Genre 6: Fiction, Fantasy and Young Adult Literature

The First Part Last 2004 Printz Award and 2004 Coretta Scott King Award

1. BIBLIOGRAPHY

Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon & Schuster. ISBN 0689849230

2. PLOT SUMMARY

At sixteen, Bobby has the immense responsibility of being the sole caretaker of his infant daughter, finishing high school and trying to find the time to be with his friends. Told in alternating chapters of events that took place before the birth of the baby, and the present time, this is a poetic, realistic portrayal of teen parenthood.

3. CRITICAL ANALYSIS

The ultimate revelation in this story is not the only surprise. Angela Johnson's masterful telling of a story about teen parents is not predictable, or entirely tragic. The events leading up to Bobby's daughter's birth are told in chapters which alternate between "then" referring to before Feather's birth, and "now." But what keeps the characters interesting and real are the unexpected details about their lives and circumstances that break down perceptions of where one might think these kids came from. Yes, they're urban African American kids, AND they have loving, supportive parents who have been involved in their lives. Nia, the baby's mother suffers a terrible tragedy which leaves the responsibility for raising the child on 16 year old Bobby. His previously doting parents do not "rescue" him by assuming responsibility for her. He is expected to attend school after he takes the baby to the sitter.

When Bobby is arrested for vandalism and taken down to the police station he wonders if the police " don't have anything to do besides bust underage artists." His crime wasn't one that involved destruction of property or violence. He is a graffiti artist who created a mural which represented his current situation and struggle with his new identity. He isn't just another angry urban kid taking out his frustration by being destructive. The language that Bobby and his friends use is contemporary and at times rough, but underneath, the bonds of their friendship help to hold Bobby up.

This book is a surprise because the teens are not what we expect, they are middle class kids who have parents who deal out a tough love that ultimately allows hope to take root in what could have been a hopeless situation. The story is poignant, engaging and the ending leaves the reader wondering what will happen to Bobby and Feather.

4. REVIEW EXCERPTS

From School Library Journal: "Brief, poetic, and absolutely riveting."

From Publishers Weekly: "Readers will only clamor for more."

5. CONNECTIONS

Pair with Connie Porter's book, IMANI ALL MINE, about a teenage mom's experience raising a child. Discuss what a daily routine with a baby would entail.

The Graveyard Book (Audiobook) 2009 Odyssey Award winner

1.BIBLIOGRAPHY

Gaiman, Neil. 2008. THE GRAVEYARD BOOK. Audiobook read by Neil Gaiman. Prince Frederick, Maryland: Recorded Books. ISBN 9781436158848

2. PLOT SUMMARY

A suspenseful, amusing, and at times, terrifying tale about a boy who is raised and educated by ghosts in a graveyard. Bod Owens needs protection from a man who killed his family and is in pursuit of him. His mother's ghost, enlists the help of a dead couple who reside in the graveyard, to protect her little boy. This weird, but wonderful tale, is reminiscent of books by Leon Garfield.

3. CRITICAL ANALYSIS

The audiobook is read by Neil Gaiman whose voice is as listenable as the previously incomparable Jim Dale's. The story, which is set in contemporary times takes us through time through the lives of the ghosts who reside in the graveyard where the main character, Nobody (Bod) Owens lives. He is adopted as a baby when he narrowly escapes the villian who murdered his family, and who is in pursuit of him. He becomes a student of the many ghosts who take them under their wings. His guardian, Silas, who is a vampire, (although that word is never used to describe him as such), literally takes him under his wing in one scence when Bod gets in trouble with the police!

But vampires are not the only fantastical beings in this story. The sneer, a three headed serpentine beast which resides deep underground is terrifying, but no match for our hero, Bod, who, when he comes into his own power, is as formidable as any of the horrifying creatures. He is loyal to the memory of his real parents as well as to his ghost parents. This story is a good introduction to fantasy for those readers who previously were not interested in the genre, because there is enough action set in real time with "normal" people. Bod, although in possession of some supernatural abilities,- for instance, he can insinuate himself into people's dreams, and he can fade (disppear) when he needs to, is a human boy with sensitivities and dreams not unlike any other teenager on the brink of adulthood.

The combination of Neil Gaiman's incredible voice,-he does all the characters,-and the humor, suspense and horror in the plot, make this audiobook one not to be missed. This book will be a welcome surprise for those who enjoy listening to Jim Dale's reading of the Harry Potter books.

4. REVIEW EXCERPTS

From Booklist: "An utterly captivating tale...this is a rich story with broad appeal and is highly recommended for teens of all ages."

From Kirkus Review: Wistful, witty, wise----and creepy. This needs to be read by anyone who is or has ever been a child."

5. CONNECTIONS

• Compare with Leon Garfield's, BLACK JACK.

Diary of a Wimpy Kid

1. BIBLIOGRAPHY

Kinney, Jeff. 2007. DIARY OF A WIMPY KID. New York: Amulet Books. ISBN 0810993139.

2. PLOT SUMMARY

Middle schooler, Greg Heffley, chronicles with illustrations (cartoons), his hilarious trials and tribulations during one full academic school year.

3. CRITICAL ANALYSIS

Greg Heffley, the "wimpy kid" in Jeff Kinney's novel, is not particularly likeable, but his situations and mishaps are at times hilarious. The print looks like hand writing and the comic strip style drawings, although simple, aptly illustrate the episodes Greg relates. He looks out for numero uno even if it involves treading over his best friend Rowley who he is secretly embarrassed by.

The humor is clean and spot on in many situations, but the character borders on despicable at times. For example, when his best friend takes the punishment for something he did, Greg doesn't make it right by confessing, rather he tries to convince his friend that it is an opportunity for a great learning experience. Gregg Heffley will be familiar to fans of the self-serving, sarcastic characters that populate the Cartoon Network cable station.

4. REVEIW EXCERPTS

From School Library Journal: "Kinney does a masterful job of making the mundane life of boys on the brink of adolescence hilarious."

From Publishers Weekly: "...should keep readers in stitches, eagerly anticipating Greg's further adventures."

5. CONNECTIONS

Assign students to keep an illustrated diary of one day at school.

Genre 5: Historical Fiction

Kira-Kira, by Cynthia Kadohata. 2005 Newbery Medal

1. BIBLIOGRAPHY
Kadohata, Cynthia.2004. KIRA-KIRA. New York. Atheneum Books. ISBN 0689856393

2. PLOT SUMMARY
Narrated by young Katie Takeshima, this book chronicles the lives of the Takeshima family, a Japanese family living in Georgia in the 1950's. Katie describes with humor the trials and tribulations of growing up a minority in the rural south. When her beloved sister Lyn is diagnosed with lymphoma, we experience with Katie all the complex emotions that arise when faced with losing someone deeply loved.

3. CRITICAL ANALYSIS

Although hum

orous at times, this novel does not sugar coat the reality of racism in the 1950's.

The story is told with child-like innocence and later, with the wisdom and honesty of a child who is forced, by circumstances, to grow up before her time. I didn't get a strong sense of the place or the time period through the details of the story; -the isolation of the Takeshima family, the horrible working conditions, and the drive to make life better for their children, are all contemporary issues that immigrants and minorities still experience. But told from Katie's perspective, the story feels authentic. Told in a very simple, but child-like voice, this story left me devastated. In the following passage, Katie is attempting to accept her sister's death, so that she and her sister can 

move on: 

One thing about me was that when I was having a serious wish session, I tried never to wish impossible wishes. I might have wished for sixteen crayons instead of eight, but even when I was little, I never wished for a thousand crayons, because I knew a thousand different crayons did not exist. So on that forty-ninth day I did not wish that Lynn could be alive again, because I knew she was gone. I was worried that her spirit was watching me every time I cried. I was worried that if she saw me crying, she would be very unhappy and maybe she wouldn't be able to leave the earth the way she was supposed to. So even though I wnated her to keep watching me, I wished she would forget about me and never see me crying and never worry about me anymore, even if that meant I was now alone.

The themes of familial love, parental devotion, and inevitable loss which are conveyed with simple eloquence, confirm that this novel is a worthy recipient of the Newbery award.

4.REVIEW EXCERPTS
From The San Diego Union: "It's an unforgettable story, filled with memorable characters who find ho

pe at the end of a very long road."
From Booklist Starred Review: "In Kira -Kira Kadohata stays true to the child's viewpoint in plain, beautiful prose that can barely contain the passionate feelings....heart wrenching."

5. CONNECTIONS

A good book to use in a discussion about death and dying and managing grief. This book would pair well with Pearl S. Buck's novel, THE BIG WAVE. In both novels, a compassionate adult gently helps a child come through intense grief. 

Chains  (Sound Recording) National Book Award finalist, and 2009 Scott O Dell Award

1. BIBLIOGRAPHY

Anderson, Laurie Halse. 2008. CHAINS. Grand Haven, Mich: Brilliance Audio. ISBN 9781423367307

2. PLOT SUMMARY

Set in New York City at the beginning of the Revolutionary War, this story features a 13 year old African American slave named Isabel, who is owned by cruel loyalists. Caught between the passions of

 the loyalists and the patriots, her main concern and  loyalty is to whichever side can help her and her little sister return to the home they were unjustly taken from. 

3. CRITICAL ANALYSIS

Madisun Leigh narrates the unabridged audiobook version of the novel which consists of seven CDs and eight hours of listening. Although Ms. Leigh's diction is very clear and  easy to understand, the cadence of her voice did not match the emotional tenor of the events in the novel. This very intense novel, by Laurie Halse Anderson, about the  tumultuous life of a 

teenage slave girl named Isabel, has very few light-hearted moments, yet Leigh's tone of voice remained very bright and cheerful, which distracted from the story line. 

Hers was the only voice used, and she did a fine job of adjusting her voice to accommodate different characters. The story is compelling, and Laurie Halse Anderson's writing is rich with period details and her characters are well drawn and complicated.  For example, Isabel's loyalty to the Patriots changes depending on how well they can serve her purpose of freeing her and her little sister Ruth. Anderson doesn't offer a simple, neat explanation of the issue of human beings enslaving others; but highlights the contradiction and 

hypocrisy of the national struggle for independence while slavery still exists as an institution. For example, when the only white woman who ever showed Isabel any kindness, confesses on her death bed that she offered to purchase her from her cruel owner, Isabel feels conflicted.  Although she knew she was expected to be grateful, Isabel could not thank the woman for offering to participate in the buying and selling of human beings. 

The story set in New York City in 1776 and 1777, has a lot of action and suspense and will engage middle grade readers with vivid descriptions of prison conditions, hangings, and espionage. Anderson did extensive research of New York City during that time period and includes many details about 

daily life, like what people ate; she includes an unforgettable description of how an eel is prepared for eel pie, and how people had to go to communal wells to get their drinking water, and what wealthy women wore to balls. And of course she writes at length about the terrible conditions under which slaves live and work.

This novel would be excellent to read aloud and could be used in a discussion about slavery, the Revolutionary War, or even urban life in America during the 18th century.

4. REVIEW EXCERPTS

From School Library Journal: "Well researched and affecting in its presentation, he story offers readers a fresh look at the conflict and struggle of a developing nation."

5. CONNECTIONS

Pair this with the sound recording of Julius Lester's book, TO BE A SLAVE, which is a collection

 of accounts by slaves and ex-slaves of their experiences of leaving Africa. ISBN 0788746413

Number the Stars. 1990 Newbery Medal Award

1. BIBLIOGRAPHY

Lowry, Lois. 1989. NUMBER THE STARS. New York: Dell Publishing. ISBN

04404040327

2. PLOT SUMMARY

Lois Lowry's Newbery winner is based on a true account how people involved in the Danish resistance during WWII saved thousands of Jews from the Nazi death camps by smuggling them to Sweden. This tale centers around 10 year old Annemarie Johannson and her best friend, Ellen Rosen.

3. CRITICAL ANALYSIS

In the afterword of her book, NUMBER THE STARS, Lois Lowry reveals that the main character, Annemarie, is based on a person that Lowry knew. Annemarie's story closely resembles that of Lowry's friend, who really lived in Copenhagen during the Nazi occupation. The character, Peter, was based on a young man named Kim, who like Peter, was a member of the Danish resistance and who was executed by the Nazis.

Perhaps Lowry's personal connection to this horrible, but inspiring story, is what makes it so vivid for the readers. For example, she tells in the afterword about how the scientists in Sweden really did develop a concoction which disabled the dogs' sense of smell. Lowry's language is simple, and her talent to tell a story and describe a place in a very short novel for upper elementary students, is what makes this novel one that remains popular twenty years after it was first published. She visited the city and the very street where her story is set. But this book does not read like a history lesson.

This short novel is packed with suspense, danger, and at times comic relief provided by Annemarie's little sister, Kristi.  The theme is big; human courage and kindness prevailing over evil, and Lowry has a  gift for conveying this in an effortless, subtle way as the following passage which describes Copenhagen after the war ends illustrates:

Annemarie stood on the balcony of the apartment with her parents and sister, and watched. Up and down the street, and across the other side, and across the other side, she could see flags and banners in almost evry window. She knew that many of those apartments were empty. For nearly two years, now, the neighbors had tended the plants and dusted the furniture and polished the candlesticks for the Jews who had fled. Her mother had done so for the Rosens.

"It's what friends do," Mama had said."

This is a holocaust story that stands out because it highlights a brighter side of human nature which in this particular situation, outshines the darker side. A great read for anyone interested in a little known piece of history where the heros are everyday people who happened to have immense courage.

4. REVIEW EXCERPTS

From The Horn Book: " The whole work is seamless, compelling, and memorable-impossible to put down; difficult to forget."

From Booklist (starred review): Lowry tells her story well, fashioning a tense climax..."

5. CONNECTIONS

Compare the elements of the story of Little Red Riding Hood to the part in the story where Annemarie has to go through the woods to deliver a basket to her Uncle.

Pair this book with another novel for Young Adults about the Danish resistance by Sonia Levitin entitled, ROOM IN THE HEART.  ISBN 0142403393.

Genre 4: Non-Fiction

Hitler Youth: Growing Up in Hitler's Shadow

1. BIBLIOGRAPHY

Bartoletti, Susan Campbell.2005. HITLER YOUTH: GROWING UP IN HITLER'S SHADOW. New York: Scholastic Non-Fiction. ISBN 

0439353793

2. PLOT SUMMARY

Explores the various forces that led to the formation of the Hitler Youth, an army of young people who dedicated their lives to serving Adolf Hitler.

3. CRITICAL ANALYSIS

Through extensive research including oral histories, diaries, letters and other personal accounts, Susan Bartoletti tells the disturbing, but fascinating story of how the youth of Germany helped Hitler rise to power. She focuses on twelve individuals some dedicated soldiers in Hitler's army, and some brave young men and women who resisted the Nazi movement. The photographs included were carefully selected from the National Archives and Records Administration, the online photograph collections at the Library of Congress and the United States Holocaust Memorial Museum, and from family albums with special permission from their owners. Every page in this oversized book has at least one photograph showing a portrait of one of the subjects, or a particular place where a significant event occurred.  This visual accompaniment to the story has the powerful effect of giving life to this historical tragedy. For example, we see a photograph of Helmuth Hubener and his two friends, who at fifteen wrote anti nazi essays and secretly distributed them.  We learn how he was found out and arrested and we view a picture of his "mug shot"taken at the time of his arrest by the Gestapo.   At the end of the book, Bartoletti tells what became of the young people featured in the book. For example, the eight-year old Elisabeth Vetter, who turned her own parents in for not allowing her to join the Hitler youth, emigrated to the United States, had five children, and is quoted as saying, "I still feel terrible about it. My parents were wonderful people." 

The Epilogue is followed by a time line of the Hitler Youth, an Author's note where she discusses her initial interest in the subject as well as her travels, interviews and the research she conducted for the book; a note about the photographs, a list of quote sources, a bibliography and an index. These details leave no doubt in this reader's mind that this amazing book is historically accurate and very well-researched. This is an exemplary social history book.

4. REVIEW EXCERPTS

From "The Horn Book" (starred review): "The power of the account...matched by he many period photographs, well-married to the text by strong captions and placement..."

From "Kirkus Review"  (starred review): "Case studies...root the work...and clear prose, thorough documentation and an attractive format...make this non-fiction writing at its best."

5. CONNECTIONS

This book would be essential to any middle to high school student interested in the terrible phenomenon of Adolf Hitler's rise to power. 

Other books that would p

air well with this: 

Spiegelman, Art. MAUS: A SURVIVORS TALE.

Warren, Andrea. SURVIVING HITLER: A BOY IN THE NAZI DEATH CAMPS

                      

 The Man-Eating Tigers of Sundarbans

1. BIBLIOGRAPHY

Montgomery, Sy. 2001. THE MAN-EATING TIGERS OF SUNDARBANS. Photo. by Eleanor Briggs. Boston: Houghton Mifflin. ISBN 0618077049

2. PLOT SUMMARY

A riveting account of the author's trip to the mangrove forests of the Sundarban Tiger Reserve in Bangladesh, where she attempts to explain the science behind the behavior of the man-eating tigers that live there.

3. CRITICAL ANALYSIS

In the book, The Man Eating Tigers of Sundarbans, Sy Montgomery visits a tiger reserve where there are more cases of tigers attacking and eating people than anywhere else in the world. She is not a scientist, but she is a naturalist and a reporter and her mission there is to reveal a phenomenon of why the tigers are so aggressive toward the humans in this particular region of the world. The author never comes up with any solid conclusions, but her questions posed to scientist and the villagers who live on the edge of the reserve,  open a world up to the reader that is full of beauty, danger and mystery. The author includes photographs of herself with a family who, like most of the villagers, have great respect and fear for the tigers.  

The most striking feature of this non-fiction book by Sy Montgomery is the author's obvious passion and enthusiasm for the topic. Her writing is lively and her use of second person narration allows the reader to put herself into the position of tiger researcher: "Perhaps you could find some clues from learning about the forest in which these strange tigers live.....Perhaps you might also try to track the tigers. You could follow their footprints to find out where they go and what they do and compare your answers with the ways tigers live in other places. " 

In the end, we never learn why these tigers are man-eaters, but we do learn that the villagers do not want them exterminated, they believe that "our world can't be whole without tigers" and that even dangerous, man-eating tigers may do us more good than harm because perhaps they guard the forest on which everyone depends."

Sy Montgomery does an excellent job of teaching the reader about the natural history and culture of a unique and exotic part of the world, while engaging the reader in a suspenseful, chilling tale.  The story is a great example of the genius of symbiosis in the natural world because Montgomery concludes that perhaps the tigers serve the purpose of protecting this rich habitat from human interference and destruction.

4. REVIEW EXCERPTS

From "Booklist": "...immediately captures attention with fresh, engaging writing that turns a scientific study into a page-turning mystery."

From "School Library Journal": "It's the text with as many questions as answers that excites as a fascinating topic meets a talented storyteller."

5. CONNECTIONS

This book would fit in a science unit about symbiotic relationships in the natural world. 

Harvesting Hope: The Story of Cesar Chavez. (A Pura Belpre Honor Book)

1. BIBLIOGRAPHY

Krull, Kathleen. (2003). HARVESTING HOPE:THE STORY OF CESAR CHAVEZ. Ill. by Yuyi Morales. ISBN 0152014373

2. PLOT SUMMARY

This biography is about Cesar Chavez, the Mexican-American man who organized and led the first successful agricultural strike in U.S. history and became the founder of the United Farm Workers Association.

3. CRITICAL ANALYSIS

This book is beautifully illustrated by Yuyi Morales, who in researching the march described in the book, traveled the entire route of the protesters. Her paintings are reminiscent of the Mexican folk art in Diego Rivera's murals with rounded figures and large expressive faces. The paintings draw the reader into the story that begins when Chavez is a child living on his family owned ranch. When a drought hits, the family can no longer afford the ranch and they are forced to work as migrant farm laborers under horrible conditions and terrible pay. The story is told with a simple eloquence that is accessible to young readers including details that make a strong impression. For example, "Cesar was stubborn, but he was not a fighter. His mother cautioned her children against fighting, urging them to use their minds and mouths to work out conflicts." This establishes Chavez's later non-violent stance in La Causa or the cause, where he encouraged people to use strategies taught by Martin Luther King and Mahatma Ghandi to affect change. The second half of the book focuses on the 1963 three-hundred mile March from Delano to Sacramento in protest of the poor work conditions and low wages.  It is a well organized, episodic story that makes a complicated issue easy for young people to understand. This adult learned that the black eagle on the United Farm Workers Association's flag is the sacred bird of the Aztec Indians. 

4. REVEIW EXCERPTS

From School Library Journal, " A fine addition to any school library collection."

5. CONNECTIONS

Pair this with Atkin, S. (2001) VOICES FROM THE FIELDS:CHILDREN OF MIGRANT FARMWORKERS TELL THEIR STORIES. ISBN 0316056200

Genre 3: Poetry

Toasting Marshmallows: Camping Poems

1. BIBLIOGRAPHY:

George, Kristine O'Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. Ill. by Kate Kiesler. New York: Clarion. ISBN 061804597X

2. PLOT SUMMARY:

In thirty poems, the reader experiences the joys of camping from pitching a tent, to getting dressed inside a sleeping bag, to toasting marshmallows.

3. CRITICAL ANALYSIS:

This is a very child friendly book with accessible language and beautiful acrylic paintings that offer the sounds, sights and scents of the wilderness experience to seasoned campers as well as those who have never stepped foot out of the city. The poem, "Rowing to the Island", is Haiku-like in it's simplicity:

 "Mom and I row/

and row/leaving the shore in our wake./Such hard work,/pulling an island/across a lake." This is one example of how George's use of rhythm elicits a visceral reaction to the poem; one can feel the movement of the paddles and imagine the physical exertion of rowing hard but making little progress. Her use of  onomatopoeia in "Mosquito Song" will surely elicit laughter in young children listening to this read aloud, and the sophisticated and creative use of language in "Rain Dance" evokes a clear image of birds stirring the leaves of a wet tree: "It was dry/under these trees/until a confetti of birds/in the wet leaves/danced another rain shower." The arrangement of poems throughout the book vary from contemplative and pensive,  to silly and entertaining. A wonderful book to share with preschool children as well as older children who will enjoy the nostalgic tone.

4. REVIEW EXCERPTS:

School Library Journal: "The poems are varied and inventive, replete with marvelous images and unive

rsal truths..."

Kirkus: The chan

ging layout of each page gives a sense of surprise to the most ordinary events..."

5. CONNECTIONS:

Ask children to write a concrete poem like George's poem "Eavesdropping" which is a short simple poem about a moon in the shape of a half moon. 

Look at other nature books by Kristine O'Connell George that feature other illustrators and ask the children to compare the pictures.

Keesha's House (2004 Printz Honor book award)

1. BIBLIOGRAPHY

Frost, Helen. 2003. KEESHA'S HOUSE. New York: Farrar, Straus and Giroux. ISBN 0374340641

2. PLOT SUMMARY

Seven teenagers describe in poetic form what circumstances led them to Keesha's house; a safe place for runaways to find shelter and friendship.

3. CRITICAL ANALYSIS

Frost gives a short, but succinct explanation of the poetic forms she uses in this free verse novel. The writing flows effortlessly and the story is revealed so naturally, that I'm sure I am not the only reader that was surprised to learn about the technical skill that went into creating this novel. Each character has a complex and tragic story that unfolds in alternating chapters. The teen voices are authentic and their issues, which range from pregnancy, to homosexuality, to sexual abuse are ones that 

many teenagers will relate to because Frost handles their struggle with so much integrity. There are no easy solutions, the adults are portrayed as troubled, conflicted human beings who don't have all the answers, but are grappling with their issues. In a later chapter, Frost uses the English sonnet form to give voice to the adults who poignantly struggle with their shortcomings and inner conflicts, not unlike Shakespeare's characters. This is a highly accessible short novel with compelling and convincing characters.

4. REVIEW EXCERPTS

From "VOYA": "Spare, elegant and eloquently concise, Frost's novel will reach reluctant readers as well as [other teen readers]."

From "Publishers Weekly": "..artfully revealed, Frost makes her characters and their daily lives seem relevant and authentic."

5. CONNECTIONS

Pair with Shakespearean sonnets to compare the poetic form and discuss the tragic element in Shakespear's characters.

Read other books in

 verse like those of Sonya Sones and Karen Hesse.

The World According to Dog: Poems and Teen Voices

1. BIBLIOGRAPHY

Sidman, Joyce. 2003. THE WORLD ACCORDING TO DOG: POEMS AND TEEN VOICES. Photographs by Doug Mindell. Boston: Houghton Mifflin Company. ISBN 0618174974

2. PLOT SUMMARY

In a collection of essays and poems about the dogs in their lives, teens discuss the joys, heartbreak and hilarity that comes with loving these loyal animals.

3. CRITICAL ANALYSIS

Joyce Sidman uses a variety of poetic forms like blank verse and Haiku, in her collection of poems about dogs and their humans. The photographs by Doug Mindell are lovely and amusing and compliment the essays written by the teen owners of the subjects in the photos and some are wonderful illustrations of the poems. In the Haiku, "Awakening" a blurred, close-up of a dog's nose mirrors the sentiment in the poem: "I dream of deep-sea/fishing: awake to find dog/breathing in my face." The poems are appealing, but the essays are what makes this book a gem. Teens will relate to the honesty and deep connection the authors have with dogs. In the essay entitled, "Bandy" a girl relates a story about how her mom, a misfit, loner finds an abandoned puppy who teaches her important life lessons: "Although there are no remaining photos of Bandy, her memory will live on forever She helped my mother understand the importance of life and affection. She guided my mother to appreciating everything and everyone as much as possible."

4. REVIEW EXCERPTS

From "School Library Journal": "Sidman's poetic observations of beloved pets are interspersed with essays by teens are sure to engage dog fanciers."

From "Booklist": Illustrated with striking blurred, black and white photos, this collection muses on canine wisdom and charm; what dogs can teach us, why they are lovable."

5. CONNECTIONS

This would work well as a writing exercise with students required to write a short essay or poem about a dog they know.

Pair with novels about dogs that would appeal to teens: 

Lee, Ingrid. DOG LOST. ISBN 9780545085786

Genre 2: Traditional Literature

Horse Hooves and Chicken Feet: Mexican Folk Tales (Aesop Prize)

1. BIBLIOGRAPHY

Philip, Neil, 

Compiler. 2003. HORSE HOOVES AND 

CHICKEN FEET. Ill. by Jacqueline Mair. New York: Clarion Books. ISBN 0618194630

2.PLOT SUMMARY

Selected and retold by Neil Philip, this collection includes 14 stories from Mexico and the American Southwest. The stories involve magic, enchantment, superstition and religion. In some stories like Pedro the Trickster, magic and religion play a prominent, humo

rous role when the character, Pedro, a charming, compulsive gambler makes a deal with God, annoys

 the devil and gets kicked out of hell, outsmarts death and tricks Saint P

eter. In the title story, which is presented as true, a young man and his friends crash a dance party and discover to their 

horror that the dancers are really witches;-their chicken feet and horse hooves give them away! The young man and his friends make a narrow escape. In the introd

uction, Philip explains that religion and humor are prominent in Mexican folklore and at the end of the book, he explains

 the origin of many of the stories and gives acknowledgement to those who collected them. 

3. CRITICAL ANALYSIS

The illustrations, which are based on Mexican folk art, add an amusing and lively tone to some of the darker tales. Almost every  story is accompanied by a full page of illustrations portraying various characters and pro

ps from the story. The paintings of the priest and the Virgin Mary, the illustrations of the food and pottery, all create a glimpse into the richness and complexity of the Mexican culture. Many of the stories are very short. They all would be appropriate to read aloud to children in the primary grades and older. 

4. REVIEW EXCERPTS

BOOKLIST review: "The stories are simply yet effectively retold."

5. CONNECTIONS

Ask children to draw or paint a picture of one of the characters or  props in the story while they are listening to the book being read aloud. Compare the paintings of Frida Kahlo to those in the book.

Other collections of Mexican Folk Tales:

Brenner, Anita. THE  BOY WHO COULD DO ANYTHING AND OTHER MEXICAN FOLK TALES

 ISBN 0208023534

Sootface: An Ojibwa Cinderella Story

1. BIBLIOGRAPHY

San Souci, Robert. SOOTFACE: AN OJIBWA CINDERELLA STORY. Ill. by Daniel San Souci.  New York: Delecorte Press. ISBN 0385312024

2. PLOT SUMMARY

In this retelling, Sootface, shares the fate of her European counterpart of living with her two mean older sisters who make her a slave to the fire, cooking and waiting on them hand and foot. But there is no fairy god mother or glass slipper in this tale. Sootface, always determined and hopeful, finds her own way to her warrior and future husband. 

3. CRITICAL ANALYSIS

This is a beautifully told and illustrated story that flows nicely. The watercolor paintings by Daniel San Souci accurately portray the birch forests of the Great Lakes region where this story originated. The meanness of the sisters and the serenity of Sootface is aptly represented in the portraits. 

4. REVIEW EXCERPTS

BOOKLIST review: "The tale has been told before, even in picture-book format, but the San Souci version reads aloud well, and the watercolor artwork illustrates the story with quiet grace."

5. CONNECTIONS

Read European versions and ask students to compare and contrast elements of the story.

Little Plum

1. BIBLIOGRAPHY

Young, Ed. 1994. LITTLE PLUM. New York: Philomel Books. ISBN 0399226834

2. PLOT SUMMARY

In this Chinese folktale, an old couple finally get their wish to have a son, fulfilled. The only problem is, he is the size of a plum seed. But what he lacks in stature, he makes up for in courage and determination when he sets out to save the villagers from thieves.

3. CRITICAL ANALYSIS

Although Ed Young's pastel pictures are lively, they do not contain any cultural clues except maybe that this story is set in the distant past and in a rural place. But the story is engaging with plenty of action and spirit. 

4. REVIEW EXCERPTS

SCHOOL LIBRARY JOURNAL review, "Young's spare, action-filled text will hold listeners' attention, while his artwork adds emotional resonance, rhythm, and unity to the tale.

5. CONNECTIONS

Read a book with a similar motif from another country like PEACH BOY from Japan.

Genre 1: Picture Books

Moses: When Harriet Tubman Led Her People to Freedom (A Caldecott  Honor Book)

1. BIBLIOGRAPHY

Weatherford, Carole Boston. 2006. MOSES:WHEN HARRIET TUBMAN LED HER PEOPLE TO FREEDOM. Ill. by Kadir 

Nelson. New York, NY: Hyperion.

ISBN 078985175

2. PLOT SUMMARY

In this fictional account of Harriet Tubman's experience of first contemplating her escape from slavery and then acting on it, the reader experiences her very personal and poignant "conversation" with God as she is guided on a very perilous journey to freedom.

3. CRITICAL ANALYSIS

In the story, God's "voice" is represented  in large, upper-case transparent text, Harriet's "voice" is in smaller text, and the third person narrator's "voice" is represented in yet a different font.  God's words on the page give the sense of a powerful and loving force encouraging her to keep on despite the many dangers.  The language is sensual;-on every page we hear the sound of a bird, or feel the breeze, or see the night sky. 

Kadir Nelson's stunning watercolor and oil paintings enhance the poignancy of the text.The dark blues used in the paintings depicting her escape set a somber tone and add to the suspense of the story. The paintings of Harriet after she successfully escapes are golden and light, as if she were cleansed of the terror and hardship. Harriet's expressions are complex; one can see doubt, conviction, despair, a deep spirituality, and love.

This book is accessible even to those who may not be religious.

4.REVIEW 

EXCERPTS

Starred review in SCHOOL LIBRARY JOURNAL: "The words and pictures create a potent sense of the harsh life of slavery, the fearsome escape, and one woman's unwavering belief in God."

A review from

 CHILDREN'S LITERATURE:"It is a stunning marriage of text and illustrations and a story that should inspire all.

5. CONNECTIONS

• Allow students to only look at the pictures and experience the story without the text to show how the relationship between words and pictures can create a powerful story.
• Ask students to "read" the expressions on Harriet's face to draw them deeper into the character's experience of this horrendous chapter in our history.
• Suggest other stories about an individual's personal account and experience of a historical event like:

   Levine, Ellen. HENRY'S FREEDOM BOX. ISBN 9780439777339
   Giovanni, Nikki. ROSA. ISBN 0805071067

Joseph Had a Little Overcoat (A Caldecott Medal Book)

1. BIBLIOGRAPHY

Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. New York, NY: Viking Press. ISBN 9780670878550

2.PLOT SUMMARY

Based on 

a yiddish folk song from the author's childhood, this book tells the story of how an old tattered coat was made into first a jacket, then a vest, a scarf, a tie, and finally a button that gets lost. A clever take on the adage, "you can always make something out of nothing."

3. CRITICAL ANALYSIS

Taback uses bright primary colors, some collage, and die cut holes in this engineered book. His characters are whimsical and his humor is clever. For example, on one page there is a fiddler sitting on a roof, then a couple of pages later, there is a newspaper with the headline "Fiddler on Roof Falls off Roof"! The text is repetitive,-it is based on a children's song,  but his use of die cut holes keeps the reader guessing what item of clothing will be seen on the next page. This is a charming and funny book that encourages a dialogic reading experience.

4. REVIEW EXCERPTS

SCHOOL LIBRARY JOURNAL review: "A book bursting at the seams with ingenuity and creative spirit."

 From PUBLISHER WEEKLY: "With its effective repetition and an abundance of visual humor, this is tailmade for reading aloud."

5.CONNECTIONS

• In storytimes, children can be encouraged to guess what might be made next from the overcoat, drawing them into the story and pictures.
• A discussion of Jewish culture
•  Find other books that use this song and compare the illustrations and the text, for example: Gilman, Phoebe. SOMETHING FROM NOTHING. ISBN 0590472801

Artist to Artist: 23 major Illustrators talk to Children about Their Art

1. BIBLIOGRAPHY

Carle, Eric. 2007. ARTIST TO ARTIST:23 MAJOR ILLUSTRATORS TALK TO CHILDREN ABOUT THEIR ART. New York: Philomel Books. ISBN 97080399246005

2. PLOT SUMMARY

An anthology of twenty-three artists who talk about their work and how they came to be artists. 

3. CRITICAL ANALYSIS

The artists speak to children about their work in a respectful, non-condescending way. Each artist is featured with a single page biography accompanied by a fold-out page with a self-portrait, photos of the author as a child and as an adult in his/her studio, and with samples of art from the authors' books. 

The book is entertaining as well as encouraging to a young artist, for example Alice Provensen writes, "Young children make marvelous pictures. There is nothing they can't draw. They paint and draw from their imaginations and the world around them. And they are not afraid to draw anything."

4. REVEIW EXCERPTS

KIRKUS starred review: "Fun to read and view, this anthology is a treasure trove of creative insight and inspiration."

SCHOOL LIBRARY JOURNAL: "...a gorgeous, browsable gallery of international treasure."

5. CONNECTIONS

• A great way to encourage kids to be creative.
• Ask students to create their own page and include a self-portrait, photos and original drawings.

LS 5603 21 Summer 2009

I am currently enrolled in the online MLS program at TWU.  I have created this blog as part of an assignment for the class, Literature for Children and Young Adults.