor author Laurence Yep.”
KIRKUS REVIEWS: “…this is solid historical fiction full of details about the times and backed up with an afterword explaining the author’s connection and suggesting sources for further reading. It is notable especially for the attention paid to the experience of San Francisco’s Chinese immigrants, and a good choice for reluctant readers.”
5. CONNECTIONS
*Students could create their own “penny dreadful” based on the stories of true life heroes they research and read about in their local, regional or national newspapers or through online searches.
*A mapping activity would be an ideal curricular connection as students use the locations in the story to map out the series of events on historic city maps of San Francisco. These can then be overlaid on maps of the current city and students can hypothesize how a quake of this magnitude would affect the modern city today.
*Other historical fiction books for children about the San Francisco earthquake of 1906:
Sibley, Linda.. DAVID EXPERIENCES THE SAN FRANCISCO EARTHQUAKE. ISBN: 0-7569-0297-5
Kudlinski, Kathleen V. EARTHQUAKE! : A STORY OF OLD SAN FRANCISCO. Original ISBN-10: 0-14-036390-4 *From the Once Upon America historical fiction series.
Monday, April 23, 2012
Monday, April 9, 2012
Marie Curie-Book Review- TWU LS5603 - Spring 2012
1. BIBLIOGRAPHY
Krull, Kathleen. 2007. MARIE CURIE. New York, NY: Puffin Books. ISBN 9780142412657
2. PLOT SUMMARY
Kathleen Krull does another stand-up job in the Giants of Science biography series with her take on the life and work of Marie Curie. In a world of science dominated by men Krull takes young readers through Marie’s early days struggling to find lab space and components to work with to the trying times where she sat by and watched her work read aloud at symposium by others. “Marie’s report ‘Rays emitted by Uranium and Thorium Compounds’ was read aloud by one of her professors. She couldn’t read it aloud because she wasn’t a member, no women were allowed.” Additionally her life with her beloved Pierre, good times and bad are also part of the tale. Through the loss of the great minds of science to radiation poisoning, Krull even brings young readers into the work of Marie Curie’s daughter who carried the torch of scientific greatness after the renowned woman’s death. In a touching and all too human tale of brilliance mixed with personal trials and tragedies, Krull makes this biography shine with huge moments that changed the world and small moments that changed only the lives of the Curie family. It is indeed a great telling and one that will grab young readers and keep them enthralled.
3. CRITICAL ANALYSIS
Krull has often been recognized for her outstanding work in non-fiction for young readers and this biography is no different. Taking pains to stay true to the sources she uses quotes from those involved and cites a nice array of works in her bibliography that are specifically chosen for further reading by her younger readers. Indexed to allow readers to seek out key information about the scientific great, the biography is written in a chronological manner that allows the reader to see the life and work of Madame Curie develop over the years. The language used is age-appropriate and very accessible to young readers. The tone is informative without being dry, enticing without being melodramatic. Overall, the piece is a definite home-run. In addition Boris Kulikov’s illustrations give readers a glimpse into what the life and times of Marie Curie may have looked like. They are not so over-bearing, though as to detract from the story. The book is organized in a way that quotes are embedded into the voicing of the work. It allows the true primary-source material to speak directly to the young readers and Krull flows from her narrative into the quotes and out again with ease. A well-organized and well-designed book, it would be a great addition to any school or home library.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “As with her previous star-studded biographies of Leonardo da Vinci, Isaac Newton, and Sigmund Freud, all three chosen as ALA Notable Books, Kathleen Krull offers readers a fascinating portrait of this mythic giant of science who abhorred publicity. And she also places Curie’s ground-breaking discovery of two elements within the framework of science at that time.”
KIRKUS REVIEWS: “Krull presents another top-notch scientific biography in the outstanding Giants of Science series. Readers have come to expect chatty, direct narratives that develop distinct characters and place those individuals squarely in the context of both their times and their disciplines, and this account of the noted physicist’s life delivers the goods.”
5. CONNECTIONS
*Science teachers could incorporate this and other Giants of Science biographies into units on inventors as well as on a study of the periodic table of elements and the identity of properties of matter.
*Other Marie Curie biographies
Wishinsky, Frieda. MANYA'S DREAM : A STORY OF MARIE CURIE. ISBN 1894379535
Cobb, Vicki. MARIE CURIE. ISBN 9780756638313
Krull, Kathleen. 2007. MARIE CURIE. New York, NY: Puffin Books. ISBN 9780142412657
2. PLOT SUMMARY
Kathleen Krull does another stand-up job in the Giants of Science biography series with her take on the life and work of Marie Curie. In a world of science dominated by men Krull takes young readers through Marie’s early days struggling to find lab space and components to work with to the trying times where she sat by and watched her work read aloud at symposium by others. “Marie’s report ‘Rays emitted by Uranium and Thorium Compounds’ was read aloud by one of her professors. She couldn’t read it aloud because she wasn’t a member, no women were allowed.” Additionally her life with her beloved Pierre, good times and bad are also part of the tale. Through the loss of the great minds of science to radiation poisoning, Krull even brings young readers into the work of Marie Curie’s daughter who carried the torch of scientific greatness after the renowned woman’s death. In a touching and all too human tale of brilliance mixed with personal trials and tragedies, Krull makes this biography shine with huge moments that changed the world and small moments that changed only the lives of the Curie family. It is indeed a great telling and one that will grab young readers and keep them enthralled.
3. CRITICAL ANALYSIS
Krull has often been recognized for her outstanding work in non-fiction for young readers and this biography is no different. Taking pains to stay true to the sources she uses quotes from those involved and cites a nice array of works in her bibliography that are specifically chosen for further reading by her younger readers. Indexed to allow readers to seek out key information about the scientific great, the biography is written in a chronological manner that allows the reader to see the life and work of Madame Curie develop over the years. The language used is age-appropriate and very accessible to young readers. The tone is informative without being dry, enticing without being melodramatic. Overall, the piece is a definite home-run. In addition Boris Kulikov’s illustrations give readers a glimpse into what the life and times of Marie Curie may have looked like. They are not so over-bearing, though as to detract from the story. The book is organized in a way that quotes are embedded into the voicing of the work. It allows the true primary-source material to speak directly to the young readers and Krull flows from her narrative into the quotes and out again with ease. A well-organized and well-designed book, it would be a great addition to any school or home library.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “As with her previous star-studded biographies of Leonardo da Vinci, Isaac Newton, and Sigmund Freud, all three chosen as ALA Notable Books, Kathleen Krull offers readers a fascinating portrait of this mythic giant of science who abhorred publicity. And she also places Curie’s ground-breaking discovery of two elements within the framework of science at that time.”
KIRKUS REVIEWS: “Krull presents another top-notch scientific biography in the outstanding Giants of Science series. Readers have come to expect chatty, direct narratives that develop distinct characters and place those individuals squarely in the context of both their times and their disciplines, and this account of the noted physicist’s life delivers the goods.”
5. CONNECTIONS
*Science teachers could incorporate this and other Giants of Science biographies into units on inventors as well as on a study of the periodic table of elements and the identity of properties of matter.
*Other Marie Curie biographies
Wishinsky, Frieda. MANYA'S DREAM : A STORY OF MARIE CURIE. ISBN 1894379535
Cobb, Vicki. MARIE CURIE. ISBN 9780756638313
Blizzard! - Book Review - TWU LS5603-Spring 2012
1. BIBLIOGRAPHY
Murphy, Jim. 2000. BLIZZARD!. New York, NY: Scholastic Inc. ISBN 0590673106
2. PLOT SUMMARY
The New England Great Blizzard of 1888 takes center stage in Jim Murphy’s profoundly accessible Blizzard! While imbued with excerpts from newspaper and eye-witness accounts as well as primary-source images, the telling reads like an intriguing story, with the lives of the inhabitants taking center stage. Saddening and surprising at times, Murphy takes young readers through harrowing accounts of the almost animalistic behaviors of the storm fronts that collided to hunt down and bury the north-eastern United States. The slow onset of the storm, the frightening life of tenement dwellers and the sad loss of life for many of those who braved then storm and broken by moments of heroism, determination, and even amusement, such as the tale of the hundreds of individuals who attempted to cross the frozen river under the Brooklyn Bridge only to end up riding down the currents on huge chunks of ice. As they were later rescued, the humor of the particular series of events comes forth. Murphy works hard to make this tale one that young readers will find engaging and draw them in to read more of his work.
3. CRITICAL ANALYSIS
Murphy works hard to ensure that his work is based on solid primary-source evidence as noted throughout the text and in well-documented chapter on notes on sources and related materials. While certain license is taken in terms of the emotional responses that those caught in the terrible storm may have faced, the author worked diligently to let the voices of those souls speak for themselves whenever possible.
Written in a very novel-like style Murphy’s Blizzard is easy to read and in a style that younger readers will be able to readily grasp. The organization is chronological in nature though at times Murphy moves not only through time but space as well, to inform readers of events happening concurrently in various locations in the affected area. Overall the story is written in such a manner that the informative nature of the book is perfectly blended with the narrative style often employed by the author in other works.
The design of the book has the feeling of reading an older newspaper. All images and even the text are in a sepia tone and its seems to make the book feel more warm and enticing, a nice juxtaposition from the chilling information contained within. Relying heavily on photographs and artist’s sketches from the period, the book has a good mix of text and images, with block quotes dispersed throughout in a larger font. The overall feel of the entire work is one that is meant to inform, not frighten, but it does so in a conversational and engaging manner.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “Newbery Honor Book author Jim Murphy orchestrates with fact, science, technology, and sociology the testimony of survivors and victims to tell the harrowing story of the phenomenal blizzard that crippled New York City in March, 1888.”
BARNES AND NOBLE REVIEW: “Newbery Honor Book author Jim Murphy orchestrates with fact, science, technology, and sociology the testimony of survivors and victims to tell the harrowing story of the phenomenal blizzard that crippled New York City in March, 1888.”
5. CONNECTIONS
*Teachers in science and geography courses could use this text as a tie-in to multiple instructional units on severe weather phenomenon.
*Teachers in history courses could use Murphy’s work as a jumping-off point for the development of technological advancements in response to natural disasters throughout history.
*Other books about the weather events in history:
Latham, Donna. HURRICANE! : THE 1900 GALVESTON NIGHT OF TERROR. ISBN 9781597160711
Lusted, Marcia Amidon. THE 2004 INDIAN OCEAN TSUNAMI. ISBN 9781604530476
Murphy, Jim. 2000. BLIZZARD!. New York, NY: Scholastic Inc. ISBN 0590673106
2. PLOT SUMMARY
The New England Great Blizzard of 1888 takes center stage in Jim Murphy’s profoundly accessible Blizzard! While imbued with excerpts from newspaper and eye-witness accounts as well as primary-source images, the telling reads like an intriguing story, with the lives of the inhabitants taking center stage. Saddening and surprising at times, Murphy takes young readers through harrowing accounts of the almost animalistic behaviors of the storm fronts that collided to hunt down and bury the north-eastern United States. The slow onset of the storm, the frightening life of tenement dwellers and the sad loss of life for many of those who braved then storm and broken by moments of heroism, determination, and even amusement, such as the tale of the hundreds of individuals who attempted to cross the frozen river under the Brooklyn Bridge only to end up riding down the currents on huge chunks of ice. As they were later rescued, the humor of the particular series of events comes forth. Murphy works hard to make this tale one that young readers will find engaging and draw them in to read more of his work.
3. CRITICAL ANALYSIS
Murphy works hard to ensure that his work is based on solid primary-source evidence as noted throughout the text and in well-documented chapter on notes on sources and related materials. While certain license is taken in terms of the emotional responses that those caught in the terrible storm may have faced, the author worked diligently to let the voices of those souls speak for themselves whenever possible.
Written in a very novel-like style Murphy’s Blizzard is easy to read and in a style that younger readers will be able to readily grasp. The organization is chronological in nature though at times Murphy moves not only through time but space as well, to inform readers of events happening concurrently in various locations in the affected area. Overall the story is written in such a manner that the informative nature of the book is perfectly blended with the narrative style often employed by the author in other works.
The design of the book has the feeling of reading an older newspaper. All images and even the text are in a sepia tone and its seems to make the book feel more warm and enticing, a nice juxtaposition from the chilling information contained within. Relying heavily on photographs and artist’s sketches from the period, the book has a good mix of text and images, with block quotes dispersed throughout in a larger font. The overall feel of the entire work is one that is meant to inform, not frighten, but it does so in a conversational and engaging manner.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “Newbery Honor Book author Jim Murphy orchestrates with fact, science, technology, and sociology the testimony of survivors and victims to tell the harrowing story of the phenomenal blizzard that crippled New York City in March, 1888.”
BARNES AND NOBLE REVIEW: “Newbery Honor Book author Jim Murphy orchestrates with fact, science, technology, and sociology the testimony of survivors and victims to tell the harrowing story of the phenomenal blizzard that crippled New York City in March, 1888.”
5. CONNECTIONS
*Teachers in science and geography courses could use this text as a tie-in to multiple instructional units on severe weather phenomenon.
*Teachers in history courses could use Murphy’s work as a jumping-off point for the development of technological advancements in response to natural disasters throughout history.
*Other books about the weather events in history:
Latham, Donna. HURRICANE! : THE 1900 GALVESTON NIGHT OF TERROR. ISBN 9781597160711
Lusted, Marcia Amidon. THE 2004 INDIAN OCEAN TSUNAMI. ISBN 9781604530476
They Called Themselves the K.K.K. - Book Review-TWU LS 5603-Spring 2012
1. BIBLIOGRAPHY
Bartoletti, Susan Campbell. 2010. THEY CALLED THEMSELVES THE KKK: THE BIRTH OF AN AMERICAN TERRORIST GROUP. New York, NY: Houghton Mifflin Harcourt Publishing Company. ISBN 9780618440337
2. PLOT SUMMARY
While young readers may have been introduced through lessons on the Civil Rights protests and activities of the 1950’s and 1960’s to the entity known as the Ku Klux Klan, this work takes a more unique approach to introducing readers to the birth of the organization itself. Setting the stage in the Reconstruction-Era Southern United States, the inception of this group as a social club where a few former confederates and confederate-sympathizers met to lament the loss of their way of life is the beginning of this tale. Bartoletti continues through the growth of the organization into its early acts of fear-mongering and beyond into its spread as a multi-state organization with local, regional and district chapters. Interspersed with quotes from both KKK members and the terrorized Black Americans that were the victims of the group’s attacks, the social commentary helps move the story along. From the moment when six Tennessee Confederate officers decided to, “let us get up a club,” through the 1905 book and film, The Clansman, the early years of this sad element of American history are explained to young readers in as appropriate a way as possible.
3. CRITICAL ANALYSIS
Through a long list of credible sources including slave narratives, court records, newspaper stories and primary source images such as lithographs and sketches, the accuracy of this piece appears high. An extensive list of quote sources, as well as a well presented bibliography for verification and research purposes support the thoroughness of Bartoletti’s work as well as giving a good starting off point for student research.
While many informational non-fiction works for young readers are written in a manner that allows for non-sequential reading and reference, They Called Themselves the KKK is written in a way that really lends itself to being read as a story, from beginning to end. Elements such as a timeline, quote attributions and an index allow the book to be used as a resource and looked at out of sequence however the full effect is best obtained when reading the book from cover to cover.
Both the design and style of this book allow it to be read much more in the manner of a non-fiction book. While relying exclusively on black and white images in the manner of primary resources, pull-out quotes, differences in font and style type and a tone that suggests much more of a newspaper story than a history textbook, the work is accessible to young readers because it seeks to make the events approachable, yet still realistic and compelling. Bartoletti makes a point to inform readers that in certain quotes language of the time period is seen and the author chose not to change it for fear of negating the impact and validity of the work. With this warning in advance, young readers and the adults supporting them can be armed to work through the more difficult elements of language and content the book covers.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “Documentation is superb, and even the source notes are fascinating. An exemplar of history writing and a must for libraries and classrooms.”
KIRKUS REVIEWS: “This is the story of how a secret terrorist group took root in America’s democracy. Filled with chilling and vivid personal accounts unearthed from oral histories, congressional documents, and other primary sources, this is a book to read and remember.”
5. CONNECTIONS
*Tie ins to an instructional unit based on the Slave Narratives as well as work during Black History month and any lessons related to Reconstruction and the Civil Rights movement are all appropriate.
*Have students engage in a Reader’s Theater created in an age appropriate manner for your particular students based on Marcia Cebulska's play Now Let Me Fly or use the author’s youth versions of her play to perform at a celebratory event. http://nowletmefly.com/downloads/index.php
*Other books about the Civil War and Reconstruction:
Asim, Jabarri. THE ROAD TO FREEDOM: A STORY OF RECONSTRUCTION. ISBN 9780769634326
Murphy, Jim. THE BOYS WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR. ISBN 9780780722224
Bartoletti, Susan Campbell. 2010. THEY CALLED THEMSELVES THE KKK: THE BIRTH OF AN AMERICAN TERRORIST GROUP. New York, NY: Houghton Mifflin Harcourt Publishing Company. ISBN 9780618440337
2. PLOT SUMMARY
While young readers may have been introduced through lessons on the Civil Rights protests and activities of the 1950’s and 1960’s to the entity known as the Ku Klux Klan, this work takes a more unique approach to introducing readers to the birth of the organization itself. Setting the stage in the Reconstruction-Era Southern United States, the inception of this group as a social club where a few former confederates and confederate-sympathizers met to lament the loss of their way of life is the beginning of this tale. Bartoletti continues through the growth of the organization into its early acts of fear-mongering and beyond into its spread as a multi-state organization with local, regional and district chapters. Interspersed with quotes from both KKK members and the terrorized Black Americans that were the victims of the group’s attacks, the social commentary helps move the story along. From the moment when six Tennessee Confederate officers decided to, “let us get up a club,” through the 1905 book and film, The Clansman, the early years of this sad element of American history are explained to young readers in as appropriate a way as possible.
3. CRITICAL ANALYSIS
Through a long list of credible sources including slave narratives, court records, newspaper stories and primary source images such as lithographs and sketches, the accuracy of this piece appears high. An extensive list of quote sources, as well as a well presented bibliography for verification and research purposes support the thoroughness of Bartoletti’s work as well as giving a good starting off point for student research.
While many informational non-fiction works for young readers are written in a manner that allows for non-sequential reading and reference, They Called Themselves the KKK is written in a way that really lends itself to being read as a story, from beginning to end. Elements such as a timeline, quote attributions and an index allow the book to be used as a resource and looked at out of sequence however the full effect is best obtained when reading the book from cover to cover.
Both the design and style of this book allow it to be read much more in the manner of a non-fiction book. While relying exclusively on black and white images in the manner of primary resources, pull-out quotes, differences in font and style type and a tone that suggests much more of a newspaper story than a history textbook, the work is accessible to young readers because it seeks to make the events approachable, yet still realistic and compelling. Bartoletti makes a point to inform readers that in certain quotes language of the time period is seen and the author chose not to change it for fear of negating the impact and validity of the work. With this warning in advance, young readers and the adults supporting them can be armed to work through the more difficult elements of language and content the book covers.
4. REVIEW EXCERPT(S)
GOODREADS REVIEW: “Documentation is superb, and even the source notes are fascinating. An exemplar of history writing and a must for libraries and classrooms.”
KIRKUS REVIEWS: “This is the story of how a secret terrorist group took root in America’s democracy. Filled with chilling and vivid personal accounts unearthed from oral histories, congressional documents, and other primary sources, this is a book to read and remember.”
5. CONNECTIONS
*Tie ins to an instructional unit based on the Slave Narratives as well as work during Black History month and any lessons related to Reconstruction and the Civil Rights movement are all appropriate.
*Have students engage in a Reader’s Theater created in an age appropriate manner for your particular students based on Marcia Cebulska's play Now Let Me Fly or use the author’s youth versions of her play to perform at a celebratory event. http://nowletmefly.com/downloads/index.php
*Other books about the Civil War and Reconstruction:
Asim, Jabarri. THE ROAD TO FREEDOM: A STORY OF RECONSTRUCTION. ISBN 9780769634326
Murphy, Jim. THE BOYS WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR. ISBN 9780780722224
Monday, March 5, 2012
Book Review - Black Stars in a White Night Sky - TWU LS5603 - Spring 2012
1. BIBLIOGRAPHY
Lawson, JonArno. 2006. B;LACK STARS IN A WHITE NIGHT SKY. Ill. By Sherwin Tjia. Honesdale, Penn.: Wordsong. ISBN 9781590785218
2. SUMMARY
JonArno Lawson weaves together a poetic tapestry for a child that takes flights of fancy and of the mundane throughout the course of Black Stars in a White Night Sky. From the juxtaposition of light and dark, to the personification of tree-climbing kangaroos and dessert-preferring pigeons, Lawson makes sparkling poetry for the young and young at heart.
Old Man Margulis
“Old man Margulis
throws cake to the pigeons;
he claims that their feelings get hurt
by the same old dull bread crumbs and sunflower seeds --
‘What they coo for, my friends,
Is dessert.’”
While not specifically connected or associated with a particular theme this collection of works by JonArno Lawson does evoke, as a whole, a feeling of lightness and joy in the interesting aspects of life, as well as a recurring connection between the human and natural world that will entice young readers.
3. CRITICAL ANALYSIS
Rhythm, rhyme and sound play are at the forefront of Lawson’s work in this volume.
The Crepe Eaters
“They eat their crepes
behind drawn drapes,
they sneeze and cough politely.
How quickly they
avert their eyes
from anything
unsightly.
Whatever happens,
good or bad,
They take it
very lightly.”
Most, though not all, of the individual poems in this work have a strong rhyming pattern and a sauntering rhythm that is engaging and appropriate for children. Additionally the introduction of new words in rhyming patterns help support the acquisition of word sounds by young readers. Additionally Lawson’s use of sound adds an element of fun that is pervasive.
From The Knuckle-Nicking Buckle
“I nicked my knuckle
On my buckle
Fastening my belt;”
In addition to Lawson’s solid use of rhythm, rhyme and sound to draw in young readers, these delightful poems are couple with wonderful black and white illustrations by Sherwin Tija. The strong, dynamic images range from single drawings confined to a small portion of the page surrounded by whitespace, to full page detailed illustrations of environments that are often literal representations of the poetry they support. These illustrations use just enough detail to create a strong image while still remaining animated enough to support the fun and lightness of Lawson’s poetry.
Overall the entire collection is enjoyable and perfectly suited for young readers. The poems cover interesting topics in enticing ways and are paired with illustrations that enhance the whimsy of the poems. It is a wonderful choice for school, classroom and home libraries.
4. REVIEW EXCERPT(S)
Review in WASHINGTON POST BOOK REVIEW "These playful verses pass the true-poetry test: They show the world in a new light. As even his titles prove, Lawson likes to turn words and ideas inside out and upside down, roll them around and see what surprises shake out. Who could resist dipping into 'The Maple Leaves That Mabel Leaves' or 'Frog on the Cob'? But he also shows an unexpected range of feeling.”
Review in KIRKUS REVIEWS: Staid design masks a terrific collection of poetic surprises, observations and ruminations on topics as varied as discovering sunken treasure but not taking it, meeting an unusually eloquent ‘Elephant,’ considering the prospect of eating ‘Frog On A Cob’ again… and, in the title poem, using the ‘inward-gazing mind’ to reverse what the ‘outward-dazing eye’ sees.”
5. CONNECTIONS
*This book of poetry would be a wonderful choice as a stimulus for pen and ink drawing units in an art class. While a number of the poems have illustrations, students could choose poems that did not to illustrate themselves. Additionally students could seek out images, or the teacher could provide images, to stimulate writing in JonArno Lawson’s style and allow students the chance to create their own works.
*Students could, after finishing a study of Black Stars seek out Lawson’s other book of poetry for children, The Man in the Moon-Fixer’s Mask and compare and contrast the two books as a whole, using the elements of poetry to create diagrams and charts by element.
Other children’s poetry books:
McCord, David. EVERYTIME I CLIMB A TREE. ISBN 9780316158855 (*Out of print but many copies still able to be purchased.)
Viorst, Judith. SAD UNDERWEAR AND OTHER COMPLICATIONS. ISBN 9780689833762
Lawson, JonArno. 2006. B;LACK STARS IN A WHITE NIGHT SKY. Ill. By Sherwin Tjia. Honesdale, Penn.: Wordsong. ISBN 9781590785218
2. SUMMARY
JonArno Lawson weaves together a poetic tapestry for a child that takes flights of fancy and of the mundane throughout the course of Black Stars in a White Night Sky. From the juxtaposition of light and dark, to the personification of tree-climbing kangaroos and dessert-preferring pigeons, Lawson makes sparkling poetry for the young and young at heart.
Old Man Margulis
“Old man Margulis
throws cake to the pigeons;
he claims that their feelings get hurt
by the same old dull bread crumbs and sunflower seeds --
‘What they coo for, my friends,
Is dessert.’”
While not specifically connected or associated with a particular theme this collection of works by JonArno Lawson does evoke, as a whole, a feeling of lightness and joy in the interesting aspects of life, as well as a recurring connection between the human and natural world that will entice young readers.
3. CRITICAL ANALYSIS
Rhythm, rhyme and sound play are at the forefront of Lawson’s work in this volume.
The Crepe Eaters
“They eat their crepes
behind drawn drapes,
they sneeze and cough politely.
How quickly they
avert their eyes
from anything
unsightly.
Whatever happens,
good or bad,
They take it
very lightly.”
Most, though not all, of the individual poems in this work have a strong rhyming pattern and a sauntering rhythm that is engaging and appropriate for children. Additionally the introduction of new words in rhyming patterns help support the acquisition of word sounds by young readers. Additionally Lawson’s use of sound adds an element of fun that is pervasive.
From The Knuckle-Nicking Buckle
“I nicked my knuckle
On my buckle
Fastening my belt;”
In addition to Lawson’s solid use of rhythm, rhyme and sound to draw in young readers, these delightful poems are couple with wonderful black and white illustrations by Sherwin Tija. The strong, dynamic images range from single drawings confined to a small portion of the page surrounded by whitespace, to full page detailed illustrations of environments that are often literal representations of the poetry they support. These illustrations use just enough detail to create a strong image while still remaining animated enough to support the fun and lightness of Lawson’s poetry.
Overall the entire collection is enjoyable and perfectly suited for young readers. The poems cover interesting topics in enticing ways and are paired with illustrations that enhance the whimsy of the poems. It is a wonderful choice for school, classroom and home libraries.
4. REVIEW EXCERPT(S)
Review in WASHINGTON POST BOOK REVIEW "These playful verses pass the true-poetry test: They show the world in a new light. As even his titles prove, Lawson likes to turn words and ideas inside out and upside down, roll them around and see what surprises shake out. Who could resist dipping into 'The Maple Leaves That Mabel Leaves' or 'Frog on the Cob'? But he also shows an unexpected range of feeling.”
Review in KIRKUS REVIEWS: Staid design masks a terrific collection of poetic surprises, observations and ruminations on topics as varied as discovering sunken treasure but not taking it, meeting an unusually eloquent ‘Elephant,’ considering the prospect of eating ‘Frog On A Cob’ again… and, in the title poem, using the ‘inward-gazing mind’ to reverse what the ‘outward-dazing eye’ sees.”
5. CONNECTIONS
*This book of poetry would be a wonderful choice as a stimulus for pen and ink drawing units in an art class. While a number of the poems have illustrations, students could choose poems that did not to illustrate themselves. Additionally students could seek out images, or the teacher could provide images, to stimulate writing in JonArno Lawson’s style and allow students the chance to create their own works.
*Students could, after finishing a study of Black Stars seek out Lawson’s other book of poetry for children, The Man in the Moon-Fixer’s Mask and compare and contrast the two books as a whole, using the elements of poetry to create diagrams and charts by element.
Other children’s poetry books:
McCord, David. EVERYTIME I CLIMB A TREE. ISBN 9780316158855 (*Out of print but many copies still able to be purchased.)
Viorst, Judith. SAD UNDERWEAR AND OTHER COMPLICATIONS. ISBN 9780689833762
Book Review - Stop Pretending: what happened when my big sister went crazy - TWU LS5603 - Spring 2012
1. BIBLIOGRAPHY
Sones, Sonya.. 1999. STOP PRETENDING: WHAT HAPPENED WHEN MY BIG SISTER WENT CRAZY. New York: HARPERTEMPEST. ISBN 9780064462188
2. SUMMARY
In the most excruciatingly sorrowful, poignant and emotion-laden manner, Sonya Sones carries us through the journey of her older sister’s fall into debilitating mental illness. From the tender age of twelve we see through younger sister’s eyes as the family of four becomes a family of three, as her older sister takes up residence in a psychiatric facility. We are drawn in line by line, poem by poem, through the uproar and turmoil caused in the family, and in the shifting social relationships the knowledge of her sister’s illness causes in young Sonya’s school. We are given flashes of brightness when good days come by, the rage and sorrow that flow through the poetry of anger that cannot help but be felt by her parents, and even poems of new love and joy as the protagonist finds an accepting love who is able to see her family’s flaws and love her just the same. While normalcy isn’t reached at the end of the verse novel, one can feel the healing that has begun, and hopes for the best for the family, and any others struggling with the same issues.
“My sister gives her a high five.
It’s my turn.
I look around the table
At my whole family
And put down BETTER.”
3. CRITICAL ANALYSIS
“I can
remember what
things were like before she
got sick; my whole family climbed
into
the big
hammock on the
moondappled beach, wove
Ourselves together, and swayed as one.”
From the first two stanzas of the first poem on the first page of the book, the reader is overwhelmed with a sense of unwinding, of coming apart, of fraying. While no one rhythmic pattern is carried throughout the book, Sones’ relatively short-lined, terse representations of the emotions welling through her adolescent self during the years her sister fell-prey to the worst affects of her fight with manic-depression are a perfect match between form and function. Rhyming is not often seen in the novel, though there are internal rhymes to be found occasionally; “Sister’s in the psycho ward and when I visit, I glance toward the other patients’ twisted faces, quaking fingers, frightened eyes, wishing I could somehow break her out of here…”
The poetry is rich with the sounds, sights and smells of the mundane of life when amplified by the conspicuous absence of a loved one;
“knowing my father is sitting in there
in the dark
staring at the flickering screen,
too weary to talk
or even sit in silence
next to someone on the couch”
This was a book I simply couldn’t put down. The story, every ounce of it told through the poetry of Sones, had as much rich detail and drama as a thousand-page novel. This book is an excellent choice for readers of nearly any age from young adult and up.
4. REVIEW EXCERPT(S)
Notable Children's Trade Books in the Field of Social Studies 2001
National Council for SS &Child. Book Council and 2000 Best Books for Young Adults (ALA)
2000 Best Books for Young Adults (ALA)2000 Quick Picks for Young Adults (Recomm. Books for Reluctant Young Readers)
Review in teenreads.com: “Read individually, each poem seems ordinary enough, but when read all together --- their collective power is breathtaking. Many of the poems can be difficult to read, but the book ends on a high note, with all four family members playing a very irregular game of Scrabble. Similar to Karen Hesse's Newbery Award-winning OUT OF THE DUST in its use of blank verse, STOP PRETENDING speaks to the power of images and is a compelling and provocative memoir.”
Review in KIRKUS REVIEWS: “The form, a story-in-poems, fits the story remarkably well, spotlighting the musings of the 13-year-old narrator, and pinpointing the emotions powerfully. She copes with friends who snub her, worries that she, too, will go mad, and watches her sister’s slow recovery. To a budding genre that includes Karen Hesse’s Out of the Dust (1997) and Virginia Euwer Wolff’s Make Lemonade (1993), this book is a welcome addition.”
5. CONNECTIONS
*Partner this book with a Health and Life skills unit on mental health or family, including inviting in a class speaker to help clarify understandings of mental illness and its presence and stigma in society. This activity is most appropriate for high school students.
*Have students engage in a journaling activity for one month, after which they too will create a short verse novel of their own poems. Students wishing to may have their books published for reading in the classroom or school library.
Other verse novels focusing on loss, life struggles and seeking normalcy in family:
Herrick, Steven. BY THE RIVER. ISBN 9781932425727
Hopkins, Ellen. CRANK. ISBN 9781416995135
Sones, Sonya.. 1999. STOP PRETENDING: WHAT HAPPENED WHEN MY BIG SISTER WENT CRAZY. New York: HARPERTEMPEST. ISBN 9780064462188
2. SUMMARY
In the most excruciatingly sorrowful, poignant and emotion-laden manner, Sonya Sones carries us through the journey of her older sister’s fall into debilitating mental illness. From the tender age of twelve we see through younger sister’s eyes as the family of four becomes a family of three, as her older sister takes up residence in a psychiatric facility. We are drawn in line by line, poem by poem, through the uproar and turmoil caused in the family, and in the shifting social relationships the knowledge of her sister’s illness causes in young Sonya’s school. We are given flashes of brightness when good days come by, the rage and sorrow that flow through the poetry of anger that cannot help but be felt by her parents, and even poems of new love and joy as the protagonist finds an accepting love who is able to see her family’s flaws and love her just the same. While normalcy isn’t reached at the end of the verse novel, one can feel the healing that has begun, and hopes for the best for the family, and any others struggling with the same issues.
“My sister gives her a high five.
It’s my turn.
I look around the table
At my whole family
And put down BETTER.”
3. CRITICAL ANALYSIS
“I can
remember what
things were like before she
got sick; my whole family climbed
into
the big
hammock on the
moondappled beach, wove
Ourselves together, and swayed as one.”
From the first two stanzas of the first poem on the first page of the book, the reader is overwhelmed with a sense of unwinding, of coming apart, of fraying. While no one rhythmic pattern is carried throughout the book, Sones’ relatively short-lined, terse representations of the emotions welling through her adolescent self during the years her sister fell-prey to the worst affects of her fight with manic-depression are a perfect match between form and function. Rhyming is not often seen in the novel, though there are internal rhymes to be found occasionally; “Sister’s in the psycho ward and when I visit, I glance toward the other patients’ twisted faces, quaking fingers, frightened eyes, wishing I could somehow break her out of here…”
The poetry is rich with the sounds, sights and smells of the mundane of life when amplified by the conspicuous absence of a loved one;
“knowing my father is sitting in there
in the dark
staring at the flickering screen,
too weary to talk
or even sit in silence
next to someone on the couch”
This was a book I simply couldn’t put down. The story, every ounce of it told through the poetry of Sones, had as much rich detail and drama as a thousand-page novel. This book is an excellent choice for readers of nearly any age from young adult and up.
4. REVIEW EXCERPT(S)
Notable Children's Trade Books in the Field of Social Studies 2001
National Council for SS &Child. Book Council and 2000 Best Books for Young Adults (ALA)
2000 Best Books for Young Adults (ALA)2000 Quick Picks for Young Adults (Recomm. Books for Reluctant Young Readers)
Review in teenreads.com: “Read individually, each poem seems ordinary enough, but when read all together --- their collective power is breathtaking. Many of the poems can be difficult to read, but the book ends on a high note, with all four family members playing a very irregular game of Scrabble. Similar to Karen Hesse's Newbery Award-winning OUT OF THE DUST in its use of blank verse, STOP PRETENDING speaks to the power of images and is a compelling and provocative memoir.”
Review in KIRKUS REVIEWS: “The form, a story-in-poems, fits the story remarkably well, spotlighting the musings of the 13-year-old narrator, and pinpointing the emotions powerfully. She copes with friends who snub her, worries that she, too, will go mad, and watches her sister’s slow recovery. To a budding genre that includes Karen Hesse’s Out of the Dust (1997) and Virginia Euwer Wolff’s Make Lemonade (1993), this book is a welcome addition.”
5. CONNECTIONS
*Partner this book with a Health and Life skills unit on mental health or family, including inviting in a class speaker to help clarify understandings of mental illness and its presence and stigma in society. This activity is most appropriate for high school students.
*Have students engage in a journaling activity for one month, after which they too will create a short verse novel of their own poems. Students wishing to may have their books published for reading in the classroom or school library.
Other verse novels focusing on loss, life struggles and seeking normalcy in family:
Herrick, Steven. BY THE RIVER. ISBN 9781932425727
Hopkins, Ellen. CRANK. ISBN 9781416995135
Bronx Masquerade - Book Review - TWU LS5603 - Spring 2012
1. BIBLIOGRAPHY
Grimes, Nikki. 2002. BRONX MASQUERADE. New York: Speak. ISBN 9780142501894
2. SUMMARY
In an intriguing combination of young adult narrative fiction interwoven with adolescent poetry voiced from the many identities that make up Mr. Ward's high school English class, Nikki Grimes paints an incredible tale of how poetry can open doors. By implementing Open Mic Fridays an English teacher, Mr. Ward, opens up an entirely new arena for self-expression, identity and connection among his often disenfranchised kids. Along with struggling against stereotypes as well as the limitations life can put on people, these young adults show through their poetry and first person narratives how much can change when expression is appreciated and feelings are given poetic voice. While every ill in each of their young lives is not addressed, author and poet Grimes ensures that the work these “kids” put into their poetry tells a satisfying over all story, with sweet and stunning poetry that supports to story, but also can be read wonderfully in a stand-alone performance.
3. CRITICAL ANALYSIS
“Daily
I notice you frown
at my thick casing,
feel you poke me
with the sharp tip
of your booted words.” by Janelle Battle
---------------------------------------
“In case I forgot to tell you,
I’m allergic to boxes; Black boxes, shoe boxes
New boxes, You boxes -
Even cereal boxes
Boasting Champions” by Devon Hope
---------------------------------------
“When I was seven,
I looked to heaven
And dreamed
Of going to the moon
But pretty soon
Somebody came along
To change
my tune.” by Steve Ericson
With every new teenage identity she squirms into to write the poems that create the skeleton of this mixed poetry novel, a new aspect of author/poet Nikki Grimes seems to emerge. Following no one standard rhythm or rhyme patter, playing with alliteration, assonance and consonance and embedding language choices distinctly identifying the individual imaginary author, Grimes perfectly introduces you to eighteen some-odd high school students who share with you a unique identity, perspective and set of issues through their poetry. The overall emotional coaster very much resembles the genuine ups and downs of high school life. Grimes does such justice to each of her “kids” the reader cannot help but get caught up in believing that these are legitimate individual students sharing their life pains and pleasures through poetry.
While more individual poems might have been preferred the overall length of the text is appropriate for middle and high school readers. It also is an excellent means of introducing hesitant older students to the art of poetry in a more organic manner.
4. REVIEW EXCERPT(S)
2003 Coretta Scott King Author Award Winner
Review in GOODREADS.COM: “Award-winning author Nikki Grimes captures the voices of eighteen teenagers through the poetry they share and the stories they tell, and exposes what lies beneath the skin, behind the eyes, beyond the masquerade.”
Review in SCHOOL LIBRARY JOURNAL: “A flowing, rhythmic portrait of the diversity and individuality of teen characters in a classroom....Competent and reluctant readers alike will recognize and empathize with these teens. As always, Grimes gives young people exactly what they're looking for — real characters who show them they are not alone."
5. CONNECTIONS
*This is the PERFECT book to begin one’s own open mic days or poetry slams for middle to upper school students. Spin-offs from this can include allowing students to combine other forms of expression such as art or music.
*Gather books of poetry written by actual teenagers and compare how Grimes presented these young people. Ask students to evaluate how authentic her poetry sounded, and choose specific poems to compare and contras
Other Nikki Grimes poetry books:
Grimes, Nikki. COME SUNDAY. ISBN 9780802851086
Grimes, Nikki. C IS FOR CITY. ISBN 9781404629424
Grimes, Nikki. 2002. BRONX MASQUERADE. New York: Speak. ISBN 9780142501894
2. SUMMARY
In an intriguing combination of young adult narrative fiction interwoven with adolescent poetry voiced from the many identities that make up Mr. Ward's high school English class, Nikki Grimes paints an incredible tale of how poetry can open doors. By implementing Open Mic Fridays an English teacher, Mr. Ward, opens up an entirely new arena for self-expression, identity and connection among his often disenfranchised kids. Along with struggling against stereotypes as well as the limitations life can put on people, these young adults show through their poetry and first person narratives how much can change when expression is appreciated and feelings are given poetic voice. While every ill in each of their young lives is not addressed, author and poet Grimes ensures that the work these “kids” put into their poetry tells a satisfying over all story, with sweet and stunning poetry that supports to story, but also can be read wonderfully in a stand-alone performance.
3. CRITICAL ANALYSIS
“Daily
I notice you frown
at my thick casing,
feel you poke me
with the sharp tip
of your booted words.” by Janelle Battle
---------------------------------------
“In case I forgot to tell you,
I’m allergic to boxes; Black boxes, shoe boxes
New boxes, You boxes -
Even cereal boxes
Boasting Champions” by Devon Hope
---------------------------------------
“When I was seven,
I looked to heaven
And dreamed
Of going to the moon
But pretty soon
Somebody came along
To change
my tune.” by Steve Ericson
With every new teenage identity she squirms into to write the poems that create the skeleton of this mixed poetry novel, a new aspect of author/poet Nikki Grimes seems to emerge. Following no one standard rhythm or rhyme patter, playing with alliteration, assonance and consonance and embedding language choices distinctly identifying the individual imaginary author, Grimes perfectly introduces you to eighteen some-odd high school students who share with you a unique identity, perspective and set of issues through their poetry. The overall emotional coaster very much resembles the genuine ups and downs of high school life. Grimes does such justice to each of her “kids” the reader cannot help but get caught up in believing that these are legitimate individual students sharing their life pains and pleasures through poetry.
While more individual poems might have been preferred the overall length of the text is appropriate for middle and high school readers. It also is an excellent means of introducing hesitant older students to the art of poetry in a more organic manner.
4. REVIEW EXCERPT(S)
2003 Coretta Scott King Author Award Winner
Review in GOODREADS.COM: “Award-winning author Nikki Grimes captures the voices of eighteen teenagers through the poetry they share and the stories they tell, and exposes what lies beneath the skin, behind the eyes, beyond the masquerade.”
Review in SCHOOL LIBRARY JOURNAL: “A flowing, rhythmic portrait of the diversity and individuality of teen characters in a classroom....Competent and reluctant readers alike will recognize and empathize with these teens. As always, Grimes gives young people exactly what they're looking for — real characters who show them they are not alone."
5. CONNECTIONS
*This is the PERFECT book to begin one’s own open mic days or poetry slams for middle to upper school students. Spin-offs from this can include allowing students to combine other forms of expression such as art or music.
*Gather books of poetry written by actual teenagers and compare how Grimes presented these young people. Ask students to evaluate how authentic her poetry sounded, and choose specific poems to compare and contras
Other Nikki Grimes poetry books:
Grimes, Nikki. COME SUNDAY. ISBN 9780802851086
Grimes, Nikki. C IS FOR CITY. ISBN 9781404629424
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