Book Review: A Step from Heaven

Module 6

1. BILIOGRAPHY

Na, An. A Step from Heaven. Asheville, Front Street, 2001. ISBN 1-886910-58-8

2. PLOT SUMMARY

When Young Ju and her family emigrate to the United States from Korea, she at first mistakes it for heaven. However, she finds that America is full of hardships as she and her family struggle to survive financially, adjust to a new culture, and yet remain true to their heritage.

3. CRITICALY ANALYSIS

When Young Ju leaves Korea with her family at the young age of four, she is confused about many things she encounters in America. On the plane ride over, Young Ju mistakenly thinks that they are on their way to heaven. Although she is told that America is not heaven, but a step from heaven, Young Ju quickly learns that it is a place full of things that she does not like. From the strong carbonated drinks, to the strange language she must learn, Young Ju struggles to fit into her new life. Her family is constantly annoyed with her “why” questions that she asks in order to understand. Na takes us through Young Ju’s life from the early age of four all the way through the beginning of college. During those years, Young Ju learns the language and culture of the Americans, yet her parents struggle to adjust. Her father and mother argue, and Young Ju and her brother Joon begin to fear her father as he becomes abusive and an alcoholic. After years of confusion, pain, and bitterness, Young Ju finally seeks help for their family, and their father is arrested by the police, and then returns to Korea alone. Young Ju’s story is one that many readers can relate to. As she and her brother grow up, they fail to see why their father is so distant, harsh, and unloving towards them. Although their mother initially blames Young Ju for calling the police, she is later thankful that Young Ju did the right thing and apologizes for blaming Young Ju for her mistake.

This novel is told in 1^st person point of view, from Young Ju’s perspective. Through this style of writing, the reader is able to glean the curiosity and confusion that Young Ju has as she is growing up. It also reflects the age of Young Ju. Just before they leave for America, Young Ju gets a perm. When she arrives at school, only one boy has curly hair. She worries, “I hope they do not think I am a boy.” As Young Ju matures throughout the story, so do her thoughts, “There are no boxes in our living room. Only hard wooden floors and an intricate, diamond-shaped design.” Young Ju’s growing up is evidenced by the style of writing, setting and passing of time, and the decisions that she makes.

4. AWARDS AND REVIEW EXCERPTS

*2002 Michael L. Printz Award

*School Library Journal: “A beautifully written affecting work.”

*Horn Book: “An Na displays an astonishing and memorable force.”

5. CONNECTIONS

*A staple of Young Ju’s diet is rice. Discuss with students what their family eats the most of and why they eat it. How does the culture affect their eating habits? Have each student bring in samples for the class to try.

*If your class includes a diverse group of students, discuss Young Ju and her family’s struggle to fit in a new culture. How have the students handled the situation? What has made it easier, or harder to adjust?

*Read other books written by An Na:

Na, An. WAIT FOR ME. ISBN 0399242759

Na, An. THE FOLD. ISBN 0399242767

Book Review: Where the Mountain Meets the Moon

Module 6

1. BIBLIOGRAPHY

Lin, Grace. Were the Mountain Meets the Moon. New York: Little, Brown Books for Young Readers, 2009. ISBN 978-0-316-11427-1

2. PLOT SUMMARY

Minli and her parents spend their days toiling in the rice fields, barely able to produce enough for them to eat. Determined to change their fortune, Minli sets out on her own in search of the Old Man in the Moon. Along the way, she finds new friends and discovers that having a great fortune does not necessarily mean large amounts of jade and gold.

3. CRITICAL ANALYSIS

Minli’s story begins in the village of Fruitless Mountain, named for its lifeless land. It is a time and place that never truly existed, but readers are led to imagine the hills and mountains of China as Minli’s story unfolds. Minli and her family work hard every day just to survive and meet their basic needs. Minli is the only one in her village who does not turn brown and dull due to the harsh life. Her father’s stories keep her spirits up and her hopes alive. Although Minli believes in her father’s stories, her mother constantly claims that they are made up. However, her mother’s outlook on life is bleak, and Minli decides to search out the Old Man in the Moon so that she can ask him how her family can change their fortune. Along the way, Minli befriends a lonely dragon, hears many interesting stories of dragons and magistrates, and learns that the stories her father told were real. Minli and Dragon work together to find the Old Man in the Moon, because Dragon wishes to learn how to fly. When Minli finally finds the Old Man in the Moon, she is allowed only one question, and must decide whether to ask about her family’s fortune or how Dragon can fly. In pondering the question, Minli realizes that she already has the greatest fortune in the world, her family. She selflessly asks Dragon’s question instead and quickly returns home. In returning home, Dragon is also reunited with his mother, Fruitless Mountain becomes Fruitful Mountain, and though Minli and her family are showered with riches, the greatest treasure of all is their family. Readers will take to heart Minli’s story and begin to examine the riches in their own lives as they understand that it is not financial wealth that makes you happy and content, but thankfulness and love.

4. AWARDS AND REVIEW EXCERPTS

*Starred Review – School Library Journal: “Minli's determination to help her family, as well as the grief her parents feel at her absence, is compelling and thoroughly human.”

*Starred Review – Booklist: “With beautiful language, Lin creates a strong, memorable heroine and a mystical land.”

*Newberry Honor Book

5. CONNECTIONS

*Have students create a map of Minli’s journey to find the Old Man in the Moon.

*Sometimes parents tell stories to their children to comfort or inspire them. Have students discuss if their parents have done this with them. Were the stories real or fiction? Does it matter?

*Read other novels by Grace Lin:

Lin, Grace. LING & TING: NOT EXACTLY THE SAME! ISBN 978-0316024525

Lin, Grace. THE YEAR OF THE RAT. ISBN 978-0316033619

Lin, Grace. THE YEAR OF THE DOG. ISBN 978-0316060028

Book Review: American Born Chinese

Module 6

1. BIBLIOGRAPHY

Yang, Gene. American Born Chinese. New York: First Second, 2006. ISBN 1-59643-152-0

2. PLOT SUMMARY

In this graphic novel, Yang tells the story of three characters whose lives are woven together. The Monkey King learns Kung Fu in an attempt to become the Great Sage, but ultimately is humbled and changes his path. Jin Wang struggles with being the minority, and wants nothing more than to fit in. Danny struggles with the embarrassment of his strange cousin, Chin-Kee.

3. CRITICAL ANALYSIS

Three different stories take place in this graphic novel. The Monkey King’s story takes place in a land far away, and long ago, while the stories of Jin Wang and Danny take place in modern day US cities. The Monkey King is one of China’s oldest fables. He was a monkey, who wanted to learn Kung Fu in order to become a god. Jin Wang lives in San Francisco as one of the few minorities. Although he finds a friend in Wei-Chen, he betrays that trust in his desire to become like the majority. Danny wants nothing to do with his embarrassing Chinese cousin Chin-Kee. However, Chin-Kee’s visits are purposeful and intended to set Danny on the right track. When Danny confronts Chin-Kee about his embarrassing behavior, Chin-Kee reveals that he is the Monkey King, that Danny is really Jin Wang who denied his heritage, and Wei-Chen is the Monkey King’s son who decided that he wanted to remain human. Although appearing to be simplistic, this is a complex story that has underlying messages. Throughout the three stories, Yang shows how your individual actions not only affect you, but those around you. You have the power to decide whether your actions will either benefit or harm those you interact with. Yang also expresses that individuals should have self-confidence in themselves and take pride in their heritage. Although others may be prejudice against those that are different, it is important to remain true to yourself. Because of the simplistic nature of the written text in a graphic novel, the illustrations are essential in supporting the story line. The illustrations convey humor, action, confusion, despair, anger, love, friendship, and forgiveness. The action packed illustrations are necessary to tell the story. Inserted texts into the illustrations such as “SMACK” and “SLAM” give further clarification to the drama and action of the story.

4. AWARDS AND REVIEW EXCERPTS

*Michael L. Printz Award

*Eisner Award

*Booklist: “The stories have a simple, engaging sweep to them, but their weighty subjects—shame, racism, and friendship—receive thoughtful, powerful examination.”

5. CONNECTIONS

*Other graphic novels by Gene Yang:

Yang, Gene. LEVEL UP. ISBN 9781596432352

Yang, Gene. PRIME BABY. ISBN 9781596436121

*Read some Chinese traditional tales. Discuss how they are similar and different than tales told in the United States.

*Have students create their own graphic novel. Write a short story about an event in their lives and then illustrate it. Students can read each other’s stories.

Book Review: Alchemy and Meggy Swann

Module 5

1. BILBIOGRAPHY

Cushman, Karen. Alchemy and Meggy Swann. New York: Clarion Books, 2010. ISBN 978-0-547-23184-6

2. PLOT SUMMARY

When Meggy Swann’s father requests that she come live with him, she unwilling travels to London to do so. Upon her arrival, her father the alchemist discovers that he has a crippled daughter, and not a son that can help him with his business. Meggy is mostly left to fend for herself until she can prove herself valuable to the alchemist and form friendships with those who are willing to see beyond her disabilities.

3. CRITICAL ANALYSIS

Unfortunately for Meggy Swann, she finds herself in a time and place where people are prejudiced against the disabled. In 1851, London is full of individuals who automatically assume that those who are deformed or ill are demon possessed. Medicine had not evolved to the point to where her bilateral hip dysplasia could be diagnosed or understood. Meggy constantly suffers with loneliness, embarrassment, and grief as she is continually shunned, feared, and taunted for her disability. She is wanted by neither parent, and finds herself in a dark place when she arrives at her father’s alchemy shop all alone, save her only friend, a goose named Louise. With nowhere else to go, Meggy became determined to make herself useful to her father in his attempt to turn metal into gold and develop the elixir of life. Upon her involvement, she learns of a murderous plot, and must decide between doing the right thing and saving an innocent man, or protecting her father. Readers become aware of Meggy’s transformation as she begins to consider other before herself, realize that there are those who would overlook her disability and befriend her, and find that her father truly cares about her. Even though she never thought she would be able to, Meggy finds herself dancing along with the approval of her friends. She is no longer bound by her crooked legs.

Cushman uses many odd and foreign sounding words and phrases in her story. Intended to create a sense of familiarity and distance, words such as “kirtle” and “gallimaufry” are taken directly from the English language during the Elizabethan time while phrases such as “ye toads and vipers” are combinations created by Cushman intended to create a sense of the past.

4. REVIEW EXCERPTS

*Starred Review – Booklist: “Writing with admirable economy and a lively ability to re-create the past believably, Cushman creates a memorable portrayal of a troubled, rather mulish girl who begins to use her strong will in positive ways.”

*Starred Review – Kirkus Reviews: “Cushman has the uncanny ability to take a time and place so remote and make it live.”

5. CONNECTIONS

*Meet the Author: Invite Karen Cushman to visit your school and discuss her experiences as an author with the students. Cushman suggests that you contact Kate Greene at Clarion Books, at kate.greene@hmhpub.com or 212-420-5857.

*In order to warn the Baron, Meggy writes and sings a ballad. Have the students create their own ballad, choosing to either sing or read it to the class.

*Read other historical fiction books that take place in England by Karen Cushman.

     -Cushman, Karen. CATHERINE, CALLED BIRDY. ISBN 978-0064405843

     -Cushman, Karen. THE MIDWIFE'S APPRENTICE. ISBN 978-0064406307 

    

Book Review: Hattie Big Sky

Module 5

1. BIBLIOGRAPHY

Larson, Kirby. Hattie Big Sky. New York: Delacorte Press, 2006. ISBN 0-385-73313-5

2. PLOT SUMMARY

Orphaned as a young child, Hattie has been passed around from relative to relative, never really belonging or being wanted. When her uncle leaves her his homestead claim, she travels to Montana to prove up on it, all on her own at the age of 16. Though the work is hard and circumstances unfair, Hattie finds friends and family, and a true home.

3. CRITICAL ANALYSIS

Hattie Brooks’ story begins in 1918, a time when the country was at war, German immigrants were suspected of treason, and anyone sympathizing or speaking up for these “traitors” were accused of being disloyal to the country. These sentiments are included in the characters that Hattie meets in Vida, Montana. As a girl on the brink of womanhood, she struggles to understand why someone who is caring, honest, hardworking, and neighborly would be considered an enemy. Time and time again, Hattie is forced to choose between standing up for what she believes in or remaining passive. She also physically struggles as she fights to keep her claim. She must learn how to survive in a new climate that has incredibly cold winters and hot summers, when the soil is ready for planting and which crops to plant, how to sew and bake bread, and set 480 rods of fence. Through it all, she fights to survive in this “next year country” for as her neighbors all say, “next year it will be better.” All though Hattie fails to prove up and loses the claim, she leaves Montana with a smile on her face for she is no longer Hattie Here-and-There, but is now Hattie Big Sky, a young woman who found a home, friends, and an ambition that she did not know existed. Inspired by her great-grandmother’s homesteading experience and journals written by countless homesteaders, Larson reveals the unending work, sorrow, loss, and fond memories of those who both persevered and failed through homesteading.

4. AWARDS AND REVIEW EXCERPTS

*2007 Newberry Honor Book

*2006 Montana Book Award

*Starred Review – School Library Journal: “Larson creates a masterful picture of the homesteading experience and the people who persevered.”

*Starred Review – Booklist: “Writing in figurative language that draws on nature and domestic detail to infuse her story with the sounds, smells, and sights of the prairie, she creates a richly textured novel full of memorable characters.”

5. CONNECTIONS

*Have students listen to a podcast of Kirby Larson describe how she began an interest in her great-grandmother’s experience as a homesteader. Have them talk with their grandparents (if possible) and discover interesting stories about their grandparents and great-grandparents. Research their family member’s history or that of those who had a similar experience. http://www.hattiebigsky.com/podcasts.html.

*Have students research homesteading in the early 1900s. Have them identify the reasons that people homesteaded and share this information with the class.

*WWI affected individuals who were fighting the war abroad, and at home. Read related books about WWI.

            -Wilson, John. DESPARATE GLORY: THE STORY OF WWI.
            ISBN 978-1894917421

            -Freedman, Russell. THE WAR TO END ALL WARS: WORLD WAR I.
            ISBN 978-0547026862

Book Review: The Game of Silence

Module 5

1. BIBLIOGRAPHY

Erdrich, Louise. The Game of Silence. New York: Harper Collins Publishers, 2005. ISBN 0-06-029789-1

2. PLOT SUMMARY

Erdrich takes the reader through four seasons of the life of Omakayas, a young girl from the Ojibwe tribe. She spends her days drying fish, tanning hides, working in the ricing camps, making canoes, and listening to the spirits. However, her way of life is threatened when the chimookomanag, white people, demand that the Ojibwe leave their island and go farther west.

3. CRITICAL ANALYSIS

Erdrich is authentic in her representation of the Ojibwe and avoids stereotyping Native Indian tribes. The culture, lifestyle, and daily routines of the Ojibwe are represented without overwhelming the plot of the story. It is clearly stated where the story takes place, Lake Superior, 1850, so the reader has an accurate image of the setting. Erdrich includes words and sayings from the Ojibwemowin language throughout the story. These words and phrases are often spoken by the characters in the story, and are either preceded or followed by the English translation. This does not affect the flow of the text and gives the story more authenticity. If the reader is unsure about the meaning of a word or phrase, they can refer to the glossary and pronunciation of terms in the back of the book. However, because the Ojibwemowin language was a spoken language and not a written language, Erdrich used phonetic spellings for some of the words in order to make it easier for the reader. She apologizes for any mistakes and offers suggestions for more accurate sources about the Ojibwemowin language. Erdrich tells the story from the point of view of the character Omakayas, a young girl who may does not yet understand all the ways of adults and the white people. Much of the story revolves around evolving the character of Omakayas and telling about the daily lives of the Ojibwe. In doing so, Erdrich underlines the theme throughout the whole book; the Ojibwe’s way of life is about to end. If they are forced from their homes, they will lose their hunting and fishing grounds, their livelihood. Readers will sympathize with the Ojibwe as they are forced to leave their homes, possessions, and pets behind.

4. AWARDS AND REVIEW EXCERPTS

*Scott O’Dell Award for Historical Fiction

*School Library Journal: "Erdrich’s captivating tale of four seasons portrays a deep appreciation of our environment, our history, and our Native American sisters and brothers."

*Kirkus Reviews: “Eager readers beguiled by her sturdy and engaging person will scarcely notice that they have absorbed great draughts of Ojibwe culture, habits and language.”

5. CONNECTIONS

*Read the prequel to The Game of Silence:

Erdrich, Louise. The Birchbark House. ISBN 978-0786803002

*Members of the Ojibwe are given names that reflect their character and actions. Have students decide what their name would be if one was given to them by the Ojibwe.

*Omakayas finds the ways of the chimookomanag, or white people, to be very foreign. Discuss with the students how foreign they find the ways of the Ojibwe. What traditions or methods do they wish were a part of their culture?

Book Review: Actual Size

Module 4

1. BILBIOGRAPHY

Jenkins, Steven. Actual Size. Boston: Houghton Mifflin Company, 2004. ISBN 0-618-37594-5

2. PLOT SUMMARY

Did you know that the largest earthworm can grow up to three feet long? Or that a moth can be as big as a bird? In this informational book, Jenkins demonstrates the actual size of 18 of the largest and smallest animals in the world including insects, birds, fish, reptiles, and mammals.  

3. CRITICAL ANALYSIS

The illustrations in the book are made of collages of cut and torn paper. Since the majority of the animals in the book are large animals, the illustrations take up most of the page and are the main focus of the book. The Siberian tiger illustration takes up two entire pages, and does not even include the entire head. For each animal, the text is organized with a quick one to two sentence description, followed in small print by the height and weight of the animal located in the corner of the page. The style of writing is simple and easy for readers to understand. However, for readers that are interested in knowing more information about the animals and viewing a complete illustration of the entire animal body, they can flip to the back of the book for a more detailed description of the animals’ size, habitat, eating habits, and unique characteristics. The design of the book is very appealing and the actual size illustrations allow the reader to compare their own size with that of the animals. The gorilla hand is illustrated with the palm up, so that readers can place their own hand on top and determine how much smaller their hand is compared to a huge gorilla. With two three-page illustrations, several two-page illustrations, and a few tiny illustrations, readers will be amazed by the size, both big and small, of creatures on this Earth. However, the lack of real photographs makes it difficult to determine the accuracy of the illustrations and identify the texture of the animals.

4. REVIEW EXCERPTS

*Booklist: “Jenkins' artwork is gorgeous, and at the end of the book, thumbnail images of the featured animals paired with information about habitat and behavior put the piquant visuals into a broader context.”

*School Library Journal: “Mixing deceptive simplicity with absolute clarity, this beautiful book is an enticing way to introduce children to the glorious diversity of our natural world.”

5. CONNECTIONS

*Before reading the book, ask students to draw what they think is the actual size of some of the animals. For example, draw a gorilla’s hand, or a giant squid’s eye. Compare their drawings with the illustrations after you read the book.

*Have students pick their favorite animal and research the size of that animal. Then create an actual size picture of the animal. For larger animals, students will want to create only a part of the animal, such as the head or foot.

*Read other life-size books:

Earhart, Kristin. LIFE-SIZE ZOO: FROM TINY RODENTS TO GIGANTIC ELEPHANT, AN ACTUAL SIZE ANIMAL ENCYCLOPEDIA. ISBN 978-1934734209

Gilpin, Daniel. LIFE-SIZE KILLER CREATURES. ISBN 978-1402727016

Wilson, Hannah. LIFE-SIZE REPTILES. ISBN 978-1402745423

Digital Trailer for The Braid

Digital Trailer for The Braid

Book Review: What to do About Alice? Module 4

1. BILBIOGRAPHY

Kerley, Barbara. What to do About Alice? New York: Scholastic Press, 2008. Illustrated by Edwin Fotheringham. ISBN 978-0-439-92231-9

2. PLOT SUMMARY

This biography tells the story of Alice Lee Roosevelt, daughter of Theodore Roosevelt. Alice liked to “eat up the world” and explore, have fun, and experience new things. Even with the loss of her mother and difficulty with her legs growing properly, Alice grew up to be a free-spirited and fun loving lady and often got involved in politics. Despite her good intentions, Theodore Roosevelt never quite solved “What to do about Alice?”

3. CRITICAL ANALYSIS

Kerley begins this delightful biography with explaining that Theodore Roosevelt had a “small problem.” In fact, in comparison to herding cattle, leading the Rough Riders, and serving as Vice President; Alice proved to be a much more difficult challenge. Kerley humorously presents this biography of Alice so that the reader will both love Alice and sympathize with her father. Theodore’s comments of “Oh, Alice” demonstrate his exasperation while Alice’s fun loving spirit is irresistible. Certain words in the text are capitalized in order to add emphasis to the phrases. When Alice’s father tells her to “SIT DOWN,” the reader can perceive his frustration.

The design of this picture book biography includes illustrations by Fotheringham that support and enhance the text of the biography. The illustrations show Alice’s animation, excitement, and energy. When Alice says to her father, “Let me loose in your library,” the illustrations reveal her moving from place to place, selecting various titles to study. Although much of the text is very dramatic all on its own, the illustrations bring it to a new level. The idea of having to go to boarding school completely “shriveled” Alice. Fotheringham adds more drama to the scene by depicting Alice lying face down on her bed, surrounded by strewn handkerchiefs. Through many of the pages, Alice’s free spirit is portrayed with her smile, playful walk, riding horses, dancing, and welcoming visitors to the White House with a snake.

The story line is organized in chronological order. Since this biography would be categorized as a picture book biography, it reads more like a regular picture book. The style is more like a person telling a story, rather than a list of facts. The voice of the book includes animation and emotion that reflects the activities of Alice. Resources that were used in creating the biography are cited at the end of the book.  

4. REVIEW EXCERPTS

*Starred Review – Booklist: "Irrepressible Alice Roosevelt gets a treatment every bit as attractive and exuberant as she was....The large format gives Fotheringham, in his debut, plenty of room for spectacular art."
*Starred Review – Kirkus Reviews: "Theodore Roosevelt’s irrepressible oldest child receives an appropriately vivacious appreciation in this superb picture book.”

5. CONNECTIONS

*Read other picture book biographies:

-Adler, David. A PICTURE BOOK OF ANNE FRANK. ISBN 978-0823410781

-Kerley, Barbara. DINOSAURS OF WATERHOUSE HAWKINS. ISBN 978-0439114950

-Ringgold, Faith. IF A BUS COULD TALK: THE STORY OF ROSA PARKS. ISBN 978-0689856761

*Discuss why Alice was held to a higher standard than other girls. What kinds of behaviors were expected and what behaviors were unacceptable?

*Have students work with partners to create a biography of any president or family member of a president. Include accurate research in the biography.

Book Review: Almost Astronauts: 13 Women Who Dared to Dream

Module 4

1. BIBLIOGRAPHY

Stone, Tanya. Almost Astronauts: 13 Women Who Dared to Dream. Massachusetts: Candlewick Press, 2009. ISBN 978-0-763-63611-1

2. PLOT SUMMARY

Stone tells the story of thirteen remarkable women who dared to dream an impossible dream. In 1958, the United States was determined to beat the Russians in the Space Race and created the NASA program. The man who tested the first astronauts was Randy Lovelace, and he was determined to prove that women were as capable as men. Although the results showed that women could handle loneliness, stress, heat, cold, noise, and pain better than men and would be less expensive than men, NASA refused to allow women in the program.

3. CRITICAL ANALYSIS

The story of these amazing women is an inspiration to all women and anyone who dares to dream. During the 1960s, women were seen simply as housewives. Men, and even some women, did not think that women were capable of handling jobs that men typically did. Cobb and the other twelve women showed that you can fight for what you believe in, and just because everyone says that it is impossible, you do not have to give up.

The illustrations in this book include original photographs of astronauts and the thirteen women, cartoon clippings, and magazine covers that were printed at that time. The illustrations were instrumental in relating the story of these thirteen women. It showed them undergoing the tests and gave the reader a chance to see their experiences. The cartoon clips and magazine covers demonstrated the difficulty that the women had in standing up for their beliefs. They were made fun of and criticized in the media. These were truly extraordinary women who could not only pass the physical and mental tests that many thought only men could handle, but they also handled all the criticism and negative press that tried to stop their dreams.

The information is organized chronologically and sources are cited throughout the book. The style of writing is unique, and often reads like a narrator is telling the story. Short sentences create pauses in the flow of reading that allow the reader to take a moment to consider the information.

 

4. AWARDS AND REVIEW EXCERPTS

*Robert F. Sibert Medal

*School Library Journal: “She understands how to weave setting, exposition, and analysis to keep the reader’s perspective fresh and involved.”

*Kirkus Reviews: “Handsomely illustrated with photographs, this empowering story will leave readers inspired.”

5. CONNECTIONS

*Research occupations that women were previously not allowed to do but are now a part of. What occupations are they still excluded from or have very little participation in?

*Discuss the major accomplishments of the NASA program.

*Related books about space flight

Chaikin, Andrew. MISSION CONTROL, THIS IS APOLLO: THE STORY OF THE FIRST VOYAGES TO THE MOON. ISBN 978-0670011568

Floca, Brian. MOONSHOT: THE FLIGHT OF APOLLO 11. ISBN 978-1416950462

Book Review: The Surrender Tree: Poems of Cuba’s Struggle for Freedom

Module 3

1. BIBLIOGRAPHY

Engle, Margarita. The Surrender Tree: Poems of Cuba’s Struggle for Freedom. New York: Henry Holt and Company, LLC, 2008. ISBN 978-0-8050-8674-4

2. PLOT SUMMARY

Engle tells the story of Cuba’s fight for freedom, mainly centered on the character Rosa. Rosa, born into slavery, learns how to use herbs for healing purposes. During the three wars that Cuba fights in, she secretly lends aid to runaway slaves and rebels who are ill or have been injured.

3. CRITICAL ANALYSIS

This history in verse shows the slaves’ desperation for freedom in their attempts to flee their owners and risk death. Early on in the book, Engle lets the reader know the gravity of the situation of the slaves. “Many run away again, or kill themselves. But then my father chops each body into four pieces…” The repeated mention of slave hunters taking the ears of dead slaves constantly reminds the reader of the gruesomeness and horrible plight of the slaves. Engle uses simplistic language, yet they hold powerful messages. “How can there be a little war? Are some deaths smaller than others?” Even though the Little War only lasted for two years, many lives were lost and the independence that the Cubans sought continued to elude them. Whether the deaths number in the hundreds or thousands, one death is an enormous loss. In reading Engle’s verses, readers will get a perspective of Cuban’s independence different than that found in their text book. The ending of the book will leave the reader wondering why Cuba never truly got independence.

4. AWARDS AND REVIEW EXCERPTS

*School Library Journal: The Surrender Tree is hauntingly beautiful, revealing pieces of Cuba's troubled past through the poetry of hidden moments.”

*Booklist Starred Review: “Many readers will be caught by the compelling narrative voices and want to pursue the historical accounts in Engle’s bibliography.”

*Americas Award

5. CONNECTIONS

*Research how the United States got their independence from Great Britain.

*Discuss why independence is so important to a nation.

*Read other books about Cuba’s history:

Engle, Margarita. THE POET SLAVE OF CUBA: A BIOGRAPHY OF JAUN FRANCISCO MANZANO. ISBN 978-0312659288

Engle, Margarita. TROPICAL SECRETS: HOLOCAUST REFUGESS IN CUBA. ISBN 0805089365

Book Review: Dutch Sneakers and Flea Keepers: 14 More Stories

Module 3

1. BIBLIOGRAPHY

Brown, Calef. Dutch Sneakers and Flea Keepers: 14 More Stories. Boston: Houghton Mifflin Company, 2000. ISBN 0-618-05183-X

2. PLOT SUMMARY

In this collection of humorous poems, Brown takes the reader through fourteen different poems including Dutch sneakers made of wood, the reunion of celestial bodies in space, an unusual pirate, chewing bubble gum, Tattlesnakes, a dancing knight, little Ned with a rash, waffles running away, fleas learning German, a mysterious fish, teeth with cavities, a Jack in the Bucket, grandmothers playing electric guitars, and Donut Beetles on the beach.

3. CRITICAL ANALYSIS

Brown’s poems evoke laughter with his unique poems that are based on imaginative characters and situations. His portrayal of a pirate with a rabbit instead of a parrot and a carrot instead of a sword takes a familiar stereotypical character and gives it a new spin. He includes rhyming in the poems to help create an ease of flow, “They creak and they squeak, and they constantly leak.” His rhymes do not detract from the message of the poem but instead add more humor.

Brown’s illustrations help the reader to imagine his creative characters. Who would imagine a giant waffle with legs, arms, eyes, nose, and quirky smile? Or teeth with glasses and sour expressions? Although the text by itself is creative and imaginative, the illustrations help the reader to grasp a picture of the character and then can further imagine their entertaining actions long after the book was read.

4. REVIEW EXCERPTS

*Booklist: “In zany, ebullient verse and stylish, wildly angled paintings, Brown presents an irresistible roundup of eccentrics: the Flea keepers, who train fleas for cash.”

*School Library Journal: “The far-out "plots" and silly pictures will interest younger children but older readers especially will revel in the fanciful possibilities.”

5. CONNECTIONS

*Read other poetry books by Calef Brown:

Brown, Calef. FLAMINGOS ON THE ROOF. ISBN 978-0618562985

Brown, Calef. POLKABATS AND OCTOPUS SLACKS: 14 STORIES. ISBN 978-0618111299

Brown, Calef. SOUP FOR BREAKFAST. ISBN 978-0618916412

*Have students create a humorous poem about their teacher or school.

*Before the students see the illustrations in the book, read a poem to them and have them draw the character that they think Brown is portraying.

*Read the poems out loud to the students. Then, read the poem in unison with the students.

Book Review: Red Sings from Treetops: A Year in Colors

Module 3

1. BIBLIOGRAPHY

Sidman, Joyce. Red Sings from Treetops: A Year in Colors. Boston: Houghton Mifflin Books for children, 2009. Illustrated by Pamela Zagarenski. ISBN 978-0-547-01494-4

2. PLOT SUMMARY

In this book, Sidman takes the reader through the four seasons, describing each season based on its colors. In the spring you can hear red birds singing and white thunderstorms, in the summer you will find many different shades of green in the trees and different shades of blue in the water, in the fall green gladly gives way to brown and red apples are ready to eat, and in the winter fingers and cheeks turn pink with cold and red birds sing.

3. CRITICAL ANALYSIS

Sidman and Zagarenski combine their efforts to show that within each season, our senses respond to different colors. Sidman creates imagery with her language by using very descriptive wording. For example, “Red whispers along my finger with little beetle feet” describes a ladybug. However, the wording “whispers” indicates that the ladybug is gently crawling on her finger and “little beetle feet” can help the reader imagine the slight tickling sensation they might feel if a ladybug were on their finger. Sidman has captured the essence of colors in the seasons and how we feel, see, smell, taste, and hear them. 

Zagarenski’s unique style compliments the descriptive language of the poetry and puts the words into pictures. The illustrations will benefit young readers in interpreting the meaning of the poetry. For example, “Brown gleams in my hand: a tiny round house, dolloped with roof” may be difficult for young readers to understand. However, by glancing at the character on the page, the reader will see that she is holding an acorn and can associate that description with it. There are techniques that are not commonly used in illustrations. The main character is pale faced and her outfit changes with each page to represent the color of the season that is being described. Characters have crowns above their heads, including little birds. The name of the season or the color is also written in some of the illustrations. For fall, there are leaves on the ground and “Fall” is written inside each leaf in a manner similar to a newspaper. The illustrations are truly unique and leave the reader continually searching for hidden details.

4. AWARDS AND REVIEW EXCERPTS

*Starred Review from School Library Journal: “This is an important book both for its creativity and for its wisdom.”

*Starred Review from Horn Book: "A poet known for multilayered explorations of nature rejoices here in the way colors, and how we perceive them, change with the seasons . . .[with] the playfulness of the text and its sense of awe, mystery, and beauty."

* 2010 Caldecott Honor Award

*Horn Book Fanfare

*Claudia Lewis Poetry Award

5. CONNECTIONS

*Read other poetry books by Joyce Sidman:

Sidman, Joyce. DARK EMPEROR AND OTHER POEMS OF THE NIGHT. ISBN 978-0-547-15228-8

Sidman, Joyce. BUTTERFLY EYES AND OTHER SECRETS OF THE MEADOW. ISBN 978-0618563135

Sidman, Joyce. SONG OF THE WATER BOATMAN AND OTHER POND POEMS. ISBN 978-0618135479

*After reading the book, re-read the section on your current season. Take students outside and see how many of the colors they can find. What new colors do they see, hear, taste, smell, or feel?

*Sidman used colors to describe the seasons. Some of the colors were used in multiple seasons, and others were not. For example, red was found in each season but brown was only found in fall and winter. Have the students discover whether or not they can find all of the colors for all of the seasons.

Book Review: The Hero Beowulf

Module 2

1. BIBLIOGRAPHY

Kimmel, Eric. The Hero Beowulf. Canada: Douglas & McIntyre Publishing Group, 2005. Illustrated by Leonard Fisher. ISBN 0-374-30671-0

2. PLOT SUMMARY

Beowulf was a hero from childhood, beginning with his first heroic deed of defeating savage trolls when he was ten years old. Many other great deeds followed. When Beowulf hears of the monster Grendel terrorizing Heorot Hall, Beowulf goes to defeat him. He pretends to sleep in the hall at night when Grendel shows up and bravely fights the monster in hand-to-hand combat. Although other warriors attempt to assist Beowulf, their weapons cannot pierce Grendel’s enchanted scales. Beowulf fiercely holds on to Grendel’s arm as Grendel attempts to get loose and severs his arm from his shoulder. Grendel runs away and dies in the marshes and can no longer torment Heorot.

3. CRITICAL ANALYSIS

Kimmel’s retelling of Beowulf’s story is very descriptive. The text includes specific details that enable the reader to picture the scene, even without the assistance of the illustrations. “Green slime dripped from the scales covering his body. Each hand ended in three claws, curved blades that could rip the life out of any man or beast.” Although originally a poem, this version of Beowulf only includes one short poem which announces Beowulf’s heroism and that there is no one equal to him. The conflict with Grendel’s mother and slaying the dragon, which costs Beowulf his life, are not included in this reduced version.

Unlike many other picture books, the text is extremely detailed and does not require illustrations to create the image of the scene. However, Kimmel’s full page, colorful illustrations will assist young readers with remembering the heroism of Beowulf as his defeat over enormous sea serpents and Grendel is recorded in the illustrations. Although the illustrations depict Grendel’s shoulder bursting and the bloody mess that follows, it is not overly gruesome and is appropriate for the intended young audience. 

4. AWARDS AND REVIEW EXCERPTS

*School Library Journal: “Fisher's large-scale compositions, easily visible across a reading group, feature bright tones for sails, shields, and jerkins bracketed by sky and sea.”

*Kirkus Reviews: “well worth introducing to younger audiences.”

5. CONNECTIONS

*Other retellings of Beowulf:

Morpurgo, Michael. BEOWULF. ISBN 978-0763632069

Rumford, James. BEOWULF. ISBN 978-0618756377

Storrie, Paul. BEOWULF: MONSTER SLAYER. ISBN 978-0822585121

*Discuss what makes a hero. What would a modern day hero look like and what kind of enemies would he or she have to fight?

Book Review: The True Story of the 3 Little Pigs

Module 2

1. BIBLIOGRAPHY

Scieszka, Jon. The True Story of the 3 Little Pigs. New York: Viking, 1989. Illustrated by Lane Smith. ISBN 0-670-88844-3

2. PLOT SUMMARY

In this humorous fractured fairy tale, Alexander Wolf (Al) explains how he was framed. It all begins with Al making a birthday cake for his grandma, while suffering a terrible cold. When he runs out of sugar, he decides to visit his neighbors and ask for some. When he visits his first neighbor, little pig #1, he is overcome with a huge sneeze, and blows down the house made of straw. In the middle of the straw was the pig, dead. Al decides not to waste a good ham and eats him. Al then travels to the second house, little pig #2. He is yet again overcome by a huge sneeze and the house of sticks crumbles, leaving behind a dead little pig. Not really hungry but not wanting to waste another good ham, the wolf eats the little pig. Al moves onto his next neighbor, little pig #3. This was obviously the smart pig in the family for he had made his house out of bricks and when Al sneezed his horrible sneeze, the house stood. However, when the little pig insults Al’s grandmother, Al become furious and attempts to break down the door. This is how the authorities find the wolf and refuse to believe his story about the cup of sugar.

3. CRITICAL ANALYSIS

Scieszka includes a lot of humor in this retelling of The 3 Little Pigs as he tells the story from the wolf’s point of view. The wolf explains that he is not a Big Bad Wolf, but simply an animal that must eat other animals for survival. As he explains “If cheeseburgers were cute, folks would probably think you were Big and Bad, too!” It is the wolf’s diet, and terrible cold, that lead to the unfortunate demise of the first two little pigs. Readers begin to question whether the wolf truly was Big and Bad, or simply misunderstood.

Smith’s illustrations add a lot of humor and playfulness to the story. The rabbit in the cake batter for Al’s grandmother reminds the reader that he is a wolf and eats meat. Al’s calm walk down the lane while whistling shows the gentle side of him and his unintentional destructive behavior. The illustrations also reveal that story takes place in a different time period than other versions as evidenced by the appearance of microphones, newspapers, and a cheeseburger.

4. AWARDS AND REVIEW EXCERPTS

*School Library Journal: “The book that opened the door to the wonderful world of fractured fairy tales. Pitch perfect from beginning to end”.

*Horn Book Reviews: “These startling revelations are accompanied by colorfully impressionistic illustrations, integrating elegance of execution with comic timing.”

5. CONNECTIONS

*Related books that tell the “true story” of characters:

Baruzzi, Agnese. THE TRUE STORY OF GOLDILOCKS. ISBN 978-0763644758

Forward, Toby. THE WOLF’S STORY: WHAT REALLY HAPPENED TO LITTLE RED RIDING HOOD. ISBN 978-0763627850

*Have students pick their favorite traditional tale. Have them rewrite the story from the antagonist’s point of view.

*Compare and contrast Scieszka’s version of the 3 Little Pigs with another. How are they similar and different? Discuss how the point of view can change the reader’s perception of the story.