Printz Award Winner--Fantasy

Bacigalupi, Paolo. Ship Breaker. New York, NY: Little Brown and Company, 2010.

ISBN: 9780316056212

Plot Summary:

Nailer, a seventeen year old boy who lives on the Gulf Coast, works on a light crew crawling into small spaces stripping old ships of reusable copper and holding out hope that he will live to see another day. After a level 7 hurricane, Nailer and his friend Pima discover a washed up clipper ship and think they have come across their lucky strike. They soon discover a wealthy girl clinging to life who promises them a better life if they save her. Although it may seem it is a life worth saving, problems soon arise when Nailer’s drug-addicted father and half-men also want to use the girl to get more wealth for themselves.

Critical Analysis:

Bacigalupi creates memorable characters in Ship Breaker. The main character, Nailer, undergoes a credible change early on in the story when he has to save himself while he is trapped in a ship’s holding room of oil because one of his crew members selfishly leaves him to die. This near-death experience and feelings of abandonment are a major force in his decision to help the wealthy girl who is near death in a wrecked ship. Readers have more respect and admiration for Nailer because he doesn’t just help her for a chance of getting rich, he helps her because he knows how it feels to be left to die. Shipwrecked-rich-girl, Nita also grows into a survivor as she must overcome her circumstances. Readers will also build strong connections to Pima, her mother Sadna, and Tool the half-man because these characters show strength and vulnerability as they overcome their tough and difficult life. The concept of the genetically altered half-men will cause readers to want to learn more about this new species (they’re really cool). Bacigalupi also creates a strong villain in Nailer’s father, Richard Lopez. The drug addiction, beatings he gives Nailer, and his brutal actions build real fear within the reader and help the reader to relate to Nailer’s own fears of his father.

The plot is action packed and will easily hold the attention of readers. As Nailer and Tool journey to return Nita back to her father, they face obstacles at almost every turn. Their choices and hardships are consistent with the setting of the story and the circumstances of the characters. Bacigalupi works to develop background for readers on ship breaking and half-men which makes the story easy to follow for readers. The setting also carries added interest for the reader as the time period is futuristic. The story seems to take place after an apocalypse in a time where resources such as oil have run out and must now be scavenged.

Bacigalupi’s style of writing helps to create vivid images and deep understanding for readers. For example, when he says, “Nailer had felt his belly up against his spine enough times,” readers can actually feel what hunger feels like and they will get a better sense of the character’s circumstances. Bacigalupi has a way with words. If ever the action slows down, his words have a way of holding you in the story.

Bacigalupi does a lot to develop different themes in the book. There is opportunity to compare and contrast characters in poverty and characters that have it all. The futuristic theme has lots of possibilities as well. Climate change, natural resources, and genetic mutations are all concepts that can carry lofty discussions. Other interesting themes include loyalty, greed, and trust. It is clear at every point in the story why this book was chosen as a major contributor to young adult literature.

Awards and Reviews:

2011 Printz Award Winner

National Book Award Finalist

“Vivid, brutal, and thematically rich, this captivating title is sure to win teen fans for the award-winning Bacigalupi.”--Booklist

"This thriller will grab and keep readers' attentions as Nailer and Nita 'crew up' in their fight to survive."--The Horn Book

Connections:

*Create a Brown-Bag Book Review. Place items in the bag that reflect major characters and events in the story.

*Compare and contrast the characters Nailer and Nita.

*Create a digital book trailer for the book.

*Do further research on ship breaking.

*Listen to the audio version of the book.

Graphic Novel

Yang, G. L., & Kim, D. K. The eternal smile. New York, NY: First Second, 2009.

ISBN: 9781596431563

Summary:

The Eternal Sunshine contains three imaginative stories. In the first story, Duncan is a knight who is trying to defeat his enemies to achieve all that he ever wanted. His kingdom, however, may not be everything he thinks it is. In the next story, meet a greedy frog who is trying to make a profit from a religion he started. Will he go too far? In the final story, Janet is struggling in her job at a internet management company when she comes across an opportunity to help a Nigerian prince by giving him tons of her money online. When she finally meets the prince, what will she do to him?

Critical Analysis:

The characters in the three short stories are somewhat ordinary and flaccid. Because they’re somewhat understated, as a reader you will find yourself pulling for them and caring about what happens to them. When Janet, the character in the third story, overhears her boss making fun of her for seeking a promotion, readers quickly identify her as the protagonist and desire her to achieve something greater than her current lot. The simple characteristics within the characters are balanced well through the surprising turn of events you see them encounter, such as when you see Duncan go from tender romantic to a knight defeating the Frog King.

The illustrations in each story bring the setting to life. This is especially true in Urgent Request where Janet’s real world is drawn in a dull gray and her fantasy world is drawn in color. The drawings for each story are unique to the story and each take on a distinct style. There are even several illustrated scenes that carry the story only through illustrations and not through words.

Part of what makes The Eternal Smile interesting is how Kim and Yang approach the plot differently in each story. In Duncan’s Kingdom, The king is immediately killed by the Frog King and Duncan quickly begins a journey to avenge his death and win the heart of the princess. The turn of events is surprising and the story breathes fantasy from the very beginning. On the other hand, in Urgent Request, the story begins in a realistic way with a woman working as an internet service tech who can’t catch a break. Later, imaginative aspects come in as Janet journeys through Nigeria with her prince. Although the Kim and Yang come at the plots differently, the stories are similar in that each character can feel whole and complete in their fantasy world.

Awards and Reviews:

Yang has been awarded the Printz  and Eisner Award and is a National Book Award finalist.

“Shattering the borders between our real and fantasy lives, these bold, masterfully crafted fables have real staying power.” --Publishers Weekly

“Artwork in each of the stories is stylistically different and wholly appropriate to the theme of the specific tale. Smart teens will enjoy this thoroughly and will push it into friends, and hopefully even adults, hands for discussions around topics ranging from political insights to how narrative crea;tes personal identity.”-- School Library Journal

Connections:

*Create your own comic strip about an adventure with the main character as yourself.

*Create an additional comic strip to change or add to the ending of one of the stories in the book.

*Compare and contrast the characters in each of the stories.

Newberry Award Winner--Contemporary Realistic Fiction

Woodson, Jacqueline. Feathers. New York, NY: G.P. Putnam’s Sons, 2007.

ISBN: 9780399239892

Summary of Plot:

Frannie, a sixth-grade girl growing up in the 1970’s, is thinking about the time when she was the newcomer in school when a new white boy begins attending her school. As the only white student in school, he begins to get a lot of attention and earns the name “Jesus Boy” from other students. Frannie is curious why “Jesus Boy” has come to an African American school and how he suddenly knew to communicate to her in sign language. Frannie has an older brother who is deaf and has known sign language all her life. These events and others lead Frannie on a journey of exploration where she will encounter religious perspectives, bullying, friendship, acceptance, and most of all hope…a thing with feathers.

Critical Analysis:

Feathers is organized into four main parts and is a total of twenty-one chapters and 118 pages long. This short novel is written from the perspective of a sixth-grade African American girl. As the young girl narrates this story, there is a large amount of reflection that takes place which is easy to see coming from the female gender. The time period of the 1970’s is the time in which integration became the law. Woodson reflects this period accurately in the way the characters react to the white boy coming to their school and how they talk about the other side of the highway. The time period is also reflected in the voice of the characters as they “jive talk.”

The plot itself does not stand out to the reader as something wonderful to remember, but rather the characters feeling and thoughts give it life. Frannie, the main character, is easy to relate to and the reader journey’s with her towards new understandings especially when it comes to hope. For example, after watching an interaction between Trevor (the school bully) and “Jesus Boy,” Frannie expresses her realization that “the sun stopped to color and warm him like it did everybody else”.

The story’s themes are addressed through the characters and their actions. Woodson uses Frannie’s older brother to deal with the theme of disabilities. The reader learns about how people with disabilities endure ridicule, but also how they are still capable of so much like when Sean, Frannie’s deaf brother, dances because he can feel the rhythm rather than hear it. Woodson also approaches the theme of spirituality by making Frannie’s best friend the daughter of a minister and how her best friend thinks “Jesus Boy” may actually be Jesus. The “Jesus Boy” character allows Woodson to set up situations, which are common to middle school students, where Frannie will need to learn how to accept others and their differences. Frannie learns a lot of important lessons through Jesus Boy, her best friend, and her family.

Awards and Reviews:

Newberry Honor, Caldecott, and Coretta Scott King Award winning author.

“Set in 1971, Woodson's novel skillfully weaves in the music and events surrounding the rising opposition to the Vietnam War, giving this gentle, timeless story depth. She raises important questions about God, racial segregation and issues surrounding the hearing-impaired with a light and thoughtful touch.” --Publishers Weekly

“With her usual talent for creating characters who confront, reflect, and grow into their own persons, Woodson creates in Frannie a strong protagonist who thinks for herself and recognizes the value and meaning of family. The story ends with hope and thoughtfulness while speaking to those adolescents who struggle with race, faith, and prejudice. They will appreciate its wisdom and positive connections.”--School Library Journal

Connections:

* There is a lot of dialogue offered in this book, choose a scene out of the book for a readers theatre performace.

*Write a letter to one of the characters in the story describing how actions or feelings have given you a new understanding towards one of the major themes in the story.

*Research further integration in the 1970’s.

Historical Fiction Novel

Schmidt, Gary D. 2004. Lizzie Bright and the Buckminster Boy. New York, NY: Clarion Books. ISBN: 9780618439294

Plot Summary:

Moving to Phippsburg, a small town in Maine, could be difficult for any 12 year old boy and it was for Turner Buckminster. Also hard for Turner was being the son of a minister. Most of the people in town had something to say about how Turner played baseball, what he wore (or didn’t wear), and where he went, but mostly they talked about who he chose to befriend. Malaga Island, a small island neighboring the town of Phippsburg, was home to Lizzie Griffin and other folks with dark skin who the people of Phippsburg desperately wanted to leave so they could use the island for tourism. One day while seeking the peacefulness of the ocean, Lizzie and Turner meet and begin a wonderful friendship that because of the differences in their skin color, really starts to give people something to talk about. When Turner finds that his friend is in need of a home because the townspeople are making all colored people leave, he uses the courage that he has been building to make a stand that may end up costing him more than he could have imagined.

Critical Analysis:

Rather than give an account the events of this story, Gary Schmidt pulls the reader into the story so much so that readers picture what is happening and become a part of the events. The events are the story, the two are masterly intertwined.

The story of the racism and removal of people living on Malaga Island is true. Schmidt accurately depicts the reasons for the cleansing of Malaga Island, racism and tourism, and how the people of Phippsburg went about it by forcing people to leave, burning their homes, and even digging up their graves. Schmidt is also careful to include accurate landmarks in the setting such as the First Congregational Church, the Pownal asylum, and the beaches.

Schmidt’s depiction of the characters reflects the views and close-minded attitudes of the times (the early 1900’s). Readers will fall in love with Turner Buckminster, a boy who must find himself and muster up the courage to take a stand for his beliefs. There is a lot of emphasis on character development in this story and it is completely necessary to enable readers to actually feel the events that unfold. Readers will be surprised at how they feel about the characters and what happens to them within the events of this story. The themes of morals, attitudes, relationships, and courage will indeed spark depth of conversation.

Awards and Reviews:

Newberry Honor Book

ALA Printz Award

“Schmidt weaves that history into a powerful tale of friendship and coming-of-age, adding a lyrical sense of the coastal landscape. Characters are drawn without reverence in this haunting combination of fact and fiction that has a powerful and tragic climax.”--Booklist

“With fully developed, memorable characters and a fascinating, little-known piece of history, this novel will leave a powerful impression on readers.”-- School Library Journal

Connections:

*Read another Gary Schmidt book such as Okay for Now or The Wednesday Wars

*Design a book jacket

*Write a diary entry from the perspective of Lizzie or Turner about a major event in the story such as being next to a whale, building a friendship, or visiting Miss Cobb’s house.

Historical Fiction by Laurence Yep

Yep, Laurence. 2006. The Earth Dragon Awakes: The San Francisco Earthquake of 1906. New York, NY: Harper Collins Publishers.

ISBN: 0060275251

Plot Summary:

The Earth Dragon had awaken before, but the Travis’s, Chin, and Ah Sing were unaware of the complication its movement was about to bring to their lives during this next awakening. Ah Sing, a Chinese immigrant in San Francisco in 1906, worked as a houseboy for the Travis family. His son Chin and the Travis boy, Henry, had grown to be friends and spent many evenings together reading “penny dreadfuls” to entertain their thoughts about heroism. Once the Earth Dragon, or earthquake, began to devastate the city and all its inhabitants, Henry and Chin recount their experiences as they deal with the loss of their homes and struggle to find safety. Through their shattering loss, Henry and Chin discover true heroism.

Critical Analysis:

Yen does a perfect job of introducing the characters in a way that expresses their culture and status during the early 1900’s. Yen is able to utilize his Chinese heritage to depict how the Chinese were treated in society around this time of the great earthquake. The discrimination of the Chinese is most evident in the details Yen writes in the afterword about the people not even wanting the Chinese to return after the fire. The character development is well-balanced in that it expresses the culture, but does not distract from the events of the earthquake. Although Yen states the characters are fictional, their thoughts and experiences are, in fact, a historical look at how the people in San Francisco dealt with the devastation of the earthquake and fire.

It is clear that Yen grew up in San Francisco. Yen does an amazing job of specifically addressing areas in San Francisco such as Nob Hill and Chinatown. Even if you have never been to the city, the details Yen provides about the locations in and around the city make it natural for readers to visualize the areas as the earthquake and fire move through the city and the people scramble to get out.  Also eye opening are the photographs included in the afterword of the book depicting the smoke and crippled buildings.

Yen’s style of writing is organized in a way that makes it easy for young readers to follow. The short chapters begin with a date and time to help organize the events throughout the earthquake and fire. Heroism is a prevalent theme throughout the book. Early on, the boys discuss heroic cowboys in their reading and soon come to realize the heroic qualities in their own families as they reach out to others and make brave decisions along their journey. The commitment of the firefighters and volunteers while battling the enormous blaze further exemplify heroic qualities.  There are also examples of non-heroes, such as the looters and people profiting on those trying to escape the fire. In addition to the other elements of the story, the theme in The Earth Dragon Awakes is authentic to the historical earthquake and fire of 1906.

Awards & Reviews:

Newberry Award winning author

Laura Ingalls Wilder Award

“Yep intersperses the fiction of Henry and Chin’s experiences with short chapters of facts about the earthquake and subsequent fire. This is a timely reminder of a historical disaster that turned over 2000 acres of city into a wasteland.”—Kirkus Review

“Henry and Chin’s stories are told in alternating chapters with a few interruptions for the insertion of earthquake information. Told in the present tense, the narration provides a "you are there" sense of immediacy and will appeal to readers who enjoy action-packed survival stories.”—Booklist

Connections:

*Do additional research on the 1906 earthquake using information sources such as http://earthquake.usgs.gov/regional/nca/1906/18april/index.php .

*Do additional research or reading on plate tectonics

*Have students do a “What would you do?” – Write about what they would take and where they would go in a devastating situation such as an earthquake.

Scott O’Dell Award Winning Book

Gantos, Jack. 2011. Dead End In Norvelt. New York: Farrar Straus Giroux. ISBN 9780374379933

Plot Summary:

Grounded for an entire summer after blowing a hole through a drive-in movie screen and mowing down his mother’s corn, young Jack must keep busy helping Miss Volker write obituaries for the original town members in Norvelt. While helping Miss Volker, Jack must learn how to manage nosebleeds, melted-off hands, driving lessons, an old man on a tricycle, and even Hells Angels. As Jack works to help with the obituaries, he discovers a wealth of information on the history of his small town in Pennsylvania and its founder Eleanor Roosevelt.

Critical Analysis:

Dead End In Norvelt’s main character, Jack Gantos is a 12 year-old boy growing up in the 1960’s. The book has some auto-biographical qualities through the experiences of the main character.  Because of the connection between the author and the main character, young Jack, it’s an accurate portrayal of the interests and actions of a 12 year-old in the 1960’s. Gantos efficiently portrays the personalities of the key characters in the book. The character’s personalities are realistic to the time, such as Jack’s mother who stays at home and works to prepare meals for the family and elderly community members. You can almost picture her with her hair neatly pinned and wearing an apron every waking minute.

The plot is unique and humorous.  While the events throughout the story are surprising and entertaining the plot is centrally focused on the town of Norvelt, PA, originally established as a project by Eleanor Roosevelt, and how this small town is slowly wearing out. Some of the details, such as Miss Volker doing procedures on Jack’s nose capillaries may distract a bit from the historical details that follow, but overall those details  lighten the mood of the plot and bring in a lot of humor that are sure to draw the attention of young readers.  Besides the town itself being historical and the drive-in movie down the road, the setting feels more like an old town than a historical one. Overall the characters and the plot stay more true to the times.

Jack Gantos fills his writing with classic “one-liners.” Witty comments such as Jack stating “I love to sniff the insides of books” and “cheezus crust” will make you laugh out loud at times. Poetic statements, such as “When the sun goes down, each day turns its back on the present and step into the past” fill the pages as well. It is clear Gantos has an affinity for history because he easily works in historical information into young Jack’s day to day life. Young Jack encounters history not only through the obituaries, but also in the “This Day in History” section of the paper and in the history books he loves to read. The era is reflected through the types of discussion the characters have and the activities they partake in. Dad discussing atomic bomb shelters and what the children do for fun (no video games…imagine that!) are realistic to discussions and activities of the 1960’s.

Awards & Reviews:

John Newberry Medal

Scott O’Dell Award

“A bit of autobiography works its way into all of Gantos’s work, but he one-ups himself in this wildly entertaining meld of truth and fiction by naming the main character . . . Jackie Gantos.” — STARRED/ Publishers Weekly

“A fast-paced and witty read.” —School Library Journal

“An exhilarating summer marked by death, gore and fire sparks deep thoughts in a small-town lad not uncoincidentally named ‘Jack Gantos.’ The gore is all Jack’s, which to his continuing embarrassment ‘would spray out of my nose holes like dragon flames’ whenever anything exciting or upsetting happens. And that would be on every other page, seemingly … [A] characteristically provocative gothic comedy, with sublime undertones.” --STARRED/ Kirkus Reviews

Connections:

*Identify similes in the book and write original similes about your town or school.

*Research a historical figure mentioned in the obituaries such as King Richard II, Cortes, or Eleanor Roosevelt.

 

Biography- The Lincolns

Fleming, Candace. 2008. The Lincolons: A Scrapbook Look at Abraham and Mary. New York: Schwartz and Wade Books. ISBN 9780375836183

Overview:

The Lincolns: A Scrapbook Look at Abraham and Mary portrays the life of President Abraham Lincoln and First Lady Mary Lincoln from birth to death. A dual look at both of their lives is offered illustrating their very different childhoods, their new life together, the presidency, Civil War, loss of children, and finally the tragic end to both of their lives. Along with some historical information, many ordinary events are presented.  Willie and Tad’s circus in the attic, Mary’s search for a dress maker, and Lincoln’s time  with “the boys,” allow readers to know the “real” Lincolns.

Critical Analysis:

Fleming uses a variety of sources, including personal writings from the Lincolns and memoirs and excerpts from family friends and relatives, to reveal a portrayal of the Abraham and Mary’s life from birth to death. The stories range from family times to major historical events that took place under Lincoln’s presidency.

The book is composed like a scrapbook and the black and white images and headlines will remind readers of a newspaper. Images of family portraits, primary documents, and historical events enhance every page. The book is organized into eight chapters and is in logical order according to Lincoln’s lifetime events and life themes. Also included are an engaging introduction, source notes, and an extensive index. Although the large composition of the book does not allow for a read aloud, the scrapbook layout invites readers to browse headings quite easily.

Reviews and Awards:

“Once again, Fleming humanizes her subjects and offers a broader perspective on their times with cleverly juxtaposed facts, anecdotes, and images.” --Booklist

“Using her signature scrapbook approach, Fleming lays out the answer in a biography that gives equal emphasis to Abraham and Mary Lincoln for an insightful portrait of their lives.”--School Library Journal

ALA Notable Books 2009
Flora Stieglitz Straus Award for Nonfiction 2009, Bank Street School of Education
IRA Teachers' Choices
NCTE Orbis Pictus Honor Book

Connections:

*Read more about the Lincolns in books such as:

            Abe Lincoln’s Hat by Martha Brenner

            Young Abe Lincoln: The Frontier Days, 1809-1837 by Cheryl Harness

            Lincoln in His Own Words by Milton Meltzer

*Review quotes of the day and additional information at http://www.abrahamlincolnsclassroom.org/

*Create an Abraham Lincoln puppet and share an interesting aspect of Lincoln’s life through the puppet.

*Write your own newspaper article about Abraham Lincoln.

Nonfiction By Steve Jenkins

Jenkins, Steve. Just a Second: A Different Way to Look At Time. New York, NY: Houghton Mifflin Books for Children, 2011.

Overview:

Do you really know what kinds of things can happen every second, every minute, or every hour of each day, week, month, or year? In Just a Second: A Different Way to Look at Time, you will discover interesting information regarding time such as that a rattlesnake shakes its tail 60 times and a commercial jet can cruise 800 feet in just one second. Other intervals of time are also discussed- the minute, hour, day, week, month, year, and not to mention what has happened over the last billion years. After reading In Just a Second: A Different Way to Look at Time, readers will know just how much goes on in the time it takes to read just this one sentence.

Critical Analysis:

On two-paged colorful spreads, Jenkins displays collage-style images all around and includes facts near or bordering each picture. The images stand out against the bold solid colors used on the pages. Although the images used are not real photographs, they are appealing and draw in the attention of a young audience of 6 to 10 year olds. The facts are to the point and mostly not well-known information, making this informational book easy to read aloud from beginning to end. The last page in the book notes that some facts used in the book are well established, such as the speed of light, and other facts come from a variety of sources or are estimates of those sources. The author also notes that some facts come from reasonable estimates because, for example, there is no way to know exactly how many babies are born in a year. The author’s style of writing offers readers just enough information to peak their interest, but still allows the main idea of the book, concepts of time, to be clearly understood.

Awards and Reviews:

Caldecott Award Winning Author

“Jenkins renders this package both eye-catching and mind boggling. Teachers will find good juming-off points here for math, science, and history discussions.”--School Library Journal

“This subtly philosophical examination of time, scale, and the mechanics of life is all but certain to leave readers reconsidering the world and their place in it.” --Publishers Weekly

Connections:

*Create a class book that follows the pattern of Steve Jenkins’ Just a Second that depicts how many second, minutes, etc. that it takes student to do various things.

*Do some research on the history of time.

*Read Telling Time: How to tell time on digital and analog clocks! by Jules Older

Sibert Honor Book

Hitler Youth: Growing Up in Hitler's Shadow

Bartoletti, Susan Campbell. 2005. Hitler Youth: Growing Up In Hitler’s Shadow. New York: Scholastic. ISBN 0439353793

Overview:

Hitler’s Youth: Growing Up in Hitler’s Shadow provides a fascinating look at the young people who dedicated themselves to the Hitler Youth organization and enabled the expansion of the Nazi Party in the 1930’s. Accounts from former Hitler Youth members and also from those who opposed the Nazi movement come together to reveal the choices, experiences, and outlook of the young people during Hitler’s rise to power.

Critical Analysis:

Through personal interviews and years of research Bartoletti is able to give readers an accurate understanding of the role of young people during Hitler’s rise to power.  The overall understanding that the reader achieves is well-rounded because of the perspective Bartoletti offers from both the youth that supported Hitler’s reign and the youth that suffered persecution for opposing it. Henry Metelmann stated, “We met together, marched, and played together.” From  direct quotes, such as this, and the medals and prestige the Hitler Youth were given, readers get a sense of where the choice of loyalty to Hitler had come from. On the other hand, Bartoletti writes about Alfons Heck’s teacher who bullied Jewish students and how the students were encouraged to despise them. The style Bartoletti uses in sharing so many voices among the youth of this time creates opportunities for reflection  and critical thinking for readers as they sort through the “whys” and “hows” of this time in history.

The black and white photographs and captions in the book could almost provide readers with an understanding of the Hitler Youth all on their own. The innocence and youth of the children in the photographs will astound readers. Bartoletti includes Hitler’s propaganda pictures, pictures of the everyday life of the Hitler Youth, and news photos that documented the events during Nazi regin. Several personal photographs are also included from several of the voices that are heard in the book. These photographs provide a powerful connection between the reader and the voices of the Hitler Youth.

The book is 176 pages and is 27 cm making one of the larger books on the shelves. It is organized into chapters and readers can easily select sections of the book that spark their interest. Prior to the introduction Bartoletti introduces the young people from the book with their picture and short description of their role during the Nazi rise to power, which quickly takes the large and somewhat intimidating read to a quaint personal account. Finally, Bartoletti dedicates several of her final pages to a timeline, notes about her experience in writing the book, information about the photographs, and cites a vast number of sources giving readers a sense of accuracy within the pages of the book and ultimately more information about growing up in Hitler’s shadow.

Awards and Reviews:

Newberry Honor Book

Robert F. Sibert Honor Book

2005 Parent’s Choice Gold Seal Award

“Bartoletti lets many of the subjects’ words, emotions, and deeds speak for themselves, bringing them together clearly to tell this story nlike anyone else has.” --School Library Journal

“This solid offering deserves wide readership by today’s young people, ans it is certainto promote extensive discussion.” --The Bullitenof the Center for Children’s Books

Connections:

-Visit a local museum such as the Holocaust Museum in Dallas.

-Compare and contrast a Hitler Youth member from the book and a member who opposed the Nazi Party.

-Put together a “Did you know?” display to share new information and id

Novel in Verse-- The Wild Book

The Wild Book

Engle, Margarita. The Wild Book. New York, NY: Harcourt Children’s Books. 2012

ISBN: 9780547581316

Plot Summary:

Many years ago in Cuba, a young farm girl, Fefa, struggles with dyslexia. After being diagnosed with “word-blindness”, she shares the feelings and obstacles she must overcome as she deals with her disability. The difficult Cuban times of kidnappers and bandits are evident in the events that take place, but her biggest worry is not being able to read the ransom notes. Her mother gives Fefa a book with blank pages in which she can begin to explore writing in her own way and at her own pace. Eventually her brother commits to helping her learn to read and write. Her journey from her feelings of inadequacy to feelings of courage is an adventure in itself.

Critical Analysis:

Free verse is the style of poetry presented in The Wild Book. The free verse works well for telling Fefa’s story because it makes it easy to understand. This style of poetry allows for emotion and history to run together seamlessly.

Margarita Engle works hard to convey emotions through the words in the book. Several times she breaks up words into syllables, allowing you to feel Fefa’s struggles to read and write. Multiple times she writes about reading “OUTLOUD” and readers quickly get a sense of the constant frustrations that were experienced within the struggle of dyslexia. Along with the emotions of fear and discouragement, readers will also feel positive emotions as Fefa begins to develop strategies for reading and writing. When Fefa states she is “hungry for words,” readers will feel a deep depth of joy from the emotion that the words bring about.

The story as a whole that is presented through the verses is indicative of early twentieth-century Cuba. The reader gets the sense of the country’s history and is given just enough insight to want to peak their interest into seeking further information. It is also interesting to see the powerful role that poetry played in the lives of the Cuban people. Almost any reader can relate to struggling with something at some point, and Fefa’s journey will give hope and courage to readers to hold on to through tough times.

Awards & Reviews:

Newberry Honor Awards winning author

Pura Belpre awards winning author

“Readers will hear the stories -- and never forget them.” --Booklist

“A beautiful tale of perseverance.” --Kirkus Review

“A lyrical glimpse of early twentieth-century Cuba.”--Booklist

Connections:

*Paint or draw a visual image created by a favorite poem in the book.

*Think about something you have struggled with. Use one of Engle’s poems as a model to write a free verse poem of your own experience.

*Seek out additional information on Cuban history.

*Decorate your own “Wild Book.”

Poetry by J. Patrick Lewis

A World of Wonders

Lewis, J. Patrick. A World of Wonders: Geographic Travels in Verse and Rhyme. Ill. by Alison Jay. New York, NY: Dial Books for Young Readers. 2002.

ISBN: 0803725795

About the Book:

Lewis will take you on a journey around the world to discover various geographic concepts. First take a look at the voyage of Christopher Columbus in an acrostic poem. Discover the answer to questions about the Red Sea and the Dead Sea. Readers will get to explore major geographic locations and also gain exposure to the people who first explored them.

Critical Analysis:

A World of Wonders targets elementary aged children. Some information will be new to readers, while some readers will enjoy more familiar content because of the unique presentation of information.

The words in the book are written in a clever way, and rather than evoke emotion, they enable readers to remember valuable content and vocabulary. For example, when Lewis writes “lines of latitude have a flatitude,” readers will hold onto the meaning of latitude because of the clever rhyme. Although some words seem a little forced because of the rhyme, it works out in helping children to remember particular concepts. It also adds a spice of humor at times, which seems to lighten the tone for a book about geographic concepts.

The illustrations will hold the attention of young readers, as there are a lot of details to look at on the pages. The tones of the images reflect a map and give the pictures an old-world feel.

Awards & Reviews:

Recently named U.S. Children’s Poet Laureate author

NCTE Award winning author

“[A] witty and fact-filled collection of poems”--Publishers Weekly

Connections:

*Read poems that pertain to concepts you are covering as the introduction to the lesson.

*Identify geographic vocabulary in the book and use the images written in the poems to define the terms with words or a picture.

*Choose an explorer named in the book and do some additional research.

Award Winning Poetry

This is Just to Say

Sidman, Joyce. This is Just to Say: Poems of Apology and Forgiveness. Ill. by Pamela Zagarenski. Boston, MA:  Houghton Mifflin Co. 2007.

ISBN 0618616802

About the Book:

After studying the poem “This is Just to Say” by William Carlos William, a sixth grade class begins a poetry project of writing their own poems of apology. The poems deal with humorous topics such as stealing jelly donuts and throwing to hard in a dodge ball game to serious topics such as losing a pet and dealing with family separation. Along with the poems of apology in part one comes part two: the responses of the apology recipients. Some of the responses offer forgiveness, while others do not.

Critical Analysis:

Sidman’s includes a range of poems including poems that rhyme, free verse poems, and haiku. The multiple rhythms of the poems are appealing and will hold the attention of adolescent readers.  The change in rhythm is appropriate not only for the intended audience, but also for the range of topics. For example, the voice and rhythm in the dodge ball apology poem is light-hearted and evokes an emotion of humor and fun. In Jewel’s Next Time poem the tone turns serious as she writes about her father leaving the family. The tone and voice is appropriate throughout the various poems. The inner thoughts of the people in the poems seem reveal typical feelings of the adolescent age. The anthology as a whole is unique because surrounding the poems of apology and forgiveness, is a story of a sixth grade class developing and growing from an opportunity to share their experiences. 

Pamela Zagarenski creates whimsical illustrations throughout the entire anthology of poems. The illustrations complement the tone of the poems. The illustrations are respectful when the poems are serious and only add to the humor when the poems intend to make readers smile. The illustrations capture the attention of readers with clever details such as using snippets of a dictionary entry as clothing for several of the characters.

Awards & Reviews:

Claudia Lewis Poetry Award

Texas Bluebonnet Award

Lee Bennett Hopkins Poetry Award Honor Book

“Packed with the intensity of everyday pain and sorrow, kids and adults exchange words that convey grief, delight, love and acceptance of themselves and others.”--Kirkus Review

“Captivating.”--Booklist

“Sidman’s ear is keen, capturing many voices. Her skill as a poet accessible to young people is unmatched… This is an important book both for its creativity and for its wisdom.”--School Library Journal

Connections:

*After reading the poems in Sidman’s anthology, write your own poem of apology.

*Discuss voice in the poems and find evidence in the poems that support your understanding.

*Read Forgive Me, I Meant to Do it: False Apology Poems by Gail Carson

Caldecott Award Winning Traditional Literature

Joseph Had a Little Overcoat

Taback, Simms. Joseph had a Little Overcoat. New York, NY:  Viking ,1999.

ISBN 9780670878550

Summary of Plot:

Joseph is a very practical man who has an overcoat that is beginning to show some wear. Soon his overcoat becomes old and worn he makes a jacket out of it. Then the jacket becomes old and worn, but Joseph makes a vest out of it. The pattern continues with each new item becoming old and worn and Joseph is able to come up with something new and a little smaller each time. Finally the last thing Joseph is able to make is a button. Unfortunately the button falls off and it appears that Joseph may be left with nothing, however, he is able to use his experience to make a book. The book ends with the moral of the story…”you can always make something out of nothing.”

Critical Analysis:

The illustrations by Simms Taback easily capture the reader’s attention. The pictures contain colorful details and on some pages there are actual holes in the clothing and once the page is turned the new article of clothing made from the old one is revealed.

The story is based on a Yiddish folksong and the actual song the story is based on is printed in the back of the book. The illustrations help portray the culture of a Jewish man and the moral of the story, making something out of nothing, reflects the ideals of not being wasteful as seen in Jewish beliefs. Some illustrations also reveal writings in Yiddish.

Reviews & Awards:

“With its effective repetition and an abundance of visual humor, this is tailor-made for reading aloud.”--Publishers Weekly

Caldecott Award winning book

Connections:

*Make a list of what can be done with worn out clothing and discuss how reusing materials is important to our community.

*Cut out pictures from a magazine and glue together to make an overcoat collage. The pictures can be representative of a particular theme.

*Collect old items and put them together to make something new.

*Make predictions about what Joseph might make next as you read the story aloud.

The 3 Little Pigs: A New Version

Scieszka, Jon, The True Story of the 3 Little Pigs. Ill.by Lane Smith New York, NY: Penguin Group, 1996.

ISBN: 0670827592

Summary of Plot:

Al, a.k.a. the Big Bad Wolf, is finally given the opportunity to tell his side of the story about what really happened with the three little pigs. He recalls making a cake for his granny and needing a cup of sugar. He decides to go borrow a cup of sugar from his neighbors, the three little pigs. He could not help it when as he knocked on the doors of the pigs houses he would huff and puff and sneeze. Unfortunately the pigs homes were not sturdy and could not endure a wolf sneeze. The accidental death of the pigs was ill-fated and the he felt bad letting a juicy pig go to waste, so that is why he gobbled them up. Poor Al, framed and imprisoned, if only his pig neighbors would have been friendlier!

Critical Analysis:

Scieszka presents a witty new version of the traditional story of The Three Little Pigs. This version is from the point of the traditional antagonist, the wolf, which instantly draws the readers in by offering an “insider” view point. The element of the traditional “bad guy,” the wolf, takes an interesting turn as the wolf makes a case for why he now should be the “good guy.”

Lane Smith adds to the humor of the story by including clever details within the pictures such as, bunny ears sticking out of the cake the wolf makes for his granny and the pattern of a set table that the sticks fall in after the second little pig’s house falls down.

The overall message of good triumphing over evil is not as prevalent as perhaps the message that there are two sides to every story and both sides need a voice. Children may learn that only the best judgment can be made after hearing both sides of the story.

Reviews and Awards:

“One of the best books of the year, exuding vitality and energy.”—Bookseller

“Pure creativity.”—Junior Bookshelf                                         

ALA Noteable Book

 School Library Journal, NY Times, and Publishers Weekly Best Book of the Year

Connections:

*Compare and Contrast the traditional tale of the three little pigs with Scieszka’s True Story of the 3 Little Pigs.

*Write the Wolf a letter about why you either believe or disbelieve his story.

*Write your own version of the three little pig story.

*Illustrate a “Wanted” or “Free the Wolf” poster.

*Act out the three little pigs story as it was recounted by the wolf.