The Tale of Despereaux by Kate DiCamillo
2004 Winner of the John Newbery Medal
1. Bibliography
DiCamillo, Kate. 2003. The Tale of Despereaux. Ill. by Timothy Basil Ering. Cambridge, MA: Candlewick Press. ISBN 0763617229.
2. Plot Summary
A little mouse named Despereaux falls in love with all the un-mousy things - reading, music, sunlight, and the princess, and for this he is banished to the dungeon. Gregory the jailor helps Despereaux escape the dungeon, and it is during this escape that he learns of the rat's plan to abduct the princess. Despereaux prepares for battle in order to save the princess and punish the evil rat, who, as it turns out, loves all the un-ratty things that Despereaux loves - things like sunlight and soup. The princess promises Despereaux and the rat all of their favorite things in exchange for her freedom and none of the three could be any happier.
3. Critical Analysis
Of the six basic fantasy motifs identified by Jacobs and Tunnell for modern fantasy, this story involves Magic, Heroism (the hero crosses the threshold into a place that is no longer safe and secure, the hero must survive various trials in the new environment, the hero is assisted by a protective figure, the hero matures - becoming "whole" person, and the hero returns home), and Good Versus Evil. Another motif typical of the traditional fantasy fairytale that is present in this story is the triumph of the youngest, smallest, and least powerful character (hope).
The magic motif consists of the animals talking with each other and with the human characters. The talking animals are mice and rats. The mouse, Despereaux, is also able to read and his mother, Antoinette, wears make-up. The Mouse Council convenes to condemn Despereaux to the dungeon for not following the strict code of conduct for mice. The dungeon and his escape to the castle (but not to the safety of his mouse-holes) serve as the dangerous places in which the little mouse survives various trials. In the dungeon Gregory the Jailor is the protective figure. "Here in this dungeon, you are in the treacherous dark heart of the world. And if Gregory was to release you, the twistings and turnings and dead ends and false doorways of the place would swallow you for all eternity." He survives the frightening enounter with total darkness, escapes sure death by rat, becomes coated with cooking oil and flour, then loses his tail to a chopping knife. As a result of his hardships, Despereaux becomes the "whole" person. He strives for "honor, courtesy, devotion, and bravery," the threadmaster's advice prior to his condemnation. "Despereaux stood before the Mouse Council, and he realized that he was a different mouse than he had been the last time he faced them. He had been to the dungeon and back up out of it. He knew things that they would never know; what they thought of him, he realized, did not matter, not at all." Despereaux is also able to forgive his father for placing him before the Mouse Council for condemnation. As for the battle of good and evil, Despereaux represents all that is good (light) and the greedy rats represent all that is evil (darkness.) Despereaux must face the evil rats in order to save the princess from depths of the dungeon. At the end of the story, Despereaux does not return home, per say, but does finally receive the approval of the mice. "And peeking out from behind a dusty velvet curtain, looking in amazement at the scene before them, are four other mice." "He lives. He lives! And he seems such the happy mouse," proclaims his mother, Antoinette.
As for the element of triumph of the weak in traditional fantasy fairytales - we have Despereaux. Despereaux, so named because of his mother's disapointment in him, is the youngest child of Antoinette and is born a very peculiar mouse - very small with large ears and open eyes, and sickly. As he grows up he strays from the ways of the mouse and adores light, music, and reading. Early on his father says, "There's something wrong with him. Leave him alone." Through the story Despereaux is ostracized by the entire mouse community. His own brother is one of the mice that kicks him into the dungeon. Having read a fairytale in the library (which is a guaranteed happy ending), Despereaux imagines himself as the knight in shining armor whose duty it is to save the princess. This gives the reader hope of a happy ending and gives Despereaux the confidence he needs to become the hero. And the ending is your typical, all's well that ends well fairytale, with Despereaux and the princess living happily ever after.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: "With memorable characters, brief chapters, and inventive plot twists, this fast-paced romp is perfect for reading alone or sharing aloud."
CHILDREN'S LITERATURE: "This is a tale made for reading aloud and family enjoyment."
5. Connections
To learn more about the author and writing as an author, compare these websites:
http://www.barnesandnoble.com/writers/writer.asp?z=y&cid=1137300 (includes audio)
http://www.katedicamillo.com/
http://www.kidsreads.com/authors/au-dicamillo-kate.asp
http://www.schoollibraryjournal.com/article/CA6312766.html (includes video)
http://www.teenreads.com/authors/au-dicamillo-kate.asp
Monday, March 12, 2007
Module 6 Book Reviews: Fiction
The House of the Scorpion by Nancy Farmer
2003 Winner of the Michael L. Printz Honor
2003 Winner of the John Newbery Honor
2002 Winner of the National Book Award, Young People's Literature
1. Bibliography
Farmer, Nancy. 2002. The House of the Scorpion. New York, NY: Simon Pulse. ISBN 0689852223.
2. Plot Summary
A young boy named Matt finds out that he is the clone of El Patron, the 140 year old leader of a strip of poppy fields between the United States and Aztlan. Unbenownst to Matt, he was harvested and raised so that one day his heart could replace El Patron's. Through the combined efforts of his surrogate mother Celia and Tam Lin, the body guard, Matt is saved from this fate, but must escape to Aztlan. Eventually he reaches freedom, but must return to the poppy fields upon El Patron's death and the murders of El Patron's associates. Matt is reunited with Celia and begins to make plans for rebuilding his homeland and destroying all evil activities created by El Patron.
3. Critical Analysis
"Science fiction differs from fantasy not in subject matter but in aim, and its unique aim is to suggest real hypotheses about mankind's future or the nature of the universe" (Jacobs and Tunnel 92).
The House of the Scorpion is a fantastic extension of the current practice of cloning. This work raises many questions about cloning and its ethical implications for our future by presenting a scenario in which cloning has advanced past research and entered into the daily lives of the characters. The questions that this novel raises are: 1) What is our purpose for cloning - to produce brainless robots? To increase life spans by cultivating replacement body parts? ["Everyone brought gifts to El Patron, although there was nothing he didn't already own and not much he could enjoy at the age of 43."] 2) Which distinction should be given to clones - human? animal? neither? 3) If they are human, do they have souls? Can they be baptized? 4) If they are human do they have the ability to improve upon the nature of humankind? [Matt, a kind-hearted clone, makes an observation about a human. "There was something a little off about everything Tom did. He brought his mother drinks, but the glass didn't always seem clean. He opened the door for his grandfather, but he let it swing shut on the old man's heel. It wasn't quite enough to make him fall and it could have been an accident."] 5) If they are animal, or human but we call them animal, then they must not have human rights. Can we own them, control them, mass-produce them, and slaughter them? ["Property of Alacran" is tattooed on Matt's foot.] 6) Since we created them, are we more powerful than God? ["At the head was a huge crucifix and a picture of Our Lord Jesus with His heart pierced by five swords."] 7) Are clones worthy of God? ["This does not belong here!...This unbaptized limb of Satan has no right to make a mockery of the rite! Would you bring a dog to church?"] 8) If they are human and we own them, control them, mass-produce them, and slaughter them, are we no better than Hitler? ["For the first time he realized what a terrile thing it was to be an eejit. He hadn't known any of the others before their operation. They were simply there to do boring jobs. But Rosa had been a real, though cruel and violent, person. No, she was merely a shadow with the life sucked out of her."] 9) When should the government become involved in the decision to approve or disprove cloning? 10) At what cost can the government and/or the public be bribed into approving cloning? [El Patron told the doctors who performed his body part replacement surgeries, "...you'll be even more satisfied with these one-million-dollar checks," and later in the story another says, "Senator Mendoza isn't too proud to have his paw out when El Patron hands around money."] 11) Is money the only motivating factor in the regulation of cloning? 12) Is cloning immoral, or is it only a "science project?" ["Father decided implants were immoral...He's deeply religious. He thinks God put him on earth for a certain number of years and that he mustn't ask for more."] 13) What, really, is the difference between humans and animals? 14) Where does cloning fall into the "natural order?" 15) In the end, is cloning and all of its complexities worth it?
4. Review Excerpts
PUBLISHERS WEEKLY: "Farmer explores vital and soul-searching question about what it means to be human."
ALAN REVIEW: "High school students will connect with Matt as he grows from a frightened little boy to a young man who wrestles with difficult issues and decisions."
KIRKUS REVIEWS: "...Matt's story turns out to be an inspiring tale of friendship, survival, hope, and transcendence. A must-read for SF fans."
5. Connections
Other books by this author:
Farmer, Nancy: THE SEA OF TROLLS. ISBN: 0689867468.
Farmer, Nancy: GIRL NAMED DISASTER. ISBN 0140386351.
Farmer, Nancy: THE EYE, THE EAR, AND THE ARM. ISBN 0689867468.
2003 Winner of the Michael L. Printz Honor
2003 Winner of the John Newbery Honor
2002 Winner of the National Book Award, Young People's Literature
1. Bibliography
Farmer, Nancy. 2002. The House of the Scorpion. New York, NY: Simon Pulse. ISBN 0689852223.
2. Plot Summary
A young boy named Matt finds out that he is the clone of El Patron, the 140 year old leader of a strip of poppy fields between the United States and Aztlan. Unbenownst to Matt, he was harvested and raised so that one day his heart could replace El Patron's. Through the combined efforts of his surrogate mother Celia and Tam Lin, the body guard, Matt is saved from this fate, but must escape to Aztlan. Eventually he reaches freedom, but must return to the poppy fields upon El Patron's death and the murders of El Patron's associates. Matt is reunited with Celia and begins to make plans for rebuilding his homeland and destroying all evil activities created by El Patron.
3. Critical Analysis
"Science fiction differs from fantasy not in subject matter but in aim, and its unique aim is to suggest real hypotheses about mankind's future or the nature of the universe" (Jacobs and Tunnel 92).
The House of the Scorpion is a fantastic extension of the current practice of cloning. This work raises many questions about cloning and its ethical implications for our future by presenting a scenario in which cloning has advanced past research and entered into the daily lives of the characters. The questions that this novel raises are: 1) What is our purpose for cloning - to produce brainless robots? To increase life spans by cultivating replacement body parts? ["Everyone brought gifts to El Patron, although there was nothing he didn't already own and not much he could enjoy at the age of 43."] 2) Which distinction should be given to clones - human? animal? neither? 3) If they are human, do they have souls? Can they be baptized? 4) If they are human do they have the ability to improve upon the nature of humankind? [Matt, a kind-hearted clone, makes an observation about a human. "There was something a little off about everything Tom did. He brought his mother drinks, but the glass didn't always seem clean. He opened the door for his grandfather, but he let it swing shut on the old man's heel. It wasn't quite enough to make him fall and it could have been an accident."] 5) If they are animal, or human but we call them animal, then they must not have human rights. Can we own them, control them, mass-produce them, and slaughter them? ["Property of Alacran" is tattooed on Matt's foot.] 6) Since we created them, are we more powerful than God? ["At the head was a huge crucifix and a picture of Our Lord Jesus with His heart pierced by five swords."] 7) Are clones worthy of God? ["This does not belong here!...This unbaptized limb of Satan has no right to make a mockery of the rite! Would you bring a dog to church?"] 8) If they are human and we own them, control them, mass-produce them, and slaughter them, are we no better than Hitler? ["For the first time he realized what a terrile thing it was to be an eejit. He hadn't known any of the others before their operation. They were simply there to do boring jobs. But Rosa had been a real, though cruel and violent, person. No, she was merely a shadow with the life sucked out of her."] 9) When should the government become involved in the decision to approve or disprove cloning? 10) At what cost can the government and/or the public be bribed into approving cloning? [El Patron told the doctors who performed his body part replacement surgeries, "...you'll be even more satisfied with these one-million-dollar checks," and later in the story another says, "Senator Mendoza isn't too proud to have his paw out when El Patron hands around money."] 11) Is money the only motivating factor in the regulation of cloning? 12) Is cloning immoral, or is it only a "science project?" ["Father decided implants were immoral...He's deeply religious. He thinks God put him on earth for a certain number of years and that he mustn't ask for more."] 13) What, really, is the difference between humans and animals? 14) Where does cloning fall into the "natural order?" 15) In the end, is cloning and all of its complexities worth it?
4. Review Excerpts
PUBLISHERS WEEKLY: "Farmer explores vital and soul-searching question about what it means to be human."
ALAN REVIEW: "High school students will connect with Matt as he grows from a frightened little boy to a young man who wrestles with difficult issues and decisions."
KIRKUS REVIEWS: "...Matt's story turns out to be an inspiring tale of friendship, survival, hope, and transcendence. A must-read for SF fans."
5. Connections
Other books by this author:
Farmer, Nancy: THE SEA OF TROLLS. ISBN: 0689867468.
Farmer, Nancy: GIRL NAMED DISASTER. ISBN 0140386351.
Farmer, Nancy: THE EYE, THE EAR, AND THE ARM. ISBN 0689867468.
Module 6 Book Reviews: Young Adult
The First Part Last by Angela Johnson
Winner of the 2004 Michael L. Printz Award
Winner of the 2004 Coretta Scott King Award
1. Bibliography
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon Pulse. ISBN 0689849222.
2. Plot Summary
This story is very cleverly told by alternating chapters of the past with chapters of the present and ends with the two sequential storylines converging into the present, all through the eyes of Bobby, the teenage father. The chapters reflecting on the past relate the difficulties and choices the teenage couple must negotiate when Nia becomes pregnant. The chapters telling of the present reveal the challenges and rewards of raising a baby as a single teenage father. It is not until the end of the book that many of the reader's questions are answered. The end is also when the father, Bobby, is finally able to fully accept the idea that parenthood means leaving his childhood behind.
3. Critical Analysis
This story is exceptional at exposing the difficult decisions regarding adoption, the trials of raising a child as a single adult parent, and the uncertainties of pregnancy. It avoids teaching the reader which decisions are best, rather it presents choices.
Even when the most direct of "lessons" appear, it comes from Bobby's parents and from Nia's parents and is very informal in nature. It is never directed at the reader - it is always directed at Bobby and Nia. The information is shared through Bobby's rebellious voice as he recounts his parents first reaction, "And didn't we go together and get me condoms? What the hell about those pamphlets Mary put beside my bed about STD's and teenage pregnancy?"
The story is objective in its presentation of the choices available to pregnant teens. Readers observe the decision making processes through Bobby and Nia's visits to the doctor's office. The teens are informed of parental rights, waiting periods, counseling, and traditional or open adoption - all by an objective social worker Bobby refers to as "woman," because he cannot remember her name. The adoption decision that the two must make requires them to either forego parental responsibilities in order go to college for the college experience and to please all parents except for one, or to accept the responsibilities of parenthood and disappoint all parents except for one. Ultimately, it is Bobby and Nia's informed decision to make. Bobby comments on the plan to give the baby for adoption, "I'm freakin' and in shock when everybody says I should be relieved and throwing a party. The hard part is that they're right and I should be happy. Right?" In this manner, multiple sides of the adoption issue are presented, avoiding didacticism.
Regarding Bobby's responsibilities in raising a child, his dad has these words for him after a particulary hard day, "There'll be no sleep for you. There's ten pounds of I need daddy, a pissed-off mother, and a disappointed neighbor waiting at home. You ready to deal?"
Teens often feel invincible, but the truth is stark and very present toward the end. In Bobby's words, "I can't ever be a knight or brave, so I ask nothing about brain death or eclampsia or why the girl who had a thousand pair of sunglasses and my baby inside her won't ever walk, talk, or smile again...And I feel like a three-year-old when I walk out the room between my parents while they hold my hands."
This is a great story for presenting to teens the ups and downs and choices that come with pregancy. In the end it is the reader who draws his/her own conclusions about teenage pregnancy, not the author drawing them for the reader.
4. Review Excerpts
BOOKLIST: "Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again."
BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "...They'll find the book well worthy of the cover's promise."
5. Connections
Teenagers face multiple serious decisions when the life of a baby is at stake. For other books that expose questions and the struggle to make decisions, check out the following:
Bechard, Margaret. HANGING ONTO MAX. ISBN 0689862687.
McDaniel, Lurlene. BRIANNA'S GIFT. ISBN 0385731604.
Winner of the 2004 Michael L. Printz Award
Winner of the 2004 Coretta Scott King Award
1. Bibliography
Johnson, Angela. 2003. The First Part Last. New York, NY: Simon Pulse. ISBN 0689849222.
2. Plot Summary
This story is very cleverly told by alternating chapters of the past with chapters of the present and ends with the two sequential storylines converging into the present, all through the eyes of Bobby, the teenage father. The chapters reflecting on the past relate the difficulties and choices the teenage couple must negotiate when Nia becomes pregnant. The chapters telling of the present reveal the challenges and rewards of raising a baby as a single teenage father. It is not until the end of the book that many of the reader's questions are answered. The end is also when the father, Bobby, is finally able to fully accept the idea that parenthood means leaving his childhood behind.
3. Critical Analysis
This story is exceptional at exposing the difficult decisions regarding adoption, the trials of raising a child as a single adult parent, and the uncertainties of pregnancy. It avoids teaching the reader which decisions are best, rather it presents choices.
Even when the most direct of "lessons" appear, it comes from Bobby's parents and from Nia's parents and is very informal in nature. It is never directed at the reader - it is always directed at Bobby and Nia. The information is shared through Bobby's rebellious voice as he recounts his parents first reaction, "And didn't we go together and get me condoms? What the hell about those pamphlets Mary put beside my bed about STD's and teenage pregnancy?"
The story is objective in its presentation of the choices available to pregnant teens. Readers observe the decision making processes through Bobby and Nia's visits to the doctor's office. The teens are informed of parental rights, waiting periods, counseling, and traditional or open adoption - all by an objective social worker Bobby refers to as "woman," because he cannot remember her name. The adoption decision that the two must make requires them to either forego parental responsibilities in order go to college for the college experience and to please all parents except for one, or to accept the responsibilities of parenthood and disappoint all parents except for one. Ultimately, it is Bobby and Nia's informed decision to make. Bobby comments on the plan to give the baby for adoption, "I'm freakin' and in shock when everybody says I should be relieved and throwing a party. The hard part is that they're right and I should be happy. Right?" In this manner, multiple sides of the adoption issue are presented, avoiding didacticism.
Regarding Bobby's responsibilities in raising a child, his dad has these words for him after a particulary hard day, "There'll be no sleep for you. There's ten pounds of I need daddy, a pissed-off mother, and a disappointed neighbor waiting at home. You ready to deal?"
Teens often feel invincible, but the truth is stark and very present toward the end. In Bobby's words, "I can't ever be a knight or brave, so I ask nothing about brain death or eclampsia or why the girl who had a thousand pair of sunglasses and my baby inside her won't ever walk, talk, or smile again...And I feel like a three-year-old when I walk out the room between my parents while they hold my hands."
This is a great story for presenting to teens the ups and downs and choices that come with pregancy. In the end it is the reader who draws his/her own conclusions about teenage pregnancy, not the author drawing them for the reader.
4. Review Excerpts
BOOKLIST: "Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again."
BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS: "...They'll find the book well worthy of the cover's promise."
5. Connections
Teenagers face multiple serious decisions when the life of a baby is at stake. For other books that expose questions and the struggle to make decisions, check out the following:
Bechard, Margaret. HANGING ONTO MAX. ISBN 0689862687.
McDaniel, Lurlene. BRIANNA'S GIFT. ISBN 0385731604.
Module 5 Book Reviews: Historical Fiction
Crispin The Cross of Lead by Avi
2003 Winner of the John Newbery Medal
1. Bibliography
Avi. 2002. Crispin The Cross of Lead. New York, NY: Hyperion Books for Children. ISBN 0786808284.
2. Plot Summary
Set in fourteenth century medieval England, a young peasant boy loses his mother, his home, his priest, and all normality. On the run to avoid losing his life, Asta's son encounters an interesting man by the name of Bear. The two join forces as travelling entertainment. As a result of this dynamic relationship, Asta's son begins a personal journey in which he develops a stronger character and learns about his family history as well as his real name. At the end of the story, Asta's son is able to defy attackers and earn his freedom.
3. Critical Analysis
"Crispin - The Cross of Lead" is an important piece of historical fiction because the descriptions stay true to the nature of the time period and neither are the descriptions sugarcoated. Asta's son, a serf, relates the drudgery of day to day living with these words, "When winter came, we fed the animals-we had an ox, and now and then a chicken-gathered wood and brush for heat, slept, and tried to stay alive...Thus our lives never changed... (pg 12). His did not have an academic education, but was exposed to much religion. "As for the two roads that passed through Stromford, all I knew was that they led to the rest of England, of which I had no knowledge. And beyond England, I supposed, came the remaining world: 'Great Christendom,' our priest called it (pg 19).
Several situations occur in the story that depict unpleasant occurances. The first is when the dead mother is buried by the priest. Later in the story Asta's son explains the punishments for minor infractions, the wording is direct. "It could be a whipping, a clipping of the ear, imprisonment, or a cut-off hand (pg 3). The next very vivid description is of a man that had been hung. "Now his face was moldy green and much contorted, with a protruding tongue of blue that reached his chin. One eye bulged grotesquely. The other was not there. His body oozed from open wounds. Swollen legs and arms flopped with distended disjointedness. Bare feet pointed down with toes that curled upon themselves like chicken claws (pg 56).
It is easy for the reader to absorb information about the time, the place, the difficulties, and the people as Asta's son travels across England learning about himself, his countrymen, and his country.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: Avi has done an excellent job of integrating background and historical information, of pacing the plot so that the book is a page-turner from beginning to end, and of creating characters for whom readers will have great empathy.
5. Connections
For more stories that reveal the strength of orphaned children check out the following:
Burnett, Frances Hodgson. LITTLE PRINCESS. ISBN 0064401871.
Lupica, Mike. HEAT. ISBN 0399243011.
2003 Winner of the John Newbery Medal
1. Bibliography
Avi. 2002. Crispin The Cross of Lead. New York, NY: Hyperion Books for Children. ISBN 0786808284.
2. Plot Summary
Set in fourteenth century medieval England, a young peasant boy loses his mother, his home, his priest, and all normality. On the run to avoid losing his life, Asta's son encounters an interesting man by the name of Bear. The two join forces as travelling entertainment. As a result of this dynamic relationship, Asta's son begins a personal journey in which he develops a stronger character and learns about his family history as well as his real name. At the end of the story, Asta's son is able to defy attackers and earn his freedom.
3. Critical Analysis
"Crispin - The Cross of Lead" is an important piece of historical fiction because the descriptions stay true to the nature of the time period and neither are the descriptions sugarcoated. Asta's son, a serf, relates the drudgery of day to day living with these words, "When winter came, we fed the animals-we had an ox, and now and then a chicken-gathered wood and brush for heat, slept, and tried to stay alive...Thus our lives never changed... (pg 12). His did not have an academic education, but was exposed to much religion. "As for the two roads that passed through Stromford, all I knew was that they led to the rest of England, of which I had no knowledge. And beyond England, I supposed, came the remaining world: 'Great Christendom,' our priest called it (pg 19).
Several situations occur in the story that depict unpleasant occurances. The first is when the dead mother is buried by the priest. Later in the story Asta's son explains the punishments for minor infractions, the wording is direct. "It could be a whipping, a clipping of the ear, imprisonment, or a cut-off hand (pg 3). The next very vivid description is of a man that had been hung. "Now his face was moldy green and much contorted, with a protruding tongue of blue that reached his chin. One eye bulged grotesquely. The other was not there. His body oozed from open wounds. Swollen legs and arms flopped with distended disjointedness. Bare feet pointed down with toes that curled upon themselves like chicken claws (pg 56).
It is easy for the reader to absorb information about the time, the place, the difficulties, and the people as Asta's son travels across England learning about himself, his countrymen, and his country.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: Avi has done an excellent job of integrating background and historical information, of pacing the plot so that the book is a page-turner from beginning to end, and of creating characters for whom readers will have great empathy.
5. Connections
For more stories that reveal the strength of orphaned children check out the following:
Burnett, Frances Hodgson. LITTLE PRINCESS. ISBN 0064401871.
Lupica, Mike. HEAT. ISBN 0399243011.
Module 5 Book Reviews: Historical Fiction
Bud, Not Buddy by Christopher Paul Curtis
Winner of the 2000 John Newbery Medal
Winner of the 2000 Coretta Scott King Award
1. Bibliography
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Scholastic. ISBN 0439227534.
2. Plot Summary
Set during the depression, a young man named Bud escapes a difficult foster child experience to find himself on the road in search of his father. His only clue is the flyer tucked away in his suitcase for safekeeping, one of the few treasures remaining from his early childhood and his beloved mother. Never short on optimism or determination, Bud creates a new life for himself and is able to establish his place in the world.
3. Critical Analysis
The setting is painlessly introduced in this story through a minor character's dialogue early in the first chapter. "Now, now, boys, no need to look so glum. I know you don't understand what it means, but there's a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody." Throughout the rest of the book, the author is very adept at sneaking in inobtrusive hints as to the nature of a depression. In Chapter 6, ten year old Bud describes the scarcity of food when he's too late for breakfast at the mission, "If I didn't get any food now I'd have to steal something out of someone's garbage or I wouldn't be able to eat until the mission opened for supper." The fierce competition of survival is revealed through another person waiting in line, "You think you got some kind of privilege just 'cause you're skinny and raggady? Look in the line, there's lots of folks look just like you, you ain't the worst." Chapter 8 introduces the cardboard jungle through the young character's description, "It was a bunch of huts and shacks throwed together out of pieces of boxes and wood and cloth. The Amoses' shed [described in detail previously] would've look like a realy fancy house here." The reader learns about the effects of the depression as Bud himself learns, firsthand. The descriptions are simple, to the point, and are only encounters in the quest to find his father - never the focus of the storyline. Later in the book Bud's life has taken many twists and turns and eventually he finds himself on the other side of the depression, with plenty of food and a comfortable place to sleep. In Chapter 18 a member of the musical band that cares for Bud tells the only white member of the band, "Take a look out the window, baby, there's a depression going on. How many folk you see living like us, Negro or white? Not many." This historical fiction work manages to objectively educate readers on the spirit of the times and provides readers a glimpse into another world.
4. Review Excerpts
PUBLISHERS WEEKLY: Bud's journey, punctuated by Dickensian twists in plot and enlivened by a host of memorable personalities, will keep readers engrossed from first page to last.
RIVERBANK REVIEW: Curtis writes with humor and sensitivity and makes readers care about the characters he creates. In the process, he offers up a significant slice of American history.
5. Connections
For additional literature that exposes the Great Depression through the child characters, the following books are available:
Hesse, Karen. OUT OF THE DUST. ISBN: 0590371258.
Winner of the 1998 John Newbery Medal.
Ryan, Pam Munoz. ESPERANZA RISING. ISBN: 043912042X
Winner of the 2000 John Newbery Medal
Winner of the 2000 Coretta Scott King Award
1. Bibliography
Curtis, Christopher Paul. 1999. Bud, Not Buddy. New York, NY: Scholastic. ISBN 0439227534.
2. Plot Summary
Set during the depression, a young man named Bud escapes a difficult foster child experience to find himself on the road in search of his father. His only clue is the flyer tucked away in his suitcase for safekeeping, one of the few treasures remaining from his early childhood and his beloved mother. Never short on optimism or determination, Bud creates a new life for himself and is able to establish his place in the world.
3. Critical Analysis
The setting is painlessly introduced in this story through a minor character's dialogue early in the first chapter. "Now, now, boys, no need to look so glum. I know you don't understand what it means, but there's a depression going on all over this country. People can't find jobs and these are very, very difficult times for everybody." Throughout the rest of the book, the author is very adept at sneaking in inobtrusive hints as to the nature of a depression. In Chapter 6, ten year old Bud describes the scarcity of food when he's too late for breakfast at the mission, "If I didn't get any food now I'd have to steal something out of someone's garbage or I wouldn't be able to eat until the mission opened for supper." The fierce competition of survival is revealed through another person waiting in line, "You think you got some kind of privilege just 'cause you're skinny and raggady? Look in the line, there's lots of folks look just like you, you ain't the worst." Chapter 8 introduces the cardboard jungle through the young character's description, "It was a bunch of huts and shacks throwed together out of pieces of boxes and wood and cloth. The Amoses' shed [described in detail previously] would've look like a realy fancy house here." The reader learns about the effects of the depression as Bud himself learns, firsthand. The descriptions are simple, to the point, and are only encounters in the quest to find his father - never the focus of the storyline. Later in the book Bud's life has taken many twists and turns and eventually he finds himself on the other side of the depression, with plenty of food and a comfortable place to sleep. In Chapter 18 a member of the musical band that cares for Bud tells the only white member of the band, "Take a look out the window, baby, there's a depression going on. How many folk you see living like us, Negro or white? Not many." This historical fiction work manages to objectively educate readers on the spirit of the times and provides readers a glimpse into another world.
4. Review Excerpts
PUBLISHERS WEEKLY: Bud's journey, punctuated by Dickensian twists in plot and enlivened by a host of memorable personalities, will keep readers engrossed from first page to last.
RIVERBANK REVIEW: Curtis writes with humor and sensitivity and makes readers care about the characters he creates. In the process, he offers up a significant slice of American history.
5. Connections
For additional literature that exposes the Great Depression through the child characters, the following books are available:
Hesse, Karen. OUT OF THE DUST. ISBN: 0590371258.
Winner of the 1998 John Newbery Medal.
Ryan, Pam Munoz. ESPERANZA RISING. ISBN: 043912042X
Module 5 Book Reviews: Biography
Eleanor Roosevelt - A Life of Discovery
By Russell Freedman
1994 Newbery Honor Book
Horn Book Fanfare Award
1. Bibliography
Freedman, Russell. 1993. ELEANOR ROOSEVELT - A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627.
2. Summary
This biography follows Eleanor Roosevelt from birth to death, from a confused and privileged upbringing to a life of influence and activism on a worldly scale. The author magnifies Eleanor’s life with a host of clear, telling photographs, and includes a section on her home, Val-Kill, as well as a section describing other books about and by Mrs. Roosevelt, a section for acknowledgements and picture credits, and an index.
3. Critical Analysis
Freedman has crafted a complete, authentic biography of pioneering activist Eleanor Roosevelt. The book introduces Roosevelt with a synopsis of her life, then focuses in on her high society New York childhood, coming of age in a European girls’ school, her years raising a family, and her gradual entrance into the political and public arena. From there, Freedman chronicles the growth of Roosevelt into one of the most influential women of her time. Within the first page of the book Freedman characterizes Roosevelt as human, quickly establishing the connection between history and reader. The very first sentence of the book is, “Eleanor Roosevelt never wanted to be a president’s wife.” He reinforces this very human side of Roosevelt with a direct quote on the same page, “’From the personal standpoint, I did not want my husband to be president,’ she later confessed. ‘It was pure selfishness on my part, and I never mentioned my feelings on the subject to him.’” Freedman never wavers in his ability to display the realistic and vulnerable side of Eleanor. This makes the story of her life meaningful, believable, and applicable to the readers’ own lives.
In the description of Eleanor’s early years, Freedman includes this quote, “’I was not only timid,’ Eleanor recalled, ‘I was afraid. Afraid of almost everything, I think: mice, of the dark, of imaginary danger…’” After establishing an attachment to Eleanor, the reader is able to experience the trials of her young adult life and her consequential personal growth with compassion and a sort of vested interest. After three years away for school in Europe, Freedman continues with, “She had come to school feeling ‘lost and very lonely’ – a shy, awkward girl starved for love and approval. She left in triumph, having earned the affection and esteem of her classmates, her teachers, and her headmistress. Throughout the rest of the book, words like “miserable, anxious, stimulating, toughened, inspirational and whole-heartedly,” sustain the life of the story beyond the facts, leaving the reader with the feeling of involvement in and appreciation for Eleanor’s life.
4. Review Excerpts
PUBLISHERS WEEKLY: "Freedman writes both authoritatively and compellingly, and the Eleanor that emerges is a complex, flesh-and-blood individual, not a dull heroine of textbook history. He also deals plainly with some of the more sordid aspects of the Roosevelts' married life (namely FDR's infidelity), but he never sensationalizes, and his honesty and candor signal his respect for his subject and for his readers."
CHILDREN’S LITERATURE: "Russell Freedman’s photobiography of Eleanor Roosevelt is a paean to this remarkable First Lady's achievements."
5. Connections
For other pioneering female activists read the following autobiography and biography:
Raicho, Hiratsuka. Translated by Teruko Craig. IN THE BEGINNING, WOMAN WAS THE SUN. ISBN 0231138121.
Soto, Gary. JESSIE DE LA CRUZ: A PROFILE OF A UNITED FARM WORKER. ISBN 0892552859.
By Russell Freedman
1994 Newbery Honor Book
Horn Book Fanfare Award
1. Bibliography
Freedman, Russell. 1993. ELEANOR ROOSEVELT - A LIFE OF DISCOVERY. New York, NY: Clarion Books. ISBN 0899198627.
2. Summary
This biography follows Eleanor Roosevelt from birth to death, from a confused and privileged upbringing to a life of influence and activism on a worldly scale. The author magnifies Eleanor’s life with a host of clear, telling photographs, and includes a section on her home, Val-Kill, as well as a section describing other books about and by Mrs. Roosevelt, a section for acknowledgements and picture credits, and an index.
3. Critical Analysis
Freedman has crafted a complete, authentic biography of pioneering activist Eleanor Roosevelt. The book introduces Roosevelt with a synopsis of her life, then focuses in on her high society New York childhood, coming of age in a European girls’ school, her years raising a family, and her gradual entrance into the political and public arena. From there, Freedman chronicles the growth of Roosevelt into one of the most influential women of her time. Within the first page of the book Freedman characterizes Roosevelt as human, quickly establishing the connection between history and reader. The very first sentence of the book is, “Eleanor Roosevelt never wanted to be a president’s wife.” He reinforces this very human side of Roosevelt with a direct quote on the same page, “’From the personal standpoint, I did not want my husband to be president,’ she later confessed. ‘It was pure selfishness on my part, and I never mentioned my feelings on the subject to him.’” Freedman never wavers in his ability to display the realistic and vulnerable side of Eleanor. This makes the story of her life meaningful, believable, and applicable to the readers’ own lives.
In the description of Eleanor’s early years, Freedman includes this quote, “’I was not only timid,’ Eleanor recalled, ‘I was afraid. Afraid of almost everything, I think: mice, of the dark, of imaginary danger…’” After establishing an attachment to Eleanor, the reader is able to experience the trials of her young adult life and her consequential personal growth with compassion and a sort of vested interest. After three years away for school in Europe, Freedman continues with, “She had come to school feeling ‘lost and very lonely’ – a shy, awkward girl starved for love and approval. She left in triumph, having earned the affection and esteem of her classmates, her teachers, and her headmistress. Throughout the rest of the book, words like “miserable, anxious, stimulating, toughened, inspirational and whole-heartedly,” sustain the life of the story beyond the facts, leaving the reader with the feeling of involvement in and appreciation for Eleanor’s life.
4. Review Excerpts
PUBLISHERS WEEKLY: "Freedman writes both authoritatively and compellingly, and the Eleanor that emerges is a complex, flesh-and-blood individual, not a dull heroine of textbook history. He also deals plainly with some of the more sordid aspects of the Roosevelts' married life (namely FDR's infidelity), but he never sensationalizes, and his honesty and candor signal his respect for his subject and for his readers."
CHILDREN’S LITERATURE: "Russell Freedman’s photobiography of Eleanor Roosevelt is a paean to this remarkable First Lady's achievements."
5. Connections
For other pioneering female activists read the following autobiography and biography:
Raicho, Hiratsuka. Translated by Teruko Craig. IN THE BEGINNING, WOMAN WAS THE SUN. ISBN 0231138121.
Soto, Gary. JESSIE DE LA CRUZ: A PROFILE OF A UNITED FARM WORKER. ISBN 0892552859.
Module 4 Book Reviews: Informational Books
Destination: Space by Seymour Simon
1. Bibliography
Simon, Seymour. 2002. DESTINATION: SPACE. New York, NY: HarperCollins Children's Books. ISBN 0688162894.
2. Plot Summary
Seymour shares images and descriptions of various major space discoveries courtesy of the Hubble Space Telescope.
3. Critical Analysis
The greatest assest to this nonfiction book is the comparisons Seymour uses to make the information accessible to the readers. He places the enormity and unfamiliarity of space into a context the reader can grasp. "[Saturn's] rings are mostly made of chunks of water ice, some as small as your finger, others as big as as house, that whirl around Saturn like swarms of tiny moons." Further in the text he explains another phenomenon this way: "What appears to be a bird's head, leaning over to snatch a tasty meal of insects, is another example of two galaxies colliding."
Where the book becomes confusing and bit bothersome its description of specific areas of the photographs. The reader would have a much easier time locating the points of interest if they were labeled directly on the photograph. The ease of reading the text is broken up as the reader tries to follow logic such as the this information on the photos of Mars: "The pictures were taken about six hours apart." The tricky part about this is that the pictures of Mars are not lined up in order, rather they are placed on the page with two photos on top and one photo centered directly beneath them. It takes some time to determine in which order the photos were taken, and it is not left-to-right, as the reader might first believe. The next bit of cumbersome direction concerns Supernove 1987A. The author discusses "three rings of glowing gas encircling the site of Supernova 1987A." In the photo only two rings are instantly noticeable. The location of the third ring is just an educated guess on the part of the reader.
This book would be accessible to a broader range of readers if the photographs were labeled by increasing the readability of the book. As it is, this book must be read through from beginning to end in order to obtain information, exluding the younger or less able reader who could extract information from even simply labeled photos.
4. Review Excerpts
BOOK MAGAZINE: "Spectacular photographs taken during the past decade by the Hubble Space Telescope make this a visually stunning introduction to outer space."
CHILDREN'S LITERATURE: "Although this is not intended as an introduction to astronomy, the stunning photographs of planets, galaxies, and supernovas may inspire young readers to pick up a more comprehensive guide to the celestial features they've glimpsed here."
5. Connections
Utilize the following recently published books for exploration into the history of the Hubble Space Telescope and for additional photographs, both of space and of the telescope.
Carruthers, Margaret W. THE HUBBLE SPACE TELESCOPE. ISBN 0531163725.
Chrismer, Melanie. HIGHLIGHTS FROM THE HUBBLE TELESCOPE: POSTCARDS FROM SPACE. ISBN: 0766021351.
Scott, Elaine. CLOSE ENCOUNTERS. ISBN 0786801476.
1. Bibliography
Simon, Seymour. 2002. DESTINATION: SPACE. New York, NY: HarperCollins Children's Books. ISBN 0688162894.
2. Plot Summary
Seymour shares images and descriptions of various major space discoveries courtesy of the Hubble Space Telescope.
3. Critical Analysis
The greatest assest to this nonfiction book is the comparisons Seymour uses to make the information accessible to the readers. He places the enormity and unfamiliarity of space into a context the reader can grasp. "[Saturn's] rings are mostly made of chunks of water ice, some as small as your finger, others as big as as house, that whirl around Saturn like swarms of tiny moons." Further in the text he explains another phenomenon this way: "What appears to be a bird's head, leaning over to snatch a tasty meal of insects, is another example of two galaxies colliding."
Where the book becomes confusing and bit bothersome its description of specific areas of the photographs. The reader would have a much easier time locating the points of interest if they were labeled directly on the photograph. The ease of reading the text is broken up as the reader tries to follow logic such as the this information on the photos of Mars: "The pictures were taken about six hours apart." The tricky part about this is that the pictures of Mars are not lined up in order, rather they are placed on the page with two photos on top and one photo centered directly beneath them. It takes some time to determine in which order the photos were taken, and it is not left-to-right, as the reader might first believe. The next bit of cumbersome direction concerns Supernove 1987A. The author discusses "three rings of glowing gas encircling the site of Supernova 1987A." In the photo only two rings are instantly noticeable. The location of the third ring is just an educated guess on the part of the reader.
This book would be accessible to a broader range of readers if the photographs were labeled by increasing the readability of the book. As it is, this book must be read through from beginning to end in order to obtain information, exluding the younger or less able reader who could extract information from even simply labeled photos.
4. Review Excerpts
BOOK MAGAZINE: "Spectacular photographs taken during the past decade by the Hubble Space Telescope make this a visually stunning introduction to outer space."
CHILDREN'S LITERATURE: "Although this is not intended as an introduction to astronomy, the stunning photographs of planets, galaxies, and supernovas may inspire young readers to pick up a more comprehensive guide to the celestial features they've glimpsed here."
5. Connections
Utilize the following recently published books for exploration into the history of the Hubble Space Telescope and for additional photographs, both of space and of the telescope.
Carruthers, Margaret W. THE HUBBLE SPACE TELESCOPE. ISBN 0531163725.
Chrismer, Melanie. HIGHLIGHTS FROM THE HUBBLE TELESCOPE: POSTCARDS FROM SPACE. ISBN: 0766021351.
Scott, Elaine. CLOSE ENCOUNTERS. ISBN 0786801476.
Module 4 Book Reviews: Informational Books
What Do You Do When Something Wants To Eat You? by Steve Jenkins
1. Bibliography
Jenkins, Steve. 1997. WHAT DO YOU DO WHEN SOMETHING WANTS TO EAT YOU? New York, NY: Houghton Mifflin Company. ISBN 0395825148.
2. Plot Summary
Steve Jenkins uses paper collage art to demonstrate the defense mechanisms of a variety of creatures from sea to land. Each creature is shown prior to defending himself and then is shown in the act of defending himself from predators.
3. Critical Analysis
The paper collage creatures are the most eye-catching piece of this book. The colors are bright and the layouts are fairly simple - one detailed creature set against a single color backdrop. However, there is a bit of awkwardness in the double-page spreads. A creature is introduced on the front of a page and when the page is turned the defense mechanism is revealed on the backside. This page butts up against the introduction of another animal. It is not a very logical lead. The ink from the octopus seems to spread onto the next page, but it is only the leaves that a rat and beetle are walking on. The puffer fish seems to be looking at the glass snake as it's attacked by some critter with a furry paw, but it's really not. The eye and the mind wish to connect pages that are not meant to be connected, which is somewhat of a distraction through the whole of the book.
The author, direct in his delivery of collage creatures, is also direct in explaining the defense mechanism of each. The author does not dilute the actions of the creatures by glossing the text over with easy language or by the exclusion of explanations. When the puffer fish expands, the author explains, "it takes in water and swells up." And when the basilisk lizard runs across the surface of water he explains, "...using its large feet and great speed to keep it from sinking into the water."
The book ends with a question for the reader by returning to the title, "What Do You Do When Something Wants To Eat You?" He encourages young readers to consider themselves as survivors in the wild, and the artsy style of the book condones creative answers.
4. Review Excerpts
CHILDREN'S LITERATURE: "It is a fascinating look at the diversity of nature and survival skills that have evolved to help animals defend themselves."
SCHOOL LIBRARY JOURNAL: "Useful for teachers introducing animal defenses and the terms that go along with the subject and a great choice for a storytime."
KIRKUS REVIEWS: "A dashing look at natural escape routes."
5. Connections
Research may be the next step following a reading of Jenkin's fairly simple introduction to animal defenses. Quite a collection of unique techniques may found in these informational books filled with photographs and explanations.
Clyne, Densey. CATCH ME IF YOU CAN. ISBN 0836820568.
Devaney, Sherri. DEFENDERS. ISBN 1410303933
Rhodes, Mary Jo and David Hall. SURVIVAL SECRETS OF SEA ANIMALS. ISBN 0516243985.
1. Bibliography
Jenkins, Steve. 1997. WHAT DO YOU DO WHEN SOMETHING WANTS TO EAT YOU? New York, NY: Houghton Mifflin Company. ISBN 0395825148.
2. Plot Summary
Steve Jenkins uses paper collage art to demonstrate the defense mechanisms of a variety of creatures from sea to land. Each creature is shown prior to defending himself and then is shown in the act of defending himself from predators.
3. Critical Analysis
The paper collage creatures are the most eye-catching piece of this book. The colors are bright and the layouts are fairly simple - one detailed creature set against a single color backdrop. However, there is a bit of awkwardness in the double-page spreads. A creature is introduced on the front of a page and when the page is turned the defense mechanism is revealed on the backside. This page butts up against the introduction of another animal. It is not a very logical lead. The ink from the octopus seems to spread onto the next page, but it is only the leaves that a rat and beetle are walking on. The puffer fish seems to be looking at the glass snake as it's attacked by some critter with a furry paw, but it's really not. The eye and the mind wish to connect pages that are not meant to be connected, which is somewhat of a distraction through the whole of the book.
The author, direct in his delivery of collage creatures, is also direct in explaining the defense mechanism of each. The author does not dilute the actions of the creatures by glossing the text over with easy language or by the exclusion of explanations. When the puffer fish expands, the author explains, "it takes in water and swells up." And when the basilisk lizard runs across the surface of water he explains, "...using its large feet and great speed to keep it from sinking into the water."
The book ends with a question for the reader by returning to the title, "What Do You Do When Something Wants To Eat You?" He encourages young readers to consider themselves as survivors in the wild, and the artsy style of the book condones creative answers.
4. Review Excerpts
CHILDREN'S LITERATURE: "It is a fascinating look at the diversity of nature and survival skills that have evolved to help animals defend themselves."
SCHOOL LIBRARY JOURNAL: "Useful for teachers introducing animal defenses and the terms that go along with the subject and a great choice for a storytime."
KIRKUS REVIEWS: "A dashing look at natural escape routes."
5. Connections
Research may be the next step following a reading of Jenkin's fairly simple introduction to animal defenses. Quite a collection of unique techniques may found in these informational books filled with photographs and explanations.
Clyne, Densey. CATCH ME IF YOU CAN. ISBN 0836820568.
Devaney, Sherri. DEFENDERS. ISBN 1410303933
Rhodes, Mary Jo and David Hall. SURVIVAL SECRETS OF SEA ANIMALS. ISBN 0516243985.
Module 4 Book Reviews: Informational Books
Through My Eyes by Ruby Bridges
2000 Orbis Pictus Award Winner
1. Bibliography
Bridges, Ruby. 1999. THROUGH MY EYES. Ed. by Margo Lundell. New York NY: Scholastic Press. ISBN 0590189239.
2. Plot Summary
As an adult, Ruby Bridges recounts her memories of school integration while seemlessly intertwining the factual progression of the Civil Rights Movement. Quotations from major newspapers and magazines combine with emotionally telling photographs to round out this completely fascinating and educational story.
3. Critical Analysis
The story of Ruby Bridges is a compilation of first-hand knowledge and press coverage united in sequence - it begins with an introduction, the basics of Ruby's first six years growing up, then travels through her struggles, and ends with her accomplishments. Included is information for contacting The Ruby Bridges Foundation and a timeline of major events during the Civil Rights movement in relation to New Orleans school integration.
This story is packed with information, yet at no point becomes overwhelming and unmanageable. The authors words are careful and concise - young readers are able to grasp the seriousness of the topic and older readers are able to make sense of the political situation the country faced. "My mother took special care getting me ready for school. When somebody knocked on my door that morning, my mother expected to see people from the NAACP. Instead, she saw four serious-looking men, dressed in suits and wearing armbands. They had come to drive us to school and stay with us all day. I learned later they were carrying guns."
Each page of the author's recounts is coupled with quotations from major sources or persons involved in Ruby's situation. The juxtaposition of these two points of view serve to balance the different perspectives. On Ruby's first day of school, she writes, "As we walked through the crowd, I didn't see any faces. I guess that's because I wasn't very tall and I was surrounded by the marshalls. People yelled and threw things." "When we climbed the high steps to the front door, there were policeman in uniforms at the top. The policemen and the crowd behind us made me think this was an important place. It must be college, I thought to myself." The New York Times, November 15, 1960, is quoted on the same page, "They walked hurriedly up the steps and into the yellow brick building while onlookers jeered and shouted taunts. The girl, dressed in a stiffly starched white dress with a white ribbon in her hair, gripped her mother's hand tightly and glanced apprehensively toward the crowd."
The photographs that accompany each page are poignant and well placed. They are large and stripped of color, immediately directing the eye to detail, such as the white starched dress that Ruby wore, or the black doll in a coffin held up by protestors, even the armbands of the US Marshalls. Within each photograph is a wealth of information to help young readers discern the emotional depth, both frightening and hopeful.
Captions are short and quotations are set apart by color. Headings are highlighted in a darkly colored strip across the top of each page. The double column text is double spaced and broken up quite often by the photographs and sidebar quotations. In this manner, reading is no chore, rather it is bits of information to be read at leisure.
To close the story, the author reflects on her life and the meaning it has held for so many, effortlessly endearing the reader and connecting history with the present "It's taken me a long time to own the early part of my life. I don't know where events will go from here, but I feel carried along by something bigger than I am."
This story contains all the elements necessary to capture the reader's interest and heart. The information is sequential, easily understood, the artful collection of photography is captivating, and the author is peacefully honest in her portrayal.
4. Review Excerpts
CHILDREN'S LITERATURE: "Though Bridge's story takes center stage, the book is filled with powerful monochromatic photographs and the anecdotes of others who were part of her experience."
BOOGBAG MAGAZINE: "This eye-opening introduction to the civil rights movement, written on a child's level, is suitable for read-aloud and certain to provoke thoughtful discussion."
5. Connections
Students may re-read history through these powerful voices for a chance to feel another's side of the struggle.
Winner of the 2005 Coretta Scott King Award:
Morrison, Toni. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION. ISBN 061839740X.
Pinkney, Andrea Davis. LET IT SHINE: STORIES OF BLACK WOMEN FREEDON FIGHTERS. ISBN 015201005X.
Tillage, Leon Walter. LEON'S STORY. ISBN 0374343799.
2000 Orbis Pictus Award Winner
1. Bibliography
Bridges, Ruby. 1999. THROUGH MY EYES. Ed. by Margo Lundell. New York NY: Scholastic Press. ISBN 0590189239.
2. Plot Summary
As an adult, Ruby Bridges recounts her memories of school integration while seemlessly intertwining the factual progression of the Civil Rights Movement. Quotations from major newspapers and magazines combine with emotionally telling photographs to round out this completely fascinating and educational story.
3. Critical Analysis
The story of Ruby Bridges is a compilation of first-hand knowledge and press coverage united in sequence - it begins with an introduction, the basics of Ruby's first six years growing up, then travels through her struggles, and ends with her accomplishments. Included is information for contacting The Ruby Bridges Foundation and a timeline of major events during the Civil Rights movement in relation to New Orleans school integration.
This story is packed with information, yet at no point becomes overwhelming and unmanageable. The authors words are careful and concise - young readers are able to grasp the seriousness of the topic and older readers are able to make sense of the political situation the country faced. "My mother took special care getting me ready for school. When somebody knocked on my door that morning, my mother expected to see people from the NAACP. Instead, she saw four serious-looking men, dressed in suits and wearing armbands. They had come to drive us to school and stay with us all day. I learned later they were carrying guns."
Each page of the author's recounts is coupled with quotations from major sources or persons involved in Ruby's situation. The juxtaposition of these two points of view serve to balance the different perspectives. On Ruby's first day of school, she writes, "As we walked through the crowd, I didn't see any faces. I guess that's because I wasn't very tall and I was surrounded by the marshalls. People yelled and threw things." "When we climbed the high steps to the front door, there were policeman in uniforms at the top. The policemen and the crowd behind us made me think this was an important place. It must be college, I thought to myself." The New York Times, November 15, 1960, is quoted on the same page, "They walked hurriedly up the steps and into the yellow brick building while onlookers jeered and shouted taunts. The girl, dressed in a stiffly starched white dress with a white ribbon in her hair, gripped her mother's hand tightly and glanced apprehensively toward the crowd."
The photographs that accompany each page are poignant and well placed. They are large and stripped of color, immediately directing the eye to detail, such as the white starched dress that Ruby wore, or the black doll in a coffin held up by protestors, even the armbands of the US Marshalls. Within each photograph is a wealth of information to help young readers discern the emotional depth, both frightening and hopeful.
Captions are short and quotations are set apart by color. Headings are highlighted in a darkly colored strip across the top of each page. The double column text is double spaced and broken up quite often by the photographs and sidebar quotations. In this manner, reading is no chore, rather it is bits of information to be read at leisure.
To close the story, the author reflects on her life and the meaning it has held for so many, effortlessly endearing the reader and connecting history with the present "It's taken me a long time to own the early part of my life. I don't know where events will go from here, but I feel carried along by something bigger than I am."
This story contains all the elements necessary to capture the reader's interest and heart. The information is sequential, easily understood, the artful collection of photography is captivating, and the author is peacefully honest in her portrayal.
4. Review Excerpts
CHILDREN'S LITERATURE: "Though Bridge's story takes center stage, the book is filled with powerful monochromatic photographs and the anecdotes of others who were part of her experience."
BOOGBAG MAGAZINE: "This eye-opening introduction to the civil rights movement, written on a child's level, is suitable for read-aloud and certain to provoke thoughtful discussion."
5. Connections
Students may re-read history through these powerful voices for a chance to feel another's side of the struggle.
Winner of the 2005 Coretta Scott King Award:
Morrison, Toni. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION. ISBN 061839740X.
Pinkney, Andrea Davis. LET IT SHINE: STORIES OF BLACK WOMEN FREEDON FIGHTERS. ISBN 015201005X.
Tillage, Leon Walter. LEON'S STORY. ISBN 0374343799.
Wednesday, March 7, 2007
Poetry Break
Chores
by Sarah Hall
How can I be so important
to have everyone in my household
need me?
That coat that always needs me
to keep it warm
during the rotten months of winter
has now asked for a bath.
Thank goodness my Generosity
faithfully continues its search
for the fountain of youth.
Patience, however, we'll not mention word of.
(His two and three day vacations
tend to stretch into fours and fives.)
Each bill is like a child -
"Me, me Mom! Me first!
I want to go first!"
When really
I don't want to have anything to do with them at all
(see prior statement concerning Patience.)
The carpet cries
the most mournful tears one has ever heard
dreading I should forget
(or perhaps just "postpone")
the weekly grooming.
I dare say that life around here
without me
would turn quite fragile.
And the bed needs a hug and the lights bulb needs a shift change
and I wonder if they call me God?
by Sarah Hall
How can I be so important
to have everyone in my household
need me?
That coat that always needs me
to keep it warm
during the rotten months of winter
has now asked for a bath.
Thank goodness my Generosity
faithfully continues its search
for the fountain of youth.
Patience, however, we'll not mention word of.
(His two and three day vacations
tend to stretch into fours and fives.)
Each bill is like a child -
"Me, me Mom! Me first!
I want to go first!"
When really
I don't want to have anything to do with them at all
(see prior statement concerning Patience.)
The carpet cries
the most mournful tears one has ever heard
dreading I should forget
(or perhaps just "postpone")
the weekly grooming.
I dare say that life around here
without me
would turn quite fragile.
And the bed needs a hug and the lights bulb needs a shift change
and I wonder if they call me God?
Poetry Break
Watering the Garden
by Sarah Hall
does Venus feel my pain?
the pain. dull. and continuous. like the rain.
it has been raining for hours now. rain.
rain. rain. that's how is sounds.
rain rain rain drilling holes in my hear.
blood lets. and runs. and swirls with the
rain rain rain
does this weaken my pain? no. just confuses it.
lost is the purity of agony. smeared and smothered
and soaked into the ground. destructed.
the dirt is stained. mud.
Venus, do you feel my pain?
you comedian, from Venus, heavenlyward,
dost thou wallow in the wound of a
bleeding heart?
let the rain rain rain disperse the tainted soul
for mine art the blooms of crimson
that dine on your pain.
monuments for you silly fools to pluck.
rain rain rain
petals drop like rain
by Sarah Hall
does Venus feel my pain?
the pain. dull. and continuous. like the rain.
it has been raining for hours now. rain.
rain. rain. that's how is sounds.
rain rain rain drilling holes in my hear.
blood lets. and runs. and swirls with the
rain rain rain
does this weaken my pain? no. just confuses it.
lost is the purity of agony. smeared and smothered
and soaked into the ground. destructed.
the dirt is stained. mud.
Venus, do you feel my pain?
you comedian, from Venus, heavenlyward,
dost thou wallow in the wound of a
bleeding heart?
let the rain rain rain disperse the tainted soul
for mine art the blooms of crimson
that dine on your pain.
monuments for you silly fools to pluck.
rain rain rain
petals drop like rain
Poetry Break
Am I a Poet?
by Sarah Hall
I say - I want to be a poet.
I want to be a writer.
But I am already writing
words that I feel
inside me
on me
around me
I touch
There is the other me
words burn like fire
fire
My soul is on fire
I am singed
my fingertips BLACK
Poetry creates me
one spark
one flame
one ember
at a time
by Sarah Hall
I say - I want to be a poet.
I want to be a writer.
But I am already writing
words that I feel
inside me
on me
around me
I touch
There is the other me
words burn like fire
fire
My soul is on fire
I am singed
my fingertips BLACK
Poetry creates me
one spark
one flame
one ember
at a time
Poetry Break
Bedtime
by Sarah Hall
What is it that causes this mellow mood?
Sources anonymous thou art.
The click click click of the fan
it ceased - as quickly
as this mood has descended upon me.
Free.
Glare saws off the soft edges and reveals reality.
The lampshade use to do us favors.
But came its turn to cry.
The crook in the blankets succumb to the
silky soft creature
black, gentle, feathery.
The hum of sleep energizes the walls,
curtains, plant.
Mellow is so heavy
my body
just lies
in
wait
In wait
for what?
The stuffed frog to
leap to life,
the chick to squabble,
the lamb to start jumping fences
- in my mind.
Transform images into sleep.
They come.
by Sarah Hall
What is it that causes this mellow mood?
Sources anonymous thou art.
The click click click of the fan
it ceased - as quickly
as this mood has descended upon me.
Free.
Glare saws off the soft edges and reveals reality.
The lampshade use to do us favors.
But came its turn to cry.
The crook in the blankets succumb to the
silky soft creature
black, gentle, feathery.
The hum of sleep energizes the walls,
curtains, plant.
Mellow is so heavy
my body
just lies
in
wait
In wait
for what?
The stuffed frog to
leap to life,
the chick to squabble,
the lamb to start jumping fences
- in my mind.
Transform images into sleep.
They come.
Poetry Break
Queen for a Day
by Sarah Hall
Not sometimes or
part time. No -
All the time.
My cat - queen for a day.
Everyday.
As we speak she lies
sunken in the depths of
a feathered bed.
Her throne.
by Sarah Hall
Not sometimes or
part time. No -
All the time.
My cat - queen for a day.
Everyday.
As we speak she lies
sunken in the depths of
a feathered bed.
Her throne.
Peotry Break
Conversation
by Sarah Hall
anywhere? right here!
look about, pity fool.
'tis right on the tip of your nose!
oh dear! my apologies!
there is a small cloud i failed to take notice of...
by Sarah Hall
anywhere? right here!
look about, pity fool.
'tis right on the tip of your nose!
oh dear! my apologies!
there is a small cloud i failed to take notice of...
Poetry Break
English Professor: Ray Shipman
by Sarah Hall
an arrow it has a point
S T R A I G H T to the point ray
shipman has a point some
where
his ball of yarn
reveals a
p
o
i
n
t
by Sarah Hall
an arrow it has a point
S T R A I G H T to the point ray
shipman has a point some
where
his ball of yarn
reveals a
p
o
i
n
t
Poetry Break
The Professor
by Sarah Hall
how is it that we sit
while he CHATTERS
squirrels chatter & they are squirrely
therefore - squirrely he must be as well
i, too, wish to chatter, but i
could chatter minus squirrely, surely.
pah, tis all peanuts
by Sarah Hall
how is it that we sit
while he CHATTERS
squirrels chatter & they are squirrely
therefore - squirrely he must be as well
i, too, wish to chatter, but i
could chatter minus squirrely, surely.
pah, tis all peanuts
Poetry Break
Inspiration
by Sarah Hall
If words fell from lips as
Petals from a rose
To bless below
Cherry red elegance
To think of words to fill a page
My mind goes awry
Inspiration - where are you?
Lurking just around the...
Wait - I think I saw you
Or was it only a fleeting glance
If only words fell from lips as petals from a rose
Softly caressing that below with colors of
love, passion, friendship...purity
Elegance clutches beauty
As fragile as the sweet, sweet fragrance that
Warns of silent decent
Scattered about they lay
Innocent
Or leapt as though from stone to pebble
Droplets, dashing here, there
Laughing, a splash
Cleanse, refresh, giddy chatter
Hopelessly warns of reinforcements
If only they danced about
twirling, as music on the wind, first tip-toeing
Then tapping
Nimble and dainty, mad and obnoxious
Tossed and turned into symphony
by Sarah Hall
If words fell from lips as
Petals from a rose
To bless below
Cherry red elegance
To think of words to fill a page
My mind goes awry
Inspiration - where are you?
Lurking just around the...
Wait - I think I saw you
Or was it only a fleeting glance
If only words fell from lips as petals from a rose
Softly caressing that below with colors of
love, passion, friendship...purity
Elegance clutches beauty
As fragile as the sweet, sweet fragrance that
Warns of silent decent
Scattered about they lay
Innocent
Or leapt as though from stone to pebble
Droplets, dashing here, there
Laughing, a splash
Cleanse, refresh, giddy chatter
Hopelessly warns of reinforcements
If only they danced about
twirling, as music on the wind, first tip-toeing
Then tapping
Nimble and dainty, mad and obnoxious
Tossed and turned into symphony
Wednesday, February 28, 2007
Module 3 Book Reviews: Poetry
The Stone Lamp - Eight Stories of Hanukkah Through History by Karen Hesse
1. Bibliography
Hesse, Karen. 2003. THE STONE LAMP - EIGHT STORIES OF HANUKKAH THROUGH HISTORY. Ill. by Brian Pinkney. New York, NY: Hyperion Books for Children. ISBN 0786806192.
2. Plot Summary
Eight major events in Jewish history are detailed and a free verse poem corresponding to each relates the emotions, reactions, and resoluteness of a personally involved child character.
3. Critical Analysis
Multiple viewpoints serve to connect the tribulations of Jews from around the world- to emphasize that these destructions were not isolated events, but world events. Contrasts between the stark accounts of historical events and the softer, more melancholy deliverance of the characters' everyday accounts, fashion reading material with considerable depth.
The stone Hanukkah lamp lighted by each family signifies the tenacity of the Jewish people, and the passing down of the lamp through the ages is symbolic of the determination of a people. The poem Third Night, Third Light reveals these thoughts, "The stone lamp is not our most beautiful. But it is our oldest and dearest..." The lamp's story of survival trumps its appearance, and keeps Jewish history alive in the heart of a young girl - declaring the Jewish people irrepressible.
Although the tone of the book is heavy and the history is grim, the illustrations counter these disheartening stories with bright, clear paintings. Each illustration is warmed by either the light from the lamp itself or an allusion to the lamplight seen in the yellow skullcaps of the characters, carrying through the book the hope of a better life. Eighth Night, Eighth Light says of the stone lamp, "It is homely beside the menorahs of my friends. But I am proud to join my hand with the many who lighted it." This poem helps close the book with a reiteration of stoic pride and belief that an exceptional future awaits, sentiments warranted by centuries of a people prevailing over persecution.
4. Review Excerpts
THE WASHINGTON POST: "The children's voices ring immediate and true."
SCHOOL LIBRARY JOURNAL: "the personal perspective of each young narrator adds special resonance to the meaning of Hanukkah."
CHILDREN'S LITERATURE (Judy Chernak): " It's a gripping combination, compelling in its personalization of each sad chapter in Jewish history."
5. Connections
History, tragedy and triumph, becomes overwhelmingly personal and relevant to readers as these books delve into the individual's struggles against the world.
Auerbacher, Inge. I AM A STAR: CHILD OF THE HOLOCAUST. ISBN 0140364013.
Patz, Nancy. WHO WAS THE WOMAN WHO WORE THE HAT? ISBN 0525469990.
1. Bibliography
Hesse, Karen. 2003. THE STONE LAMP - EIGHT STORIES OF HANUKKAH THROUGH HISTORY. Ill. by Brian Pinkney. New York, NY: Hyperion Books for Children. ISBN 0786806192.
2. Plot Summary
Eight major events in Jewish history are detailed and a free verse poem corresponding to each relates the emotions, reactions, and resoluteness of a personally involved child character.
3. Critical Analysis
Multiple viewpoints serve to connect the tribulations of Jews from around the world- to emphasize that these destructions were not isolated events, but world events. Contrasts between the stark accounts of historical events and the softer, more melancholy deliverance of the characters' everyday accounts, fashion reading material with considerable depth.
The stone Hanukkah lamp lighted by each family signifies the tenacity of the Jewish people, and the passing down of the lamp through the ages is symbolic of the determination of a people. The poem Third Night, Third Light reveals these thoughts, "The stone lamp is not our most beautiful. But it is our oldest and dearest..." The lamp's story of survival trumps its appearance, and keeps Jewish history alive in the heart of a young girl - declaring the Jewish people irrepressible.
Although the tone of the book is heavy and the history is grim, the illustrations counter these disheartening stories with bright, clear paintings. Each illustration is warmed by either the light from the lamp itself or an allusion to the lamplight seen in the yellow skullcaps of the characters, carrying through the book the hope of a better life. Eighth Night, Eighth Light says of the stone lamp, "It is homely beside the menorahs of my friends. But I am proud to join my hand with the many who lighted it." This poem helps close the book with a reiteration of stoic pride and belief that an exceptional future awaits, sentiments warranted by centuries of a people prevailing over persecution.
4. Review Excerpts
THE WASHINGTON POST: "The children's voices ring immediate and true."
SCHOOL LIBRARY JOURNAL: "the personal perspective of each young narrator adds special resonance to the meaning of Hanukkah."
CHILDREN'S LITERATURE (Judy Chernak): " It's a gripping combination, compelling in its personalization of each sad chapter in Jewish history."
5. Connections
History, tragedy and triumph, becomes overwhelmingly personal and relevant to readers as these books delve into the individual's struggles against the world.
Auerbacher, Inge. I AM A STAR: CHILD OF THE HOLOCAUST. ISBN 0140364013.
Patz, Nancy. WHO WAS THE WOMAN WHO WORE THE HAT? ISBN 0525469990.
Module 3 Book Reviews: Poetry
Beast Feast by Douglas Florian
1. Bilbiography
Florian, Douglas. 1994. BEAST FEAST. Singapore: Harcourt Brace & Company. ISBN 0152951784.
2. Plot Summary
Characteristics of various animals and insects are set to rhyme in a very beautifully illustrated collection with some silly twists!
3. Critical Analysis
This book is a clever collection of partly factual, partly silly, and 100% entertaining poetry. Poems range from very short, simple poems to longer, more thoughtful poems. Each illustration involves a visual dessert - that "something sweet to top it off." From the grouchy walrus' armchair, the lobster's reading material -"Mobster Motel," the chameleon's paintbrush and palet, and the armadillo's sleeping bag, Florian has embedded witty intepretations of the creatures' interests. Poems are set on a plain white background opposite full page color illustrations, making the poetry easily accessible to young eyes and ensures that the illustrations are well studied.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: "an uncluttered, short presentation by an author/illustrator who knows what children will find funny-add to that the bonus of factual information tucked into each poem, and the result is a winner."
PUBLISHERS WEEKLY: "a feast--for the eyes and the ears--"
CHILDREN'S LITERATURE: "a delightful way to introduce kids to poetry."
5. Connections
For a range of animal poetry from quaint to lively add these books to your collection:
Chernaik, Judith (Editor). CARNIVAL OF THE ANIMALS - POEMS INSPIRED BY SAINT-SAENS' MUSIC. (Includes CD) ISBN 076362960x.
Heard, Georgia. CREATURES OF EARTH, SEA, AND SKY: POEMS. ISBN 1563976358.
1. Bilbiography
Florian, Douglas. 1994. BEAST FEAST. Singapore: Harcourt Brace & Company. ISBN 0152951784.
2. Plot Summary
Characteristics of various animals and insects are set to rhyme in a very beautifully illustrated collection with some silly twists!
3. Critical Analysis
This book is a clever collection of partly factual, partly silly, and 100% entertaining poetry. Poems range from very short, simple poems to longer, more thoughtful poems. Each illustration involves a visual dessert - that "something sweet to top it off." From the grouchy walrus' armchair, the lobster's reading material -"Mobster Motel," the chameleon's paintbrush and palet, and the armadillo's sleeping bag, Florian has embedded witty intepretations of the creatures' interests. Poems are set on a plain white background opposite full page color illustrations, making the poetry easily accessible to young eyes and ensures that the illustrations are well studied.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL: "an uncluttered, short presentation by an author/illustrator who knows what children will find funny-add to that the bonus of factual information tucked into each poem, and the result is a winner."
PUBLISHERS WEEKLY: "a feast--for the eyes and the ears--"
CHILDREN'S LITERATURE: "a delightful way to introduce kids to poetry."
5. Connections
For a range of animal poetry from quaint to lively add these books to your collection:
Chernaik, Judith (Editor). CARNIVAL OF THE ANIMALS - POEMS INSPIRED BY SAINT-SAENS' MUSIC. (Includes CD) ISBN 076362960x.
Heard, Georgia. CREATURES OF EARTH, SEA, AND SKY: POEMS. ISBN 1563976358.
Module 3 Book Reviews: Poetry
Fold Me A Poem by Kristine O'Connell George
1. Bibliography
George, Kristine O'Connell. 2005. FOLD ME A POEM. Ill. by Lauren Stringer. Singapore, Harcourt, Inc. ISBN 0152025014.
2. Plot Summary
A child's clever imagination is revealed through his creation of brightly colored Origami animals and excitement is in the air as the playful animals seem to come to life. A list of Origami resources is included.
3. Critical Analysis
The first poem sets the tone for the book with the lines, "Square sheet of paper -folded, suddenly wakes up." As rigid paper comes to life with the touch of his fingers, the young boy's imagination comes to life, and the story comes to life. Through the progression of the poems, more creatures liven and the narration shifts from the boy's point of view -poems about the animals, to the animals' points of view - poems by the animals, then flows into a conversational type rhetoric with poems that speak to the animals - answering their questions and admonishing their unruly behavior.
A side story carried through the illustrations is the mischieviousness of the boy's cat- drinking milk from the cereal bowl, lying in wait for the peacocks, pouncing on the rabbit, and injuring the ostrich. This added character confirms the animation of the creatures. He is an avid participant on each page -whether observing with a twitching tail or jumping in on the action. He also serves to reinforce the idea that Origami can be appealing to any audience.
Children will identify with the main character even though the Origami animals seem to be perfect at first glance, which is difficult for most children and probably most beginners. Children can relate to the poem concerning the camel, who is missing a leg as a result of a mishap in direction following. Instead of giving up and trashing the camel, the boy opts to re-read the directions. What a simple form of encouragement! Other minor setbacks do not prevent the boy from forging ahead. When the glue spills on the floor, the wind blows the animals and the snowflakes into a flurry, and the ostrich requires first aid, he calmly continues working.
The liveliness of the book slowly fades as the boy prepares for bed with the line, "Night unfolds softly." However, this line refers only to the boy. The animals, on the contrary, under the ever-watchful eye of the cat, quietly make their way to the dance floor in a poem entitled, "Mystery."
4. Review Excerpts
PUBLISHERS WEEKLY: "This unusual poetry volume is a dazzling celebration of imagination."
SCHOOL LIBRARY JOURNAL: "The vividly colored acrylics depict the boy actively engaged in play with his creations, and the details that Stringer provides infuse the verses with both energy and humor."
5. Connections
To lift poetry up off of the page and breathe life into it as O'Connell has, try the following multiple intelligences poetry books:
Fleischman, Paul. BIG TALK: POEMS FOR FOUR VOICES. ISBN 0763606367.
Holbrook, Sara. WHAM! IT'S A POETRY JAM - DISCOVERING PERFORMANCE POETRY. ISBN 1590780116.
1. Bibliography
George, Kristine O'Connell. 2005. FOLD ME A POEM. Ill. by Lauren Stringer. Singapore, Harcourt, Inc. ISBN 0152025014.
2. Plot Summary
A child's clever imagination is revealed through his creation of brightly colored Origami animals and excitement is in the air as the playful animals seem to come to life. A list of Origami resources is included.
3. Critical Analysis
The first poem sets the tone for the book with the lines, "Square sheet of paper -folded, suddenly wakes up." As rigid paper comes to life with the touch of his fingers, the young boy's imagination comes to life, and the story comes to life. Through the progression of the poems, more creatures liven and the narration shifts from the boy's point of view -poems about the animals, to the animals' points of view - poems by the animals, then flows into a conversational type rhetoric with poems that speak to the animals - answering their questions and admonishing their unruly behavior.
A side story carried through the illustrations is the mischieviousness of the boy's cat- drinking milk from the cereal bowl, lying in wait for the peacocks, pouncing on the rabbit, and injuring the ostrich. This added character confirms the animation of the creatures. He is an avid participant on each page -whether observing with a twitching tail or jumping in on the action. He also serves to reinforce the idea that Origami can be appealing to any audience.
Children will identify with the main character even though the Origami animals seem to be perfect at first glance, which is difficult for most children and probably most beginners. Children can relate to the poem concerning the camel, who is missing a leg as a result of a mishap in direction following. Instead of giving up and trashing the camel, the boy opts to re-read the directions. What a simple form of encouragement! Other minor setbacks do not prevent the boy from forging ahead. When the glue spills on the floor, the wind blows the animals and the snowflakes into a flurry, and the ostrich requires first aid, he calmly continues working.
The liveliness of the book slowly fades as the boy prepares for bed with the line, "Night unfolds softly." However, this line refers only to the boy. The animals, on the contrary, under the ever-watchful eye of the cat, quietly make their way to the dance floor in a poem entitled, "Mystery."
4. Review Excerpts
PUBLISHERS WEEKLY: "This unusual poetry volume is a dazzling celebration of imagination."
SCHOOL LIBRARY JOURNAL: "The vividly colored acrylics depict the boy actively engaged in play with his creations, and the details that Stringer provides infuse the verses with both energy and humor."
5. Connections
To lift poetry up off of the page and breathe life into it as O'Connell has, try the following multiple intelligences poetry books:
Fleischman, Paul. BIG TALK: POEMS FOR FOUR VOICES. ISBN 0763606367.
Holbrook, Sara. WHAM! IT'S A POETRY JAM - DISCOVERING PERFORMANCE POETRY. ISBN 1590780116.
Sunday, February 11, 2007
Module 2 Book Reviews: Folklore Collection
Whoppers: Tall Tales and Other Lies Collected from American Folklore by Alvin Schwartz.
1. Bibliography
Schwartz, Alvin. 1975. WHOPPERS: TALL TALES AND OTHER LIES COLLECTED FROM AMERICAN FOLKLORE. Ill. by Glen Rounds. Harper Collins Publishers. ISBN 0064460916.
2. Plot Summary
This is a collection of exxagerations that range anywhere from two or three sentences to two or three pages long. The tales are organized by categories: Ordinary People, Ordinary Things, Fancy Clothes and Narrow Escapes, Animals and Insects, Putrefactions and Other Wonders, and the Weather. Notes and Sources are included at the end of the collection.
3. Critical Analysis
These tales are unpredictable, humorous, and rooted in American history - simple enough for children but complex enough for adults! They tell stories in such fresh light that readers are sure to be amused by all the antics. The illustrations are sketchy - just like the tales, and only in black and white - leaving the reader to mentally fill in all the color that the imagination can produce!
4. Review Excerpt
KIRKUS REVIEWS: "Here's 'pack of lies' in the best Schwartz/Rounds tradition of foolery, with rambunctious cartoons and a passel of footnotes."
5. Connections
For more American Folkore examine books by the following authors:
Irving, Washinton. RIP VAN WINKLE. isbn: 0769632823.
Kellogg, Steven. PAUL BUNYAN. ISBN: 0688058000.
Lindbergh, Reeve. JOHNNY APPLESEED. ISBN: 0316526347.
Ottolenghi, Carol. JOHN HENRY. ISBN: 076963284x.
1. Bibliography
Schwartz, Alvin. 1975. WHOPPERS: TALL TALES AND OTHER LIES COLLECTED FROM AMERICAN FOLKLORE. Ill. by Glen Rounds. Harper Collins Publishers. ISBN 0064460916.
2. Plot Summary
This is a collection of exxagerations that range anywhere from two or three sentences to two or three pages long. The tales are organized by categories: Ordinary People, Ordinary Things, Fancy Clothes and Narrow Escapes, Animals and Insects, Putrefactions and Other Wonders, and the Weather. Notes and Sources are included at the end of the collection.
3. Critical Analysis
These tales are unpredictable, humorous, and rooted in American history - simple enough for children but complex enough for adults! They tell stories in such fresh light that readers are sure to be amused by all the antics. The illustrations are sketchy - just like the tales, and only in black and white - leaving the reader to mentally fill in all the color that the imagination can produce!
4. Review Excerpt
KIRKUS REVIEWS: "Here's 'pack of lies' in the best Schwartz/Rounds tradition of foolery, with rambunctious cartoons and a passel of footnotes."
5. Connections
For more American Folkore examine books by the following authors:
Irving, Washinton. RIP VAN WINKLE. isbn: 0769632823.
Kellogg, Steven. PAUL BUNYAN. ISBN: 0688058000.
Lindbergh, Reeve. JOHNNY APPLESEED. ISBN: 0316526347.
Ottolenghi, Carol. JOHN HENRY. ISBN: 076963284x.
Module 2 Book Reviews: Fairytale Variants
The Egyptian Cinderella by Shirly Climo
1. Bibliography
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Ill. by Ruth Heller. New York, NY: Harper Collins. ISBN 0064432793.
2. Plot Summary
An Egyptian slave girl named Rhodopsis, meaning "rosy-cheeked," is unlike any of the servant girls. Where they are copper skinned with dark eyes, she has green eyes and pale skin, and for this they perpetually tease her. To escape the constant barbs from the servant girls, Rhodopsis befriends the animals and often dances for them. Her master happens to oversee the impressive dancer and orders for her beautiful rose-red golden slippers. The jealous servant girls refuse to let Rhodopsis join attend the court held by the Pharoah Amasis. A falcon steals and delivers one of the slippers to the Pharoah, and taking the delivery as a sign from the God Horus, Pharoah begins searching for the maiden that will become his queen. When she is identified as the maiden, the servant girls argue that Rhodopsis is not even Egyptian. Pharoah quells the dispute by comparing her eyes to the Nile, her hair to papyrus, and her skin to the lotus flower.
3. Critical Analysis
This tale is a great lesson in the Egyptian culture and will like prompt many more questions into the lives of Egyptians. The language is colorful and elegant with masterful illustrations that share the beliefs, customs, and beauty of Egypt.. Perhaps the most intriguing part of the story is the Author's Note at the conclusion of the tale explaining the origin and factual basis of the story.
4. Review Excerpts
CHILREN'S LITERATURE: "Both adults and children will enjoy this book's eloquent prose and exquisite illustrations."
SCHOOL LIBRARY JOURNAL: "A stunning combination of fluent prose and exquisitely wrought illustrations. Climo has woven this ancient tale, a mixture of fact and myth, with clarity and eloquence. Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life, and information about Egyptian mythology and civilization are sublty interwoven into the traditional folktale."
5. Connections
What a great way to learn about the many cultures of our world through art and prose! Compare and contrast variants of the Cinderella stories or begin cultural research with a heartwarming story!
Hickox, Rebecca. GOLDEN SANDAL: A MIDDLE EASTERN CINDERELLA STORY. ISBN: 0823415139.
Louie, Ai-Ling (retold by). YEH-SHEN: A CINDERELLA STORY FROM CHINA. ISBN: 0399215948.
San Souci, Robert D. CENDRILLON: A CARIBBEAN CINDERELLA. ISBN: 0689848889.
San Souci, Robert D. SOOTFACE: AN OJIBWA CINDERELLA STORY. ISBN: 044041363x.
Climo, Shirley. THE KOREAN CINDERELLA. ISBN: 0064433978.
1. Bibliography
Climo, Shirley. 1989. THE EGYPTIAN CINDERELLA. Ill. by Ruth Heller. New York, NY: Harper Collins. ISBN 0064432793.
2. Plot Summary
An Egyptian slave girl named Rhodopsis, meaning "rosy-cheeked," is unlike any of the servant girls. Where they are copper skinned with dark eyes, she has green eyes and pale skin, and for this they perpetually tease her. To escape the constant barbs from the servant girls, Rhodopsis befriends the animals and often dances for them. Her master happens to oversee the impressive dancer and orders for her beautiful rose-red golden slippers. The jealous servant girls refuse to let Rhodopsis join attend the court held by the Pharoah Amasis. A falcon steals and delivers one of the slippers to the Pharoah, and taking the delivery as a sign from the God Horus, Pharoah begins searching for the maiden that will become his queen. When she is identified as the maiden, the servant girls argue that Rhodopsis is not even Egyptian. Pharoah quells the dispute by comparing her eyes to the Nile, her hair to papyrus, and her skin to the lotus flower.
3. Critical Analysis
This tale is a great lesson in the Egyptian culture and will like prompt many more questions into the lives of Egyptians. The language is colorful and elegant with masterful illustrations that share the beliefs, customs, and beauty of Egypt.. Perhaps the most intriguing part of the story is the Author's Note at the conclusion of the tale explaining the origin and factual basis of the story.
4. Review Excerpts
CHILREN'S LITERATURE: "Both adults and children will enjoy this book's eloquent prose and exquisite illustrations."
SCHOOL LIBRARY JOURNAL: "A stunning combination of fluent prose and exquisitely wrought illustrations. Climo has woven this ancient tale, a mixture of fact and myth, with clarity and eloquence. Powerful visual presentations reminiscent of the figures on Egyptian frieze paintings and carvings, colorful birds and animals that pulse with life, and information about Egyptian mythology and civilization are sublty interwoven into the traditional folktale."
5. Connections
What a great way to learn about the many cultures of our world through art and prose! Compare and contrast variants of the Cinderella stories or begin cultural research with a heartwarming story!
Hickox, Rebecca. GOLDEN SANDAL: A MIDDLE EASTERN CINDERELLA STORY. ISBN: 0823415139.
Louie, Ai-Ling (retold by). YEH-SHEN: A CINDERELLA STORY FROM CHINA. ISBN: 0399215948.
San Souci, Robert D. CENDRILLON: A CARIBBEAN CINDERELLA. ISBN: 0689848889.
San Souci, Robert D. SOOTFACE: AN OJIBWA CINDERELLA STORY. ISBN: 044041363x.
Climo, Shirley. THE KOREAN CINDERELLA. ISBN: 0064433978.
Module 2 Book Reviews: Folktale
Jamie O'Rourke and the Big Potato An Irish Folktale by Tomie DePaola
1. Bibliography
DePaola, Tomie. 1992. JAMIE O'ROURKE AND THE BIG POTATO - AN IRISH FOLKTALE. Ill. by Tomie DePoala. New York, NY: G.P Putnams's Sons. ISBN 039922257-x.
2. Plot Summary
A lazy man's wife must do all the work to grow the "praties" before winter. When she is injured and must remain in bed, the lazy man begins to plan for his demise and by chance encounters a leprechaun. The leprechaun trades his freedom not for his pot of gold, but for a single potato seed guaranteed to grow "the biggest pratie in the world." The giant potato proves to be more than enough to feed the entire village for the winter - so much so that the villagers promise to provide food for the lazy man and his wife - if in return they never again grow another giant potato.
3. Critical Analysis
This story is very straight-forward yet leaves the reader with the feeling that there are holes in the story. The solution is not the ending the reader expects and goes against the universal theme of right over wrong - The lazy man profits and the hardworking townfolk are committed to sacrifice. The illustrations are precise and inviting but do not add any new elements to the story.
4. Review Excerpts
BOOKLIST: "Illustrated in dePaola's signature style, this has an inviting look. An engaging read-aloud choice for Saint Patrick's Day."
SCHOOL LIBRARY JOURNAL: "This text has traditional folklore conventions: exaggerated, yet flat, characters; a tricky plot; and, of course, a happy ending."
5. Connections
To truly capture the Irish spirit and to immerse children in the musical qualities of Irish tales, share both retold and modern tradition (including a female heroine!).
Doyle, Malachy (Retold by). TALES FROM OLD IRELAND. (Includes Narration on CD.) ISBN: 1841484032.
Macgill-Callahan, Sheila. LAST SNAKE IN IRELAND: A STORY ABOUT ST. PATRICK. ISBN: 0823414256.
McDermott, Gerald. TIM O'TOOLE AND THE WEE FOLK. ISBN: 0670803936.
Souhamie, Jessica. MRS. MCCOOL AND THE GIANT CUHULLIN: AN IRISH TALE. ISBNL 080506852x.
1. Bibliography
DePaola, Tomie. 1992. JAMIE O'ROURKE AND THE BIG POTATO - AN IRISH FOLKTALE. Ill. by Tomie DePoala. New York, NY: G.P Putnams's Sons. ISBN 039922257-x.
2. Plot Summary
A lazy man's wife must do all the work to grow the "praties" before winter. When she is injured and must remain in bed, the lazy man begins to plan for his demise and by chance encounters a leprechaun. The leprechaun trades his freedom not for his pot of gold, but for a single potato seed guaranteed to grow "the biggest pratie in the world." The giant potato proves to be more than enough to feed the entire village for the winter - so much so that the villagers promise to provide food for the lazy man and his wife - if in return they never again grow another giant potato.
3. Critical Analysis
This story is very straight-forward yet leaves the reader with the feeling that there are holes in the story. The solution is not the ending the reader expects and goes against the universal theme of right over wrong - The lazy man profits and the hardworking townfolk are committed to sacrifice. The illustrations are precise and inviting but do not add any new elements to the story.
4. Review Excerpts
BOOKLIST: "Illustrated in dePaola's signature style, this has an inviting look. An engaging read-aloud choice for Saint Patrick's Day."
SCHOOL LIBRARY JOURNAL: "This text has traditional folklore conventions: exaggerated, yet flat, characters; a tricky plot; and, of course, a happy ending."
5. Connections
To truly capture the Irish spirit and to immerse children in the musical qualities of Irish tales, share both retold and modern tradition (including a female heroine!).
Doyle, Malachy (Retold by). TALES FROM OLD IRELAND. (Includes Narration on CD.) ISBN: 1841484032.
Macgill-Callahan, Sheila. LAST SNAKE IN IRELAND: A STORY ABOUT ST. PATRICK. ISBN: 0823414256.
McDermott, Gerald. TIM O'TOOLE AND THE WEE FOLK. ISBN: 0670803936.
Souhamie, Jessica. MRS. MCCOOL AND THE GIANT CUHULLIN: AN IRISH TALE. ISBNL 080506852x.
Wednesday, January 31, 2007
Module 1 Book Reviews: Nonfiction Picture Book
Side by Side by Leonard S. Marcus
1. Bibliography
Marcus, Leonard S. 2001. SIDE BY SIDE. New York, NY: Walker Publishing Company. ISBN 0-8027-8778-9
1. Bibliography
Marcus, Leonard S. 2001. SIDE BY SIDE. New York, NY: Walker Publishing Company. ISBN 0-8027-8778-9
2. PlotSummary
Marcus explores the dynamic relationships between author and illustrator that result in the creation of five different picture books. Sketches and reprints of the illustrations from the selected picture books are included.
3. Critical Analysis
This book is appropriate for grade 3 and up. For a nonfiction account of the creation of picture books, this story easily portrays the events in an endearing manner, truly drawing the reader in to the emotional interests of the authors and illustrators. Marcus' work explains to the reader why, not just how. His selection of authors and illustrators is well-rounded - including works of men, women, fiction, and non-fiction.
One of the best points of this book is the inclusion of the sketches the artists drew when first developing ideas for the illustrations. Understanding how the illustrations look in the beginning are the key to understanding that art is a process and involves much more than the end product on glossy pages.
4. Review Excerpts
SCHOOL LIBRARY JOURNAL (47 no. 11) "Even those who have not seen some of the featured books will be engaged by the creativity and cooperation exhibited here." BULLETIN OF THE CENTER FOR CHILDREN'S BOOKS (55 no. 7) "There are also plenty of insights about the process of collaboration, which may inspire readers to their own creative teamwork." THE HORN BOOK (v. 78 no. 1) "provides unusual insight into the topic of artistic partnerships..."
5. Connections
After reading about the wonderful results of the collaborations between these authors and illustrators readers may be anxious to read the actual books and analyze the illustrations with new light.
Cole, Joanna. THE MAGIC SCHOOL BUS AND THE FIVE SENSES. ISBN 0590446975 Lester, Julius. SAM AND THE TIGERS. ISBN 0803720289 Provensen, Alice and Martin. THE GLORIOUS FLIGHT: Across the Channel with Louis Bleriot. ISBN: 0670342599 Scieszka, Jon and Lane Smith. THE STINKY CHEESE MAN AND OTHER FAIRLY STUPID TALES. ISBN: 067084487x Yorinks, Arthur. LOUIS THE FISH. ISBN: 0374346585
Module 1 Book Reviews: Predictable, Engineered Storybook
Joseph Had a Little Overcoat by Simms Taback
Winner of the 2000 Caldecott Award
1. Bibliography
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York, NY: The Penguin Group. ISBN 0-670-87855-3
2. Plot Summary
A man named Joseph begins the story with a worn out overcoat. He re-uses the remaining fabric to create a different piece of clothing. This process continues until there is no longer any fabric. When the man is unable to create any more items he chooses to write a story about his experience.
3. Critical Analysis
This is a fantastic story for children. The author has created a story that shares the value of re-using materials, celebrates the idea of being happy with available resources, and intertwines predictability with curiosity to actively capture audiences of all ages. Die cuts encourage mental participation by providing clues as to the next article of clothing Joseph will create. Predictable phrasing and a rhythmic beat are perfect for including children in a shared reading setting.
The illustrations are rich with vivid colors and patterns in the lively world that surrounds Joseph. Author/illustrator Taback reflects Joseph's manner of resourcefulness in creating the collage with bits of newspaper, photos, and fabrics. In addition to the storyline, Taback has inobtrusively embedded much cultural information - enough to merit a class discussion entirely separate from the plot of the book.
Inclusion of the Yiddish folk song "I Had a Little Overcoat" brings the joyousness of this book full circle.
4. Review Excerpts
THE HORN BOOK (v. 76 no. 1) "Clever, visually engrossing, poignant, it's worth holding on to."
BOOKLIST (v. 96 no. 9-10) "Taback's mixed media and collage illustrations are alive with warmth, humor, and humanity."
5. Connections
Another clever Yiddish folktale, IT COULD BE WORSE, retold by Margot Zemot, relates the story of a man a who seeks advice for dealing with a very crowded and noisy household. If the students enjoy the predictability, clues, and elaborate illustrations of Taback's book, they are sure to find excitement in the THE MITTEN - A UKRAINIAN FOLKTALE, as adapted by Jan Brett, which incorporates clues within the borders of each page.
Brett, Jan. THE MITTEN - A UKRAINIAN FOLKTALE. ISBN: 039921920x
Zemach, Margot. IT COULD ALWAYS BE WORSE. ISBN: 0374436363
Winner of the 2000 Caldecott Award
1. Bibliography
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York, NY: The Penguin Group. ISBN 0-670-87855-3
2. Plot Summary
A man named Joseph begins the story with a worn out overcoat. He re-uses the remaining fabric to create a different piece of clothing. This process continues until there is no longer any fabric. When the man is unable to create any more items he chooses to write a story about his experience.
3. Critical Analysis
This is a fantastic story for children. The author has created a story that shares the value of re-using materials, celebrates the idea of being happy with available resources, and intertwines predictability with curiosity to actively capture audiences of all ages. Die cuts encourage mental participation by providing clues as to the next article of clothing Joseph will create. Predictable phrasing and a rhythmic beat are perfect for including children in a shared reading setting.
The illustrations are rich with vivid colors and patterns in the lively world that surrounds Joseph. Author/illustrator Taback reflects Joseph's manner of resourcefulness in creating the collage with bits of newspaper, photos, and fabrics. In addition to the storyline, Taback has inobtrusively embedded much cultural information - enough to merit a class discussion entirely separate from the plot of the book.
Inclusion of the Yiddish folk song "I Had a Little Overcoat" brings the joyousness of this book full circle.
4. Review Excerpts
THE HORN BOOK (v. 76 no. 1) "Clever, visually engrossing, poignant, it's worth holding on to."
BOOKLIST (v. 96 no. 9-10) "Taback's mixed media and collage illustrations are alive with warmth, humor, and humanity."
5. Connections
Another clever Yiddish folktale, IT COULD BE WORSE, retold by Margot Zemot, relates the story of a man a who seeks advice for dealing with a very crowded and noisy household. If the students enjoy the predictability, clues, and elaborate illustrations of Taback's book, they are sure to find excitement in the THE MITTEN - A UKRAINIAN FOLKTALE, as adapted by Jan Brett, which incorporates clues within the borders of each page.
Brett, Jan. THE MITTEN - A UKRAINIAN FOLKTALE. ISBN: 039921920x
Zemach, Margot. IT COULD ALWAYS BE WORSE. ISBN: 0374436363
Module 1 Book Reviews: Picture Storybook
Ring! Yo? by Chris Raschka
1. Bibliography
Raschka, Chris. 2000. RING! YO? New York, NY: Dorling Kindersley Publishing, Inc. ISBN 0-7894-2614-5
2. Plot Summary
This story depicts one side of a two-sided phone conversation between a young boy and his friend, a character who is only revealed through the illustrations. Through the young boy's body-language and reaction to the caller, readers are able to infer what the caller's side of the conversation might sound like. The author makes a suggestion at the close of the story as to what the complete conversation may have sounded like and invites the reader to suggest a different version of the conversation.
3. Critical Analysis
This amusing story is entirely composed of high-frequency words and yet easily brings to life two young characters full of personality. Reader engagement is inevitable - only hearing one side of a conversation is quite a trigger for the imagination - for children and adults alike! The range of the boy's reactions also serve to fuel the imagination! This book will open doors for discussion, writing exploration, and theatrics as students fill in the missing conversation pieces, compare interpretations and relate to the characters' feelings. The author has crafted a "create your own ending" picture book with "endless" possibilities!
The characters are introduced on the cover, end page, and title page prior to the beginning of the story which gives the reader the necessary information to activate a child's prior knowledge and set the stage for the story. The variation in text size and background colors are supportive of the young boy's feelings and emotions. Pages are uncluttered so that the reader's attention stays focused on the reactions of the young boy. The characters are portrayed light-heartedly in child-like drawings that are the humorous element in this story.
4. Review Excerpts
BOOLIST review (v.96 no. 14): "another delightful monosyllabic, energy charged story..."
SCHOOL LIBRARY JOURNAL review (v.46 no. 5) "The pastel and watercolor illustrations, all with lots of white background space and a word or two in cut paper letters, wonderfully capture a wide range of emotions."
5. Connections
For an introduction of the two friends seen in this story, check out the preceding book YO! YES? - a Caldecott Honor Book. Friendship themes are also found in books written by Raschka including LIKE, LIKES, LIKE and THE BLUSHFUL HIPPOPOTAMUS.
Raschka, Chris. YO! YES?. ISBN 0531071081
Raschka, Chris. LIKE, LIKES, LIKE. ISBN 0531088820
Raschka, Chris. THE BLUSHFUL HIPPOTAMUS. ISBN 0789481898
1. Bibliography
Raschka, Chris. 2000. RING! YO? New York, NY: Dorling Kindersley Publishing, Inc. ISBN 0-7894-2614-5
2. Plot Summary
This story depicts one side of a two-sided phone conversation between a young boy and his friend, a character who is only revealed through the illustrations. Through the young boy's body-language and reaction to the caller, readers are able to infer what the caller's side of the conversation might sound like. The author makes a suggestion at the close of the story as to what the complete conversation may have sounded like and invites the reader to suggest a different version of the conversation.
3. Critical Analysis
This amusing story is entirely composed of high-frequency words and yet easily brings to life two young characters full of personality. Reader engagement is inevitable - only hearing one side of a conversation is quite a trigger for the imagination - for children and adults alike! The range of the boy's reactions also serve to fuel the imagination! This book will open doors for discussion, writing exploration, and theatrics as students fill in the missing conversation pieces, compare interpretations and relate to the characters' feelings. The author has crafted a "create your own ending" picture book with "endless" possibilities!
The characters are introduced on the cover, end page, and title page prior to the beginning of the story which gives the reader the necessary information to activate a child's prior knowledge and set the stage for the story. The variation in text size and background colors are supportive of the young boy's feelings and emotions. Pages are uncluttered so that the reader's attention stays focused on the reactions of the young boy. The characters are portrayed light-heartedly in child-like drawings that are the humorous element in this story.
4. Review Excerpts
BOOLIST review (v.96 no. 14): "another delightful monosyllabic, energy charged story..."
SCHOOL LIBRARY JOURNAL review (v.46 no. 5) "The pastel and watercolor illustrations, all with lots of white background space and a word or two in cut paper letters, wonderfully capture a wide range of emotions."
5. Connections
For an introduction of the two friends seen in this story, check out the preceding book YO! YES? - a Caldecott Honor Book. Friendship themes are also found in books written by Raschka including LIKE, LIKES, LIKE and THE BLUSHFUL HIPPOPOTAMUS.
Raschka, Chris. YO! YES?. ISBN 0531071081
Raschka, Chris. LIKE, LIKES, LIKE. ISBN 0531088820
Raschka, Chris. THE BLUSHFUL HIPPOTAMUS. ISBN 0789481898
Tuesday, January 16, 2007
Why is My Site Entitled "Whimsical Sis?"
Simple: My brother's blog is "Whimsical World of Winston." So I'm keeping it in the family! However, his post is strictly for entertainment, while mine is strictly for education - more specifically TWU Spring 07 Class 5603.22!
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