The Giver review

Virginia Caldwell
Book Review Genre 6
TWU assignment
LS 5603 – 20


THE GIVER


Bibliographic Data:
Lowry, Lois. 1993. THE GIVER. New York: Houghton Mifflin. ISBN 0395645662


Plot Summary:
Jonas is a boy who lives in a seemingly utopist future community. However, when he is chosen to be "The Receiver,” Jonas begins to find out about many wonderful and terrible truths about the world and his community; this new knowledge changes Jonas in various ways.


Analysis:
In THE GIVER, Lowry takes the reader on an adventure into a fascinating future society, which is governed by Elders. Unlike our world, the community is extremely structured and attempts to do away with the past ills of society by imposing strict rules on people.

For example, all infants are born to “birthmothers,” and then taken to the building for the "newchildren" (babies from birth to one year old) to be cared for by “Nurturers.” After the first year, the babies are given to pre-approved families who will raise them. The elders match the family members by personality, disposition, and intelligence, so that the family will be a harmonious and pleasant unit.

The community that Lowry creates is fascinating and believable. She creates just the right amount of fiction versus humanity to make this community come alive to the reader. The way she unfolds the tale is done so well that the reader will be completely engrossed in finding out the next rule or detail of the fictitious community.

To the reader, this very structured community might seem somewhat appealing because it has many of the qualities that society is often missing today, like two parent families that pay attention to their children by spending time with them and communicating. In addition, the community is very safe to live in. These qualities really bring the reader into the novel, and make them consider whether living like the people in the book might be better. Lowry’s use of this technique is expert; the reader goes on a journey as the book progresses, and begins to change his or her mind about things at about the same time that Jonas does in the book’s action.

Jonas, the eleven-year-old protagonist is a normal young boy, who kids will identify with, because of the common youth concerns, like “What will I become?” However, Jonas will discover his lifetime job at the Ceremony of Twelve Year Olds, during which every child who is twelve is assigned a position.

Jonas is assigned a very honored, yet secretive and frightening position – a position that the community only has one of – “The Receiver.” Soon, Jonas learns that his job will separate him from society, be very painful, and will allow him access to vast amounts of knowledge.

When he starts his training, Jonas begins to grow as a character. He begins to develop independent thought, and a new perspective about his community. He comes to find out that the people in his community are completely ignorant of most of the world and its history. Jonas, by himself will be the carrier of generations of knowledge that the community in general is protected from; all this knowledge is a great burden that the “Giver” must pass along to Jonas before he can retire.

One example of how the information is passed from “The Giver” (the former “Receiver”) to Jonas is the passage below.

“I’m right then,” The Giver said. “You’re beginning to see the color red.”

(Jonas) “The what?”

The Giver sighed, “How to explain this?
Once, back in the time of memories, everything had a shape and size, like they
still do, but they also had a quality called color.”

This learning of so much new knowledge about so many things causes Jonas to see how shallow and without the people of the community are, and how much they are missing by keeping the community free of all things unpleasant. The community standard of “sameness” has removed many of the special and happy things about life along with the pain; Jonas comes to find that without certain knowledge, people cannot experience the greatest emotion – love.

The shallowness of the citizens is highlighted in a passage in which Jonas’ father is discussing the “release” of the baby that would be born as a twin. The community rules said that only one twin could be kept. It was Jonas’ father’s job to decide which twin to keep and which to “release.”

“I want to get some sleep early tonight,” Father said, “tomorrow’s a busy day
for me. The twins are being born, and the test results show that there
identical.”

“One for here, one for Elsewhere,” Lily chanted. “one for
here, one for Else—“

“Do you actually take it Elsewhere, Father?” Jonas
asked.

“No, I just have to make the selection…then I get the smaller one
all clean and comfy…..Then I perform the ceremony of Release and –“He glanced
down, grinning at Gabriel. Then I wave bye-bye,” he said, in a special sweet
voice.”

Later, Jonas actually views his father performing the “release.” Jonas is horrified to watch his father stick a large needle into the baby’s head that kills him. Jonas is increasingly seeing that the community would be better off without the “sameness” doctrine; he is seeing how the entire community is functioning like clones, not fully aware human beings.

The novel ends with a plan between “The Giver” and Jonas, to redistribute the good and bad memories between the people of the community.

THE GIVER is a masterpiece that will cause readers to examine the human condition, the value of pleasure and pain, and the point of living.



Review Excerpts:
School Library Journal, 05/01/1993
The Giver, who passes on to Jonas the burden of being the holder for the community of all memory ``back and back and back,'' teaches him the cost of living in an environment that is ``without color, pain, or past.’’ --Amy Kellman, The Carnegie Library of Pittsburgh

BookList, 04/15/1993
There's a distinctly appealing comfort in sameness that kids--especially junior high kids--will recognize. Yet the choice is clear. Sameness versus freedom, happiness at the risk of pain. ((Reviewed Apr. 15, 1993)) -- Ilene Cooper. Booklist, published by the American Library Association.

The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on November 20, 2007).

Connections:
Other books with similar themes
ANTHEM by Ayn Rand, TUCK EVERLASTING by Natalie Babbitt, GATHERING BLUE by Lois Lowry, and MESSENGER by Lois Lowry.

MONSTER review

Virginia Caldwell
Book Review Genre 6
TWU assignment
LS 5603 – 20


MONSTER

Bibliographic Data:
Myers, Walter Dean. 1999. MONSTER. New York: Harper Collins. ISBN 0060280778


Plot Summary:
MONSTER tells the story of Stephen, a sixteen year old boy from Harlem who is on trial for murder.


Analysis:
Told from the point of view of the protagonist, Stephen Harmon, MONSTER is a story that deals with the issues of man against himself and man against society. It is a story about the state of the human condition as well as growing up.

Myers created MONSTER to read like a movie script that Stephen creates as he attends his trail for the murder of a man that happened during the course of a robbery. At his high school, Stephen developed an interest in filmmaking, and he chooses to tell his story as if it were a film. Instead of a regular novel, MONSTER reads more like a play, although with personal diary entries from Stephen. In additional, the novel creatively uses fonts, print size, graffiti-like print and a few photographs to convey the information to readers.

The diary entries are key to telling how Stephen is feeling, especially when is in his prison cell. The diary is in a handwritten form. The following except is a look into his realization that his future is in peril.

I am so scared. My heart is beating like crazy and I am having trouble
breathing. The trouble I’m in keeps looking bigger and bigger. I am
overwhelmed by it. It is crushing me. (201-202)

MONSTER leaves a lot of room for the reader to think and ponder whether not Stephen is guilty at all, and whether or not his being an accessory by acting as a lookout is equal to his charge of murder. MONSTER also addresses the possibly inequity of who the authorities choose to charge for a crime and the fairness of the entire court and prison system. Stephen never reveals if he did act as a lookout, but he does begin to critically look at guilt and innocence as well as life’s meaning and purpose in general. The novel also touches on the issues of race and class problems within America.

One very thoughtful observation is Stephen’s realization that:

“They didn’t allow kids in the visiting area, which was funny because if I
wasn’t locked up, I wouldn’t be allowed to come into the visiting room.”
(156)

By the end of the novel, the reader does know that Stephen is very changed by the experience. He has decided to become a better person. During the short action of the book, readers will get to see Stephen forced into adulthood in a very short time period, due to the events of the story and the subsequent trial. Many loose ends are tied, but one is left very open: Stephen has seen that other people see something that is perhaps evil in him, and is very concerned about this; the novel ends with Stephen trying to figure out if there is something to this – is he a monster?


Review Excerpts:
School Library Journal, 07/01/1999
“Myers expertly presents the many facets of his protagonist's character and readers will find themselves feeling both sympathy and repugnance for him.” --Edward Sullivan, New York Public Library Copyright 1999 Cahners Business Information.

BookList, 05/01/1999
“Myers combines an innovative format, complex moral issues, and an intriguingly sympathetic but flawed protagonist in this cautionary tale of a 16-year-old on trial for felony murder.” ((Reviewed May 1, 1999)) -- Debbie Carton. Booklist, published by the American Library Association.

The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on November 21, 2007).


Connections: Other books with similar themes
TEARS OF A TIGER by Sharon M. Draper, CRANK by Ellen Hopkins, BURNED by Ellen Hopkins, and MONSTER: THE AUTOBIOGRAPHY OF AN L.A. GANG MEMBER by Sanyika Shukur.

PRINCESS ACADEMY review

Virginia Caldwell
Book Review Genre 6
TWU assignment
LS 5603 – 20


PRINCESS ACADEMY

Bibliographic Data:
Hale, Shannon. 2005. PRINCESS ACADEMY. New York: Bloomsbury Publishing. ISBN 1582349932

Plot Summary:
Miri is a fourteen-year-old girl living in the poor mountain town on Mount Eskel. One day, a representative of the King comes to announce that the new princess must be a girl from this area. All of the girls of the right age are rounded up and sent to the newly formed “Princess Academy” to learn all of the things a candidate for princess should know before meeting the Prince, who will choose one girl to be the Princess.

Analysis:
Miri has never felt useful in her mining hometown because she is never allowed to work in the mines, like most of the other residents. She aches to prove herself useful in some way, and feels like an outsider in a community where everyone works hard to survive, mostly by mining linder, the only product Mount Eskel exports.

The entire town is surprised when a representative of the King tells the townspeople that the next princess of the land will come from Mount Eskel, and that all girls who are the correct age must leave home to attend a “Princess Academy.”

After some initial resistance from the parents, the girls are sent three hours away to a large building that will serve as the school. The impoverished girls meet the teacher, Olana, who is cruel. She insults the girls and delivers extreme punishment for small rule infractions.

At this point, Miri begins to emerge as a leader, who is unhappy with the treatment of the girls. She gains the courage to stand up to the teacher, but is initially only rewarded with distain from the other students.

Despite the homesickness and pain of isolation, Miri begins to discover that she is intellectually bright. She is the first of the group of twenty girls to effectively read a passage in class. Miri decides that she likes learning, even if she has little desire to leave her home to become a princess.

During the course of THE PRINCESS ACADEMY, Miri learns a great deal about herself. She finds out that she is strong, honest, hardworking, intelligent, and worthy of love. Miri also finds the sense of belonging to her community that has evaded her since she can remember. One thing that gives Miri her first hint that she indeed does belong, is that she finds that she can use a special communication. This “quarry speech” is what the mineworkers of the town use when they are mining because they cannot communicate any other way due to the noise and conditions. Miri find out that she can use and hear “quarry speech.”

After finding this out, Miri wants to communicate with the other girls at the academy; she wants to tell them that they can all run home.

“She did not know if it was possible to say something so specific; she had never
tried. But if quarry speech used memories, could she convey more than just
quarry warnings? Could she tell everyone to run?”…

“Rabbits run!”
and all the children stood and ran.
“Miri seized this memory and sang it with
her thoughts, down into the beating of her boot, down into the linder.”
(117-199)

Due to her fairness and concern for others, Miri becomes the most popular girl at the academy. Miri does not get caught up by the fierce competition between the girls to be a princess. Her focus remains on the welfare of every person, and she teaches others many important lessons about life. Miri begins to find her calling in life.

Hale is masterful in keeping THE PRINCESS ACADEMY exciting by having two climactic events in the novel, and a interesting, satisfying ending. This novel is proof that fairy tales may exist, but are not always exactly what we all expect of them, which is refreshing.



Review Excerpts
BookList, 06/01/2005
“Hale nicely interweaves feminist sensibilities in this quest-for-a-prince-charming, historical-fantasy tale. Strong suspense and plot drive the action as the girls outwit would-be kidnappers and explore the boundaries of leadership, competition, and friendship.” -- Anne O'Malley. Booklist, published by the American Library Association.

Publishers Weekly 08/08/2005
“Through education—and the realization that she has the common mountain power to communicate wordlessly via magical "quarry-speech"—Miri and the girls eventually gain confidence and knowledge that helps transform their village.” Ages 9-up. (July) Publishers Weekly, A Reed Business Information Publication

Connections:

Other books with similar themes
ELLA ENCHANTED by Gail Carson Levine, THE GOOSE GIRL by Shannon Hale, BRIDGE TO TERABITHIA by Katherine Paterson.

The Art of Keeping Cool Review

Virginia Caldwell
Book Review Genre 5
TWU assignment
LS 5603 – 20


The Art of Keeping Cool

Bibliographic Data:
Lisle, Janet Taylor. 2000. The Art of Keeping Cool. New York: Athenium Books for Young Readers. ISBN 0689837879


Plot Summary:
During World War II, young Robert, whose father is called away to work as a war pilot, moves away from his family’s farm, to live next door to his Grandparents in Rhode Island. Here Robert begins a new chapter of his life, which will shape him forever.


Analysis:
Lisle takes the reader back in time, to the United States during World War II, and focuses her novel on the suddenly changed life of a thirteen-year-old boy, Robert. Robert’s father is away fighting, and his mother decides to move the family to Rhode Island to live near her in-laws.

It is here that the real story begins. Robert and his family get to know relatives that they had never met. Grandpa is generally an unpleasant and frightening man, Grandma is the family peacekeeper, and Aunt Nana and Uncle Jake are a nice couple, albeit financially down on their luck.

Lisle has a great talent for creating and revealing characters. For example, she describes Robert’s thirteen-year-old cousin, Elliot as follows:

“Elliot had a problem – he registered things too deep. Sometimes it seemed to me
as if his receivers were turned up too high on the world and what he saw came at
him with extra force.”

“There was no getting through to him. There never
was when he had one of his nervous shutdowns.”

The descriptions above are the best I have ever read to describe and explain a person with an anxiety disorder; this talent reveals Lisle as a master of her craft, and it most certainly makes the character of Elliot come alive for the reader, as she does for all of the book’s characters.

In Rhode Island, they live on the coast near an army fort that is protecting the United States coast from any potential German attacks. Lisle describes the feeling and scenes so well that the reader feels that he or she is actually living in wartime Rhode Island. This is done particularly well, by making the main protagonist a young boy, because children will relate to this much better than they do the usual World War II characters, who are usually grown men at war. The following describes measures that people around the coast were asked to do in order to keep the location of friendly ships secret and to prepare for any attacks.

“At night, we followed the fort’s orders to curtain and even double curtain our
windows, and everyone went to sleep with shoes and clothes laid out in case we
had to evacuate fast.”

Robert and Elliot become friends, and Elliot, who is very talented at drawing, causes them to meet a German artist, Able Hoffman, who lives in the area. It is not a good time to be a German expatriate in the United States, and he is highly suspect in the community. This storyline happens concurrently along with others, like family relationships and secrets, war, friendship, and growing up; this multidimensional plot makes this book hard to put down. For example, throughout the book, there is always an element of suspense: the mysterious German painter, the reason that Robert’s dad was never mentioned in his Grandparent’s home, if Robert’s father was alive and well overseas, and whether or not the Germans would attack the coast.



Review Excerpts
BookList, 09/15/2000
“Lisle weaves together the thrilling war action and the spy mystery with the battles in Robert's family and Robert's personal struggle with anger, jealousy, guilt, and betrayal.” -- Hazel Rochman. Booklist, published by the American Library Association.

Kirkus Reviews, 09/15/2000
“Briskly plotted, emotionally complex, brutal in incident yet delicately nuanced in the telling, a fine historical fiction.” (Fiction. 10-14) Copyright 2003, VNU Business Media, Inc. All Rights Reserved

The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing,
Powered by The Title Source TM (Accessed through
http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 24, 2007).

Connections:
Some books with similar themes: A Boy at War: A Novel of Pearl Harbor by Harry Mazer; Summer of My german Soldier by Bette Greene; Number the Stars by Lois Lowry; A Coming Evil by Vivien Vande Velde; Remember World War II: Kids Who Survived Tell Their Stories by Dorinda Makanaonalani Nicholson.

The Midwife’s Apprentice

Virginia Caldwell
Book Review Genre 5
TWU assignment
LS 5603 – 20


The Midwife’s Apprentice

Bibliographic Data:
Cushman, Karen. 1995. The Midwife’s Apprentice. New York: Clarion. ISBN 0395776082


Plot Summary:
In a village in fourteenth century England, a twelve or thirteen year old wandering homeless child finds a midwife to let her work for room and board. After meeting her basic needs, the girl begins to grow in other ways, and tries to find out where she belongs.


Analysis:
Absolutely worthy of its Caldecott Medal, The Midwife’s Apprentice is a fine historical novel that is centered upon the early life of a young pauper girl in Medieval England.

The novel is fantastic in its description of what medieval life in a small village was like, and does not try to make it prettier, or cleaner, than it was. In fact, our young heroine is first found sleeping in a dung pile, because it is the warmest place she can find.

She has no name, except for what people have called her in the past, which is “Brat.” After Brat wakes up, she is taunted by local village boys; a woman finds her and she is so hungry that she musters up the courage to beg the woman for food. The woman denies her this, but decides to let her work for food. Jane is a midwife, and although she is somewhat cruel, starts “Brat,” who soon takes on the name of “Beetle” in the village, on her journey to discover who she is and where she belongs.

Jane’s character is expertly crafted by passages like the following:

“Taking Beetle gave her cheap labor and an apprentice too stupid and scared to be any competition. This suited the midwife.”

However, Beetle soon starts to find a little bit of self esteem and makes a life long friend, a cat, who like Beetle, is alone in the world. Beetle begins to learn skills and to develop as a good person, despite her place in the world.

During this young girl’s journey, the reader is immersed in a completely realistic medieval world; Cushman does this so well that the reader is not even aware of the unnatural time warp he or she has delved into.

For example, Beetle is unexpectedly sent to a fair to get supplies for the midwife. Cushman describes the event as follows:

“She passed through the forest of bright booths and pennants flying, offering
for sale every manner of wondrous thing – copper, kettles, rubies and pearls,
ivory tusks from mysterious animals, cinnamon and ginger from faraway lands, tin from Cornwall, and bright-green woolen cloth from Lincoln. She laughed at the puppets, wondered at the soothsayers, applauded the singers, and cheered for the racing horses.”

At this nearby town, Beetle also acquires her new name – Alice. She begins to form a new identity and gain some courage. This allows her to see the importance of having a name, and the related significance of having a place in the world. She names the cat “Purr,” and gives a homeless six-year-old boy the name Edward, after the king.

One of the many things that make this novel great is the way Cushman makes the characters of yesteryear come alive as if they were the people of today. The reader really feels for the people in the book, and can see exactly how they could know these people today.


Review Excerpts
School Library Journal, 05/01/1995
Gr 6-9 “With simplicity, wit, and humor, Cushman presents another tale of medieval England. Here readers follow the satisfying, literal and figurative journey of a homeless, nameless child called Brat, who might be 12 or 13 - no one really knows.” --Sara Miller, Rye County Day School, NY

BookList, 03/15/1995
Gr. 7-12. “this novel is about a strong, young woman in medieval England who finds her own way home.” ((Reviewed Mar. 15, 1995)) -- Hazel Rochman. Booklist, published by the American Library Association.

The above reviews are from Book Index with Reviews. 2007
EBSCO Publishing, Powered by The Title Source TM (Accessed through

http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 28, 2007).

Connections:
Some books with similar themes: CATHARINE, CALLED BIRDY by Karen Cushman, OUTRAGEOUS WOMEN OF THE MIDDLE AGES by Vicki Leon, THE MIDDLE AGES: AN ILLUSTRATED HISTORY by Barbara A. Hanawalt.

The Bard of Avon: The Story of William Shakespeare -- Review

Virginia Caldwell
Book Review Genre 5
TWU assignment
LS 5603 – 20


The Bard of Avon: The Story of William Shakespeare

Bibliographic Data:
Stanley, Diane and Peter Vennema. 1992. The Bard of Avon: The Story of William Shakespeare. Ill. By Diane Stanley. New York: Morrow Junior Books. ISBN 0688091091


Plot Summary:
With some help from the historical records, the authors piece together, and tell the story of the life of William Shakespeare.


Analysis:
The Bard of Avon expertly begins with explaining how William Shakespeare’s father was the high bailiff of Stratford-Upon-Avon, and how he held the job of screening entertainers for the village’s events. One troupe came into town when William was five, and the authors ponder whether this could have been the first performance that Shakespeare saw.

The biography goes on to discuss Shakespeare’s education, and the possibilities of what he did for a living during the years between his schooling and marriage. It briefly tells how many children he had with Anne, his wife, and then his move to London.

Within these narratives, the working of the theatre, its playwrights, actors, and locations are detailed. This adds interest to the biography. For example:

“These new theaters were circular wooden buildings with an open courtyard in the
middle…..People could stand in the courtyard for a penny. They were called groundlings, and they
were known to drink too much beer and be quite noisy and rude if they didn't like the
play… Anyone willing to pay a bit more could sit in one of the three
galleries, where they had a roof to protect them from the sun or a sudden
shower.”

The book also tells about how the theater companies were sponsored monetarily by nobles, and that the companies took the name of the sponsor. For example, one group was “Lord Chamberlain’s Men.” The inclusion of details like these makes this book a truly excellent piece of work.

In addition, the work of Shakespeare is addressed. The following passage gives insight into the works.

“Most of his plots were not original. He found them in storybooks and in
the pages of history. He breathed life into the main characters, added new
ones, and changed the plot as his imagination prompted him.”

At the end of this book is a postscript that among other things, points out some common phrases that people used today that Shakespeare created. For example, the words “lonely”, “hint”, and “excellent” originally belonged to Shakespeare.

The illustration is amazing; it is beautifully painted in watercolor, and has a somewhat cartoon like appearance. The medieval atmosphere is captured with drawings of the village and its happenings. Stanley gives special attention to the details, which really bring the paintings to life. For example, a little dog is portrayed with teeth, and looks like it is growling. A separate illustration shows a play, and a vendor is selling oranges to the crowd. There is a painting of the actors getting dressed before a play, in which some are perfecting their wardrobes, others practicing lines, one man applying makeup, and a musician practicing on his dulcimer.

The artwork also shows the difference between village life and the standard of living within Queen Elizabeth’s court; this art also shows things like the difference between the commoner’s floors, which were wood, and the castle floors, made of stone. Furthermore, the royal court is always around the Queen in the illustrations, which is very true to life.

In conclusion, The Bard of Avon: The Story of William Shakespeare, is an easy to read, thought provoking, and very fascinating biography. The new facts, small details, and careful attention to the flow of the work makes this a fast paced, humanistic view of Shakespeare, as well as the people and daily life in the 1500s.



Review Excerpts:
School Library Journal, 11/01/1992
"Using the few facts known about their subject, Stanley and Vennema manage a full-bodied portrait of a life and time without resorting to fictionalizing or sloppy speculation."--Sally Margolis, Deerfield Public Library, IL

Kirkus Reviews, 07/15/1992
“The authors of several handsomely illustrated historical biographies (Good Queen Bess, 1989) take on an unusually demanding subject with intelligence, scrupulous regard for the historical record, and a wise eye to the interests of their audience.” Copyright 2003, VNU Business Media, Inc. All Rights Reserved


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 21, 2007).



Connections:
Some books with similar themes: SHAKESPEARE by Peter Chrisp, Dorling Kindersley, and Steve Teague; SHAKESPEARE’S LONDON: A GUIDE TO ELIZABETHAN LONDON by Julie Ferris; and GOOD QUEEN BESS by Diane Stanley.

Review of HOTTEST, COLDEST, HIGHEST, DEEPEST

Virginia Caldwell
Book Review Module 4
TWU assignment
LS 5603 – 20


Hottest, Coldest, Highest, Deepest


Bibliographic Data:
Jenkins, Steve. 1998. Hottest, Coldest, Highest, Deepest. Boston: Houghton Mifflin. ISBN 0395899990


Plot Summary:
Hottest, Coldest, Highest, Deepest, written and illustrated by Steve Jenkins a nonfiction work about the extremes of various places on Earth. For example, this book tells the reader about the places that have the most and least amount of rain per year, among many other interesting little-known records.


Analysis:
Jenkins makes scientific facts fun in this short book about things and places that have bragging rights as the “most” or “least”. For instance, it introduces and explains that the wettest spot on Earth is Tutunendo, Columbia. To add interest, a small paragraph of the opposite page add that the place with the most rainy days in Mount Wai-ala-ale in Hawaii. There is a map of Tutunendo, which shows where it is in South America, and then where it is in the world. This gives the reader a great perspective. Finally, a chart compares Tutunendo’s annual rainfall with other objects, like a man, and the average annual rainfall in Chicago. This is very effective in allowing the reader to figure out just how much rain this place gets per year.

Every place in the book has similar maps, interesting facts, comparisons, and relative size charts like the ones described above. Put together, these assets really make the book come alive to the reader.

The book is organized by placing similar places near each other. For example, the book begins with the Nile River, which is the longest, and then moves to Lake Baikal, which is the oldest and deepest lake. This organization is works well, and helps the reader move through the book in a logical manner.

In addition to writing Hottest, Coldest, Highest, Deepest, Jenkins is also the illustrator. He uses cut and paste paper collage to portray the images of the places in the book. Many of the illustrations look very real, and are always colorful and interesting. Jenkins also adds a map with a red dot to show the reader where the place is located. In addition, to show the relevance of the special place’s unique claim, many illustrations have a chart that compares it to other places. For example, on the page about the deepest spot in the ocean, the Marianas Trench, Jenkins’ illustrative chart also shows the average depth of the ocean, and the height of the Empire State building. This gives the reader a fantastic perspective about the actual depth of the Marianas Trench.



Review Excerpts:
School Library Journal, 08/01/1998
“Browsers will pick up this delightful picture book and read it through completely. This eye-catching introduction to geography will find a lot of use in libraries and classrooms.” Anne Chapman Callaghan, Racine Public Library, WI

BookList, 08/01/1998
“Highly effective visual education for the classroom or for young browsers intrigued by superlatives.” ((Reviewed August 1998)) -- Carolyn Phelan. Booklist, published by the American Library Association.


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 14, 2007).



Connections:
Some books with similar themes: Biggest, Strongest, Fastest by Steve Jenkins; Actual Size by Steve Jenkins; Guinness World Records 2008 by Guinness World Records.
Activities: This book would be great for a unit on geography.

AN AMERICAN PLAGUE review

Virginia Caldwell
Book Review Module 4
TWU assignment
LS 5603 – 20


AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793


Bibliographic Data:
Murphy, Jim. 2003. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793. New York: Clarion. ISBN 0395776082


Plot Summary:
AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793 is an actual account of a lesser known part of American history. Set in 1793 Philadelphia, this story is a detailed description of the events, social and political, that unfolded during this trying time, and of the surprising reactions that people had to this disturbing epidemic.


Analysis:
Murphy begins this journey that reads like a novel by setting the stage of Philadelphia in 1793 in the days before a Yellow Fever Epidemic breaks out in the city. Written in third person, and based on recorded personal experiences and public records, Murphy weaves an amazing and compelling story. Here is how Murphy describes the first stage of the disease:

“The sickness began with chills, headache, and a painful aching in the back,
arms, and legs. A high fever developed, accompanied by constipation.
This stage lasted around three days, and then the fever suddenly broke and the
patient seemed to recover.
But only for a few short hours.”

In addition to the plot about the developing epidemic, Murphy expertly weaves in the actions of prominent Philadelphians, one of whom was the President, George Washington. The story also includes the political happenings of the time. For example, Murphy writes about Washington’s words to a colleague after he fled the sickened city:

“I brought no public papers of any sort (not even the rules which have been
established in these cases,) along with me."

In addition, a major issue was that the United States Federal Government had to meet in Philadelphia, in order for their decisions to be legal. Almost all of these men had deserted the city, and the entire government was practically not functioning at all.

However, despite all of the abandonment of the leaders (even the governor), there were some strong people who stayed, like a handful of physicians and the mayor. The mayor eventually asked an unlikely group to aid the city in this most critical time; he asked the Free African Society to help treat and care for ht e city’s sick, which they bravely did.

This mingling of local, national and world historical events gives this book a great depth and drawing power that few historical accounts provide; this technique is brilliant.

The drawings, maps, and newspaper copies that accompany the text really add an authenticity and visual appeal to the book. First, the map of 1793 Philadelphia helps the reader get a perspective about where and what the places mentioned are in relation to each other and the city layout. Second, the portraits of people help to create a mental picture of the people that participated in the events. In addition, the historical newspaper clippings are a nice touch, and allow the reader to slip into the shoes of a townsperson of the time. Finally, the list of Yellow Fever deaths makes the event’s somberness evident.

AN AMERICAN PLAGUE concludes with a short study into how the cause of Yellow Fever was discovered, how a vaccine was made, and how the disease has been historically overcome. The very end includes a warning about becoming too passive about this disease, lest we see a reoccurrence of something like the 1793 epidemic.



Review Excerpts:

BookList, 06/01/2003
“History, science, politics, and public health come together in this dramatic account of the disastrous yellow fever epidemic that hit the nation's capital more than 200 years ago.” -- Hazel Rochman. Booklist, published by the American Library Association.


School Library Journal, 06/01/2003
“If surviving the first 20 years of a new nationhood weren't challenge enough, the yellow fever epidemic of 1793, centering in Philadelphia, was a crisis of monumental proportions. Murphy chronicles this frightening time with solid research and a flair for weaving facts into fascinating stories…” -- Mary R. Hofmann, Rivera Middle School, Merced, CA School Library Journal, A Reed Business Information Publication


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 16, 2007).



Connections:
Some books with similar themes: FEVER by Laurie Halse Anderson; WHEN PLAGUE STRIKES: THE BLACKDEATH, SMALLPOX, AIDS by James Cross Giblin and David Frampton; OUTBREAK: PLAGUES THAT CHANGED HISTORY by Bryn Barnard; THE GREAT PLAGUE: MY STORY by Pamela Oldfield.

ANIMALS NOBODY LOVES review

Virginia Caldwell
Book Review Module 4
TWU assignment
LS 5603 – 20


ANIMALS NOBODY LOVES


Bibliographic Data:
Simon, Seymour. 2001. ANIMALS NOBODY LOVES. New York: SeaStar Books. ISBN 1587170809


Plot Summary:
ANIMALS NOBODY LOVES is a fun adventure that tells a short summary about many of the most unpopular animals on Earth. Recommended for ages 9 to 12.


Analysis:

“This book is about animals that few people like and nobody loves.”

This sentence, from the book’s introduction page, sums up the theme of ANIMALS NOBODY LOVES. This informational book examines twenty animals that people see as scary, yucky, or otherwise unappealing creatures.

My favorite aspect of this book is that Simon does not attempt to force the readers to like these animals. He simply lays out some information about each one. He does provide the reasons that people dislike the animals. For example:

“Crocodiles are very dangerous. They will go after humans without any
fear.”

“In India alone, cobras are reported to kill thousands of
people each year…”

Simon also provides interesting facts about each animal, like when he describes the rat.

“Experts say that there are more rats than people living in the United
States.”

However, it seems that each animal does not receive equal treatment in ANIMALS NOBODY LOVES. For example, Simon gives advice about what to do if you encounter a Grizzly bear, but not a rattlesnake. Furthermore, some animals are divided into types, like snakes – the rattlesnake and cobra, but others are lumped together, like spiders. This unevenness of coverage is a drawback to the book’s authority and appeal.

In addition, at least one animal included is not necessarily an animal that nobody loves. I may feel ambivalent toward the octopus, but I have never heard any horror stories about them. I found the inclusion of the octopus a strange choice.

ANIMALS NOBODY LOVES' conclusion also leaves something to be desired. Simon ends the book with questions to the reader, one of which is:

“Do you feel any differently about the animals in this book now that you know
more about them?”

This question is strange, because the book rarely attempted to promote the good things that these animal do in the world.

The illustration with vibrant color photographs, by various photographers, is the best part about ANIMALS NOBODY LOVES. The photographs are absolutely enthralling, and would be devoured by readers even in the absence of text.

In addition, the use of a colored background for each animal’s narrative adds to the visual appeal of the book. The font of each animal’s name (as the page’s heading) is also an appealing extra. Each name is in a different color and font. For example, Fire Ant is displayed in bright red and all capital letters, which is perfect.

In conclusion, this book is visually appealing and has an exciting topic. Therefore, it is a good choice to draw kids who usually are not very interested in science. However, because of a lack of balanced information, this book would be best used along with other materials for educational purposes.


Review Excerpts:

Kirkus Reviews, 03/01/2001
“Despite his introduction, Simon seldom notes the value of these disliked animals. For example, vultures and hyenas are extremely useful decomposers. While the eyeballs-to-eyeballs cover of a tarantula in full color will keep readers reaching for the title, it is useful for browsing rather than research. No index or sources.” Copyright 2003, VNU Business Media, Inc. All Rights Reserved


BookList, 03/01/2001

“There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.” -- Stephanie Zvirin. Booklist, published by the American Library Association.

The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 1, 2007).



Connections:
Some books with similar themes: WOLVES by Seymour Simon; BIG CATS by Seymour Simon; CROCODILES AND ALLIGATORS by Seymour Simon; AMAZING BATS by Seymour Simon; CREEPY SPIDERS by Elaine Landau; SINISTER SNAKES by Elaine Landau; KILLER BEES by Elaine Landau; SCARY SHARKS by Elaine Landau.

WITNESS by Karen Hesse - Review

Virginia Caldwell
Book Review Genre 3
TWU assignment
LS 5603 – 20

WITNESS

Bibliographic Data:
Hesse, Karen. 2001. WITNESS. New York: Scholastic. ISBN 0439271991



Plot Summary:
WITNESS is a novel written in the poetry format. It is about the Ku Klux Klan’s attempt to move into and control a small town in Vermont, and the voices of the townspeople who witnessed and participated in the events. I recommend WITNESS for ages 12 through adult.



Analysis:
Written entirely in narrative poetry, WITNESS, examines the subject of the Ku Klux Klan in a surprising location – Vermont. The story happens in 1924, and is arranged into five “acts,” in which the story is told by eleven characters from the small town. Each character has a different viewpoint of the events that occur in the novel, and Hesse’s brilliance is demonstrated through this technique. She uses each character, who vary in age, gender, religion, and to portray the various attitudes and shades of grey that reflect the good or badness of the human condition. Only one of the eleven characters is African-American.

Each verse is the thoughts of one character, and the story unfolds by hearing from these characters repeatedly through the action of the story. This method really makes WITNESS a phenomenal work, because it gives it an authenticity, believability, and demonstrates the change and growth of the characters during the story through their own thoughts and the thoughts of others.

In WITNESS, the verses are mostly unrhymed, but they do have a natural, powerful cadence, and excellent rhythm. Also, each character is partially revealed by the way that they put their own words together.

The language is very carefully chosen and really connects the reader to the people and events. For instance, you get an excellent image of Leanora Sutter, a twelve-year-old African-American girl, as well as her role/place in the town community, when she thinks about the words her father said to her:

“how alone do you want to be Leanora?
you’re already nothing but a wild brown island.”

A second example of the power of Hesse’s words occurs when Leanora is upset by a boy who taunts her at school because of her race. The words are so perfectly chosen that the reader actually feels heat when reading them.

i just walked out
without my coat,
without my hat or rubbers.
i didn’t
feel the cold,
i was that scorched.

The voice of Ester Hirsch, a young Jewish girl, expertly reveals that she speaks differently from other Americans. This tells the reader that she is not from Vermont, and is possibly an immigrant, or the child of immigrants. Here is an example of Ester’s thoughts, which reveal these facts:

“i was having chasing games with Margaret,
and I did fall and hit my head on a rock.”

Hesse also refrains from using capitalization in the novel, with the exception of proper names. This adds to the impression that the reader is privately seeing each person’s innermost thoughts.

Photos of the eleven characters appear before the book begins, which helps the reader to know who is speaking, and makes the story more colorful and believable. However, I had to keep my finger in that page for the entire first “act,” so that I could remember who was who in the story, by flipping back and forth; I would have liked for the photos to appear with each verse until I was familiar with the characters.

One very compelling element to the story is that the characters are neither clearly heroes or villains. For example, one man wants to join the Ku Klux Klan to improve his store’s business. His wife does not want him to join, but does not stop him, or even really condemn him very harshly. Leanora, due to the treatment she receives by the town, is not very fond of white people, but she befriends six-year-old Ester, who is white.

Even Easter’s caretaker, Sara Chickering, reflects on how she might have felt differently about the Klan moving in to town, if she had not already taken in and loved Ester.

“i might have joined the ladies' klan,
become an officer, even.
klan can seem mighty right-minded, with their talk of family virtue.”

WITNESS has many themes; it deals with racism, hate, and fear of difference. This novel also portray unlikely friendships, newly formed families, and love. It addresses the issues of human growth, conscious, and dealing with loss.

At the end of this novel, the engrossed reader will have felt the gamut of emotions – happiness, anger, doubt, sadness, fear, and hope. WITNESS is a worthwhile journey.



Review Excerpts

School Library Journal, 09/01/2001
“The small details seem just right, and demonstrate that this is much more than a social tract. It's a thoughtful look at people and their capacity for love and hate.”-Lauralyn Persson, Wilmette Public Library, IL Copyright 2001 Cahners Business Information.

Publishers Weekly, 08/20/2001
“The author of Out of the Dust again turns language into music in her second quietly moving novel written entirely in verse.” Copyright 2001 Cahners Business Information.


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 3, 2007).



Connections:
Some books with similar themes: RACISM: DIVIDED BY COLOR by Gerald Newman and Eleanor Newman Layfield; JERICHO WALLS by Kristi Collier; and THE KU KLUX KLAN: A HOODED BROTHERHOOD (JOURNEY TO FREEDOM) by Ann Heinrichs.

Activities: This book would be a great choice to have volunteers from the class each read a part.
This book would also be a good part of an American history unit, or a unit about racism.

Monster Motel - a poetry collection review

Virginia Caldwell
Book Review Genre 3
TWU assignment
LS 5603 – 20


Monster Motel


Bibliographic Data:
Florian, Douglas. 1993. Monster Motel. New York: Harcourt, Brace, Jovanovich. ISBN 780152553203


Plot Summary:
Monster Motel is Douglas Florian’s book of poetry about all types of monsters. The book, which consists of fourteen poems, is also illustrated by Florian.


Analysis:
Children will love this fun group of poems about monsters who are more wacky than scary. Florian effectively uses a variety of techniques to make these poems amusing. First, rhyme is a major component of the poetry. For example, here are the first lines of “The Brilly,”

"The Brilly is a silly beast;
It has no sense, to say the least.
It wears its shoes upon its hands
And ties its feet with rubber bands."

However, although rhyme is a consistent technique throughout the book, Florian
does not stop there. He also uses alliteration, like in the “The Teek.”

"The Teek is very tiny,
A short and stunted shrimp.
It’s positively puny,
This peewee of a wimp."

Repetition is used in the poems too. This makes for a great read aloud. “The Tweet” provides a good example of this in lines three through twelve. Here is an example.

"Some feet are jumping up and down.
Some feet are heading into town.
Some feet are running to and fro,"

Florian also employs the technique of onomatopoeia in the poems. Here is an example of the use of onomatopoeia with the words "smack" and "moan".

"Monsters smack and monsters smash"
"Monsters mash and monsters moan"

The words that are used are carefully chosen to compliment each other and lend to the rhythm, rhyme, and fun.

Finally, the best part is the ridiculousness of each monster, about whom each poem discusses one by one. The “Crim” cries so much that he has created a lake; “The tweet” has an uncountable number of feet, which take him nowhere; and “the Monster Chef” cooks up some really yucky dishes! Florian shows his expertise in using anthropomorphism to humanize the monsters. The book ends with a perfect closing poem that completes this fabulous collection.

The illustrations, which are done in a combination of watercolor, pen, and ink, really make the monsters come alive. Without the superb illustrations, it would be hard to picture a “Gazzygoo,” or a “Bleen”! They are large, bright, and clear, with each occupying the adjacent page to each poem. There is a simplicity to the illustrations that really provides character by making the monsters comical. The combination of mediums really works well in Monster Motel.



Review Excerpts:
School Library Journal, 06/01/1993
“Florian's creatures are, however, gentle and bizarre rather than scary. Some of the more interesting ones are those that might exist almost anywhere.” --Lauralyn Persson, Wilmette Public Library, IL

Publishers Weekly, 05/03/1993
“Jaunty verses with a kid-pleasing combination of whimsy and grossness describe the zany creatures ("The Fabled Feerz,'' "The Purple Po,'' et al.) who inhabit Florian's decidedly outre hostelry.”


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on October 1, 2007).



Connections:
Some books with similar themes: A Hatful of Seuss: Five Favorite Dr. Suess Stories by Doctor Seuss; Frankenstein Makes a Sandwich by Adam Rex; and Leonardo the Terrible Monster by Mo Williams.

Activities: This book would be a great prelude to having the class write and draw some our their own crazy monsters.

THANKS A MILLION review

Virginia Caldwell
Book Review Genre 3
TWU assignment
LS 5603 – 20


Thanks a Million


Bibliographic Data:
Grimes, Nikki. 2006. Thanks a Million. Ill. Cozbi A. Cabrera. Scranton, PA: Greenwillow Books. ISBN 9780688172938


Plot Summary:
Thanks a Million is a collection various forms of poetry centered on the theme of “Thankfulness.”


Analysis:
A collection of sixteen varied types of poems, Thanks a Million has something to offer everyone. This multicultural collection includes topics such as being the older sibling, good friends, being the new kid at school, parents who are too busy to play, and the death of a family member.

The poetry is varied in technique, and includes narratives, haiku, riddles, and a rebus. In addition, some poems are short, others long; many rhyme, but others rhyme very little. The central idea that ties them all together is being thankful for what you have.

One thing about this collection that I really like is that it does not discount the feelings of children. Instead, it shows a deep understanding about the hardships that children face. For example, in “Dear Author,” a child expresses the feeling of deep sadness after her father dies,

“No one seemed to notice or understand.
Until Lotus, the girl in your last
book.
She was also drowning deep inside.
Some nights, I’d crawl between
the pages
Of that novel and hide for hours.”

The passage above captures the feeling of escaping through reading a book perfectly, and expresses this in a fantastic manner. I also liked the effective use of alliteration, which appears in just the right amount. Additionally, this passage uses quite a bit of consonance, which helps the flow of the verse.

In “Shelter,” a child is living in a shelter, and wishes for a home. However, he or she is thankful, and says:

“Things could be worse, I know.
At least, I’m not alone.
My mom and
brother hold me tight
When I cry late at night.”

This passage does a good job of using rhyme to express a strong emotion, without making it seem unnatural or silly. These are just two examples of the excellent writing in the collection.

"Unspoken" is unique due to the way the poem is set up on the page. It has a sister speaking on the left side, and her brother talks on the right side of the page. They are arguing. This arrangement really compliments the theme of the poem, because it mimics a real argument -- one side against the other.

The illustrations really make this collection great. Painted in acrylic, they are both soft and vibrant. Many of the paintings have a feeling of relaxation, or of tranquility, like "Dear Author" and "Scout's Honor." Others portray an exciting, fun, energetic feel; this is shown in "Homemade Card' and "Mystery." One poem, "Shelter" conveys a certain sadness through the artwork.

The people in the paintings are multicultural throughout the book, which will appeal to children from many backgrounds. In addition, each person expresses the feeling of the poem through the picture.

My favorite illustration is for the poem “Weekends”, which shows kids having fun doing various activities, including a boy who is wearing a chef’s hat, while next to a waffle maker; it is delightful! Another touching illustration is “Scout’s Honor.” This captures the sacred friendship between two children, and the thankful feeling of one toward the other with an amazing realness.


Review Excerpts:
BookList, 03/15/2006
“Children struggling to articulate gratitude will find numerous ways to draw upon this--some may memorize or copy out favorite poems to pass along, while others will be inspired to pen their own tender words.” -- Jennifer Mattson. Booklist, published by the American Library Association.

Kirkus Reviews, 02/15/2006
“Grimes employs quite a potpourri of forms and rhyme schemes, including a rebus, matching them carefully to the mood. The poems are presented on one or two-page spreads surrounded by Cabrera's vibrant acrylic paintings that add pop and personality.” Copyright 2006, VNU Business Media, Inc. All Rights Reserved


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://ezproxy.twu.edu:2052/Login.aspx?authtype=ip,cookie,uid&profile=bir&birlink=true&searchtype=book&birBoolean=AN+BK0006107399 on September 29, 2007).


Connections:
Some books with similar themes: The Secret of Saying Thanks by Douglass Wood; Thank You Bear by Greg Foley; Whoever You Are by Mem Fox; and Black is Brown is Tan by Arnold Adoff.

Moonbeams, Dumplings, and Dragon Boats Review

Virginia Caldwell
Book Review Module 2
TWU assignment
LS 5603 - 20

Moonbeams, Dumplings, and Dragon Boats


Bibliographic Data:
Simonds, Nina and Leslie Swartz. 2002. Moonbeams, Dumplings, and Dragon Boats. Ill. By Meilo So. New York: Gulliver Books. ISBN 0152019839


Plot Summary:

Moonbeams, Dumplings, and Dragon Boats is a collection of Chinese holiday stories, activities, recipes, and craft ideas. The book celebrates the traditions of Chinese holidays. It is divided by season into four parts: Chinese New Year and the Lantern Festival; Qing Ming and the Cold Foods Festival; The Dragon Boat Festival; and The Mid-Autumn Moon Festival.


Analysis:

Moonbeams, Dumplings, and Dragon Boats is a holiday masterpiece. This book has something wonderful to offer people of all ages. The authors did an excellent job of researching traditional Chinese holidays and choosing simple, yet fun and educational activities.

The traditions are explained in an interesting and understandable way. This is a very effective technique before a folktale is told; the explanation draws the reader a map to reference while reading.

In addition, the activities and recipes are positioned in the best possible order, along with the stories, which makes the book flow fantastically. For instance, the Lunar New Year is introduced before a story about the holiday, “The Story of the Kitchen God.” The story is followed by an activity to make New Year Prints, and then another to create Good Luck characters. Then, the tradition of feasting for this occasion is explained in a one-page narrative before a simple recipe is presented.

The activities and projects are clearly outlined, first with an introduction, then a material or ingredient list. Finally, the explanation of the activity or recipe steps are very detailed, yet simple to attempt.

In addition, the descriptions of each festival, and all of the special items involved are virtually poetic, and really make the reader envision exactly what they look, and sometimes even feel like. For example, the description of the Dragon from the Lion Dance Parade:

“The dragon also appears in some cities, in a parade almost most spectacular
than the lion’s. The dragon, whose body is most often made of brilliantly
colored satiny cloth, may be as long as forty feet.” (Simonds and Swartz, 2002)

The illustrations are invaluable to the book. They compliment each story, activity, or recipe with interesting, and when appropriate step-by-step illustrations to help the reader complete the actions.

A Chinese flavor is seen throughout the book’s illustration. These watercolor paintings really give the book an authentic Chinese feel, which adds magic to Moonbeams, Dumplings, and Dragon Boats. The art in “The Story of the Kitchen God” captures the personality of the God extremely well. On a recipe page, the illustrator had the awesome idea to place images of some Chinese vegetables, which westerners might not recognize on the page. This technique really helps the reader to get a good idea of what will go into the food. A very beautiful, and visually in motion illustration appears on the title page of The Dragon Boat Festival. The illustration is vividly colored and portrays a delightful sense of whimsy.


Review Excerpts:

Booklist 10/15/2002
“Each section explains the holiday, tells stories related to it, and offers at least one activity and one recipe. Attractively designed, the pages include plenty of white space, creating a fine background for So's brilliantly colored, stylized paintings.” -- Carolyn Phelan

Kirkus Reviews 09/15/2002
“No library should be without this well-designed, beautiful, and informative resource.”
Copyright 2003, VNU Business Media, Inc. All Rights Reserved

The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on September 22, 2007).


Connections:

Some books with similar themes:
The Essential Guide to Chinese American Celebrations and Culture: Good Luck Life by Rosemary Gong; Five-Fold Happiness: Chinese Concepts of Luck, Prosperity, Longevity, Happiness, and Wealth by Vivien Sung; Around the World Celebrate! The Best Feasts and Festivals from Many Lands (Kids Around the World) by Lydia Jones; The Family Treasury of Jewish Holidays by Malka Drucker; and Lights of Winter: Winter Celebrations Around the World by Heather Conrad.


Activities:
The book itself provides many activities, such as making kites, simple recipes, and puppets. Moonbeams, Dumplings, and Dragon Boats would be suitable to center a classroom unit around, along with supplementary materials. The book could also be used in a unit about many culture’s holiday traditions.

Cendrillon: A Caribbean Cinderella - Review

Virginia Caldwell
Book Review Module 2
TWU assignment
LS 5603 - 20

Cendrillon: A Caribbean Cinderella


Bibliographic Data:
San Souci, Robert D. 1998. Cendrillon: A Caribbean Cinderella. Ill. By Brian Pinkney. New York: Simon and Schuster. ISBN 068980668X


Plot Summary:

This Cinderella twist, set on a Caribbean Island, is about Cendrillon, a sweet girl who is abused by her stepmother and stepsister, but is loved by her monetarily poor godmother. With the help of a magic wand, the godmother prepares and sends Cendrillon to attend a ball and meet the young man she likes, Paul. At the ball Cendrillon and Paul fall in love, but Cendrillon disappears at midnight. Paul looks for her, finally finds her, and they get married.


Analysis:

Cendrillon begins with a statement that is almost a dare to the reader, and it effectively makes that reader want to find out what happens next. The story is told from the point of view of a servant, but not Cendrillon, a tactic that adds to the appeal of the book. She is a godmother, but a human godmother. The magic comes from a wooden wand that was the only item her own mother left her when she passed away. The catch is that the wand must be used to help a loved one. She uses it to send Cendrillon to the ball. This action sends the message that love is very powerful.

When Paul comes to search for Cendrillon, the godmother wants to redo the spell that allowed Cendrillon to attend the ball in a coach and fine clothes, but the wise Cendrillon refuses. She wants Paul to love the real Cendrillon. When he sees her, he still loves her. The message about love being powerful is repeated when Paul sees Cendrillon in rags, but still loves her same as when she was dressed in a gown.

The peppering with French-Caribbean words gives the story a healthy Caribbean flavor. The glossary of these words in the back is also a nice touch. For example:

“Her sweet “Bonjou” was music.” (San Souci, 1998)

“Oh yes Nannin’!” she cried. “It is a birthday fet for Paul.” (San Souci, 1998)


The illustration of Cendrillon is stunning. The wide brushstrokes and bright colors paint a vivid image of the Caribbean Island. The characters are drawn so that they show their character and feelings to the reader. The brushstrokes have many curves that contribute to the general feeling of movement in the story. The illustration really seems to put the reader right into the Caribbean, and the story itself.


Review Excerpts:

Publishers Weekly
"The lyrical cadences of the text spattered with French and Creole words combine with the sensuous paintings to bring the tropics to life." 12/17/ 2001 Copyright 2001 Cahners Business Information.

The above review is from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on September 19, 2007).


Bulletin of the Center for Children's Books
“San Souci's retelling has a zest that gives the old familiar tale new energy. . .” by Janice M. Del Negro, (January 1999)

The above review is from Book Review Digest Plus. 2007 Wilson Web. Accessed through http://ezproxy.twu.edu:2081/hww/shared/shared_main.jhtml?_requestid=49057 on September 20, 2007).


Connections:

Some books with similar themes: The Rough-Face Girl, by Rafe Martin; Chinye: a West African Folk Tale, by Obi Onyefulu; In the Land of Small Dragon: A Vietnamese Folktale, by Ann Nolan Clark; Little Firefly: an Algonquin Legend, by Terri Cohlene; and Yeh-Shen, a Cinderella Tale from China, by Ai-Ling Louie.


Activities: This book would work well as a part of a fairytale unit, or a Cinderella variation unit. If many variations were read, then a class discussion about the similarities and differences in the books would be great. This book could also be used in a unit about the Caribbean.

Anansi and the Talking Melon Review

Virginia Caldwell
Book Review Module 2
TWU assignment
LS 5603 - 20


Anansi and the Talking Melon



Bibliographic Data:

Kimmel, Eric A. 1994. Anansi and the Talking Melon. Ill. by Janet Stevens. New York: Holiday House. ISBN 0823411044



Plot Summary:

Anansi, the sly spider gets into a tight spot by eating his way into a melon. When he tries to exit the melon, he has gotten fat, and cannot get out. Always ready for a good joke, Anansi devises a plan that involves making the other animals think that a melon can talk.



Analysis:

Eric Kimmel records the Anansi stories, folktales told in West Africa. Anansi is a lazy, but crafty spider who uses his wits to make up for any shortcomings, like being much smaller than most of the other animals. This element is very appealing to young children, who know how the small spider feels. It demonstrates that you can be small, yet triumph over larger people. This is cleverly done by making Anasi and all of the animals have human qualities, except for their physical bodies.

The best lesson Anansi gives the reader is to use your brains. This is done in a very playful manner, with plenty of insults by the protagonist, which makes the reader want to quickly turn each page tot see what the spider will do next. The story concludes as Anansi, now inside a banana, starts the entire trick over,

“You melons got me in trouble with the king!” Elephant said. “From now on, you
can talk all you like. I’m not going to listen to a word you say!”
Good for
you, Elephant!” Anansi called from the bananas. “We bananas should
have warned you. Talking melons are nothing but trouble.” (Kimmel, 1994)

The illustrations are an integral part of the folktale. They are cartoon like, colorful, and have a fun quality. Characterization is a strong point in the Anansi illustrations, with little details like putting a hippo in a chair and having him read a book really adding to the story’s appeal. The King is also a very expressive, and is clearly drawn as being not so intelligent, which shows the creativity and talent of Stevens.

In addition, the illustrations show many close ups of Anansi and the melon. This detail reminds the reader that Anansi is not really small in all ways. It also has the effect of making the reader feel as if he/she were in the book, eating and becoming trapped in the melon.

Review Excerpts:

Booklist
“ With perfect pacing and repetition and with surprising reversals up to the very last page, this is a great choice for reading aloud and storytelling.” Hazel Rochman


School Library Journal
“The same elements that made Kimmel's earlier books popular are in evidence here,” and, “Stevens's anthropomorphic animals are both expressive and endearing. A surefire hit.”Heide Piehler


The review excerpts above are taken from Amazon.com. http://www.amazon.com/Anansi-Talking-Melon-Eric Kimmel/dp/0823411672/ref=sr_1_1/104 77039227921511?ie=UTF8&s=books&qid=1190402236&sr=1-1. (Accessed on September 18, 2007)



Connections:

Some books with similar themes:
Ananse's Feast: An Ashanti Tale, by Eric Kimmel; Anansi the Spider: A Tale from the Ashanti, by Gerald Mc Dermott; Papagayo: The Mischief Maker, by Gerald McDermott; Zomo the Rabbit: A Trickster Tale from West Africa by Gerald McDermott; and Anansi Does The Impossible!: An Ashanti Tale by Verna Ardema.


Activities:
Anansi and the Talking Melon is a good book for using finger puppets and having the children take the charter’s roles to participate in the story.
The book also makes a good starting point to have the class listen to before writing their own stories about playing tricks.

Side by Side: Five Favorite Picture-Book teams Go to Work - review

Virginia Caldwell
Book Review Week 1
TWU assignment
LS 5603 - 20


Side by Side: Five Favorite Picture-Book teams Go to Work


Bibliographic Data:
Marcus, Leonard S. 2001. Side by Side: Five Favorite Picture-Book Teams Go to Work. Walker Publishing Company, Inc. ISBN 0395687039


Plot Summary:
The book looks at the different ways that authors and illustrators of picture-books work together. Five different teams are studied and interviewed about things like how the team first got together, how they work together, and in one case how the team’s collaboration ended.


Analysis:
Side by Side is recommended for readers age 8 and up. This book shows how picture books get made; it tells the story of each team, along with interesting facts about how one or both of them do things. There is a lot that goes into making a picture-book, and this book reveals the methods, work, failures, and successes in an interesting way. This is accomplished by using a combination of interviews, narratives, and illustrations.


Review Excerpts:
Publishers Weekly, 11/19/2001
Marcus (A Caldecott Celebration; Author Talk) describes the creative collaborations of five author-artist teams whose processes prove as varied as their books. Though, for most projects, author and illustrator never meet, Marcus focuses on collaborators who "prefer or need to be in the thick of a freewheeling give-and-take with their partners." For each collaboration, he zooms in on one book in particular, and the pairs range from Arthur Yorinks and Richard Egielski, who struggled early on to get the attention of a publisher and broke through with their second book, Louis the Fish, to the fluid work style of husband-and-wife team Alice and Martin Provensen (using the Caldecott Medal-winning The Glorious Flight as the central example) who for 40 years shared both the writing and illustrating; in Alice Provensen's words, "Martin and I really were one artist." Although Julius Lester and Jerry Pinkney had worked together for years, a more complicated, intensive discussion was required for Sam and the Tigers, a retelling of the racially stereotyped Little Black Sambo. Early thumbnail sketches, snapshots of dummies and finished artwork help capture the evolving process. Readers snared by their interest in the teams behind favorites such as the Magic School Bus series and The Stinky Cheese Man will appreciate the insights into the inner workings of bookmaking, and may well end up appreciating the books more for the energy and ingenuity it takes to create them. Ages 8-up. (Nov.) Copyright 2001 Cahners Business Information.

BookList, 11/15/2001
Gr. 4-7. This inviting volume introduces five sets of collaborators in the field of picture books: Arthur Yorinks and Richard Egielski, Alice and Martin Provensen, Julius Lester and Jerry Pinkney, Joanna Cole and Bruce Degen, and Jon Scieszka, Lane Smith, and Molly Leach. Each chapter discusses how the writer and artist (and in Leach's case, designer) got together, and highlights their collaboration during various projects, as well as providing a wealth of interesting details about these creative individuals and their books. The clearly reproduced illustrations, many in color, include photographs, sketches for book illustrations, and finished art. Each chapter ends with a bibliography of books created by the team. A glossary includes entries such as "coming-of-age story," "Kafka, Franz," and "parody [also, spoof]." Clearly, Marcus isn't talking down to his audience. He's just telling interesting stories and making them accessible to young people. Teachers and librarians who want to promote collaboration in the classroom or just share their enthusiasm for the creative process and those who practice it will find plenty of good material in this well-written and beautifully designed book. -- Carolyn Phelan. Booklist, published by the American Library Association.


The above reviews are from Book Index with Reviews. 2007 EBSCO Publishing, Powered by The Title Source TM (Accessed through http://online.twu.edu/webapps/portal/frameset.jsp?tab_id=_142_1 on August 8, 2007).


Connections:

Some books with similar themes:
Roberto Innocenti : the spirit of illustration by Steven L. Brezzo, with an essay by Leonard S. Marcus; 75 Years of Children’s Book Week Posters : Celebrating Great Illustrators of American Children’s Books by Leonard S. Marcus; Pass it Down : Five Picture Book Families Make their Mark, by Leonard S. Marcus.

Activities:
Students could read this book and then team up to make a children’s book of their own.