SPEAK by Laurie Halse Anderson

1.  BIBLIOGRAPHY

Anderson, Laurie. 1999. SPEAK. Harrisonburg, Virginia: RR Donnelley & Sons Company. ISBN 9780374371524

2.  PLOT SUMMARY

The summer of her ninth grade year, Melinda and a friend attended a senior party which soon turned in the wrong direction.  After have thee end of summer party busted by calling the cops Melinda Sordino is not a favorite person with her peers.  Her friends will not speak to her and people she does not even know hate her.  She feels the safest place is alone however she is wrong.  Unable to speak of the event that leads to her calling the cops she is unable to speak to her friends or even her family.  She suffers from depression, isolation, failing grades, and much more.  She survives, or rather hides, from her ninth grade year in the custodians closet.  She is finally able to confront and speak about that night.  Come to find out she was raped by a senior the night of the party and that is why she called the cops.  After her former best friend begins dating the rapist she tells her of the event.  Soon after her attacker confronts her and tries to rape her again, but this time she was able to fight back and scream catching the attention of some other people which came to her rescue. 

3.  CRITICAL ANALYSIS

Anderson speaks of a topic most try to avoid however she writes in such a way the reader can understand and learn from this book.  Each page is filled with the drama, issues, and insecurities that can be found in any high school.  Readers can relate to some of the issues in this book regardless of young or old.  Either they are currently dealing with these issues or they are able to recall them from their high school days.  This book is hard to read at times because of the depth of her emotion and pain…but even harder to put down.

SPEAK is full of symbolism.  For example, as Melinda begins to emerge from her depression she goes out to the family garden and begins to weed and clear it of all its debris.  This is symbolic of what is going on in her life and her needing to “weed” out the events of that night. 

4.  REVIEW EXCERPT(S)

*Starred review in HORN BOOK: “An uncannily funny book even as it plumbs the darkness, Speak will hold readers from first word to last.”

* KIRKUS REVIEWS: “The plot is gripping and the characters are powerfully drawn…its raw and unvarnished look…will be hard for readers to forget.”

*Starred review in BOOKLIST: “Melinda’s sarcastic wit, honesty, and courage make her a memorable character whose ultimate triumph will inspire and empower readers.”

*SCHOOL LIBRARY JOURNAL: “Melinda’s pain is palpable, and readers will totally empathize with her.  This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story.”

5.  CONNECTIONS

*Character Development- Have the students take Melinda’s character and create a chart of how her character develops throughout the book.

*Book Rags http://www.bookrags.com/studyguide-speak/?gwoRedirected=1:

This website offers an extensive study guide for SPEAK.  It also includes discussion questions, characters, setting, theme, style, and much more.

*Discuss about date rape and violence- If you feel comfortable have a discussion about date rape and dating violence with the class.  Discuss the signs of this topic and how to deal with these situations if you or someone you know encounters a situation like this.

*Laurie Halse Anderson web site- http://madwomanintheforest.com/:

Anderson’s web site is full of information for teachers, students, and for everyone.  It includes discussion guides for her books, lists of books, blog, and much more.

*Other books by Laurie Halse Anderson:

-WINTER GIRLS

-TWISTED

-PROM

-CATALYST

JOEY PIGZA LOSES CONTROL by Jack Gantos

1.  BIBLIOGRAPHY

Gantos, Jack. 2002. JOEY PIGZA LOSES CONTROL. Harrisonburg, Virginia: RR Donnelley & Sons Company. ISBN 9780439895293

2.  PLOT SUMMARY

This story begins when Joey’s mom sends him to visit his dad, who is an alcoholic, for six weeks during the summer.  He is very apprehensive about spending time with his father for the first time since he has missed out on so much of his life.  On the car to visit his father Joey drives his mom crazy being your typical hyperactive child.   Joey learns to face his problems and comes out of top despite the circumstances. 

3.  CRITICAL ANALYSIS

Gantos’ story includes a plot full of trouble, and discusses the issues of alcoholism, hyper activity, family struggles, absence of a parent, divorce, and worries about losing control of ones actions.  Readers may be able to relate to this some what dysfunctional family in some way as well as being effected by ADD.  If they have not personally been effected by these issues they may know someone who has been in these situations.  The story is written in first person so readers are able to get the story from Joey’s own perspective.  Throughout the story Joey learns a lot of life lesson about himself regarding his medication for ADD and to what makes a family. 

4.  REVIEW EXCERPT(S)

*Starred review in PUBLISHER WEEKLY: “Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear, and courage with deceptive ease.  Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine.”

* SCHOOL LIBRARY JOURNAL:  “Readers will be drawn in immediately to the boy’s gripping first-person narrative and be pulled pell-mell through episodes that are at once hilarious, harrowing, and ultimately heartening as Joey grows to understand himself and the people around him.”

* Booklist: “Ganto’s skillful pacing, sly humor, and in-depth characterization make it a truly memorable read.”

*Newberry Honor Award

5.  CONNECTIONS

*Characters- Have the students make a list of Joey’s actions while taking his medication and without his medication.  Then ask the students whether they feel Joey should take his medication.  Why or why not?

*Brown-Bag Book Report

*Have the students write a diary entry from Joey’s perspective about one of the days he spent with his father.

*Other Joey Pigza books:

-I AM NOT JOEY PIGZA

-WHAT WOULD JOEY DO?

-JOEY PIGZA SWALLOWED THE KEY

THE ARRIVAL by Shaun Tan

1.  BIBLIOGRAPHY

Tan, Shaun. 2006. THE ARRIVAL. Scholastic. ISBN 9780439895293

2.  PLOT SUMMARY

In this wordless graphic novel, an unnamed man packs his bags and begins an unknown journey.  He is searching for a new home and a new life for his family.  Something is wreaking havoc and causing ciaos in his homeland so the family decides it is best to leave.  As a husband and father he decides it is best for his family for him to leave and find work and shelter in another country.   Leaving his home and family was a difficult decision…but one that pays off in the end.

3.  CRITICAL ANALYSIS

Tan’s captures the struggles and triumphs through his mesmerizing images.  His imagines truly tell a story with his simple muted illustrations.  Even though wordless books may take longer to read this book is well worth the time for the story it tells.  Each page leads the reader through his journey from his travels to his day to day life.  It is astonishing that such a meaningful story can be told without the use of one single word.

4.  REVIEW EXCERPT(S)

*Starred review in THE HORN BOOK: “Details…are woven with great effect into a realistic story.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Giff’s well-drawn, believable characters and vivid prose style make this an excellent choice.”

* Booklist: “With wry comedy and intense felling…Giff gets across a strong sense of what it was like on the home front during World War II….The friendship story is beautifully drawn.”

*Kirkus Review: “[A] deftly told story.”

*Starred review in PUBLISHER WEEKLY: “Haunting…a timeless stunner.”

*Newbery Honor Book – 1998

*ALA Notable Children’s Book

*Boston Globe-Horn Book Honor Book

5.  CONNECTIONS

*Discuss immigration as a class and then have the students research immigration using a variety of sources (such as internet, library, old newspapers, interviews, etc.).  Then have them compare and contrast immigration of the past to the present.

*Invite an immigrant into the classroom to share their story with the students.  Have the students write interview questions ahead of time to ask the guest.

Future reading:

-Maestro, Betsy. COMING TO AMERICA: THE STORY OF IMMIGRATION. ISBN 2590441515

-Reef, Catherine. ELLIS ISLAND. ISBN 0875184781

-Armstrong, Jennifer. LILI THE BRAVE. ISBN 0679872868

-Gross, Virginai. IT’S ONLY GOODBYE. ISBN 0670832898

MOON OVER MANIFEST by Clare Vanderpool

1.  BIBLIOGRAPHY

Vanderpool, Clare. 2010. MOON OVER MANIFEST. United States: Delacorte Press. ISBN 9780385738835

2.  PLOT SUMMARY

Vanderpool’s debut novel is a story of loss and redemption.  Abilene Tucker has been sent on a train to the town of Manifest, Kansas to stay with an old friend for the summer while her dad works.  Abilene feels abandoned having only a few possessions she exits the train in hopes of learning about her father’s earlier years.  When she arrives she is disappointed since the town is old and worn down; however, her disappointment quickly turned to excitement when she finds a hidden cigar box full of mementos and clues of the past.  After discovering interesting letters Abilene and her friends go on a journey to find the truth even though they were warned to “Leave Well Enough Alone”.  Finding Miss Sadie, who tells her stories and secrets of the past, only makes her more determined to find out more about her father. 

3.  CRITICAL ANALYSIS

Vanderpool’s writing is a charming novel full of historical mystery and enticing characters.  Her use of characters, style, and setting definitely are deserving of the Newbery Medal.  Vanderpool’s moves back and forth into time with her use of stories, newspaper articles, and letters to tell the story.  The different writing styles keep the reader interested and wanting more.

4.  REVIEW EXCERPT(S)

*Starred review in KIRKUS REVIEWS: “Readers will cherish every word up to the heartbreaking yet hopeful and deeply gratifying ending.”

*Starred review in PUBLISHER WEEKLY: “Replete with historical details and surprises, Vanderpool’s debut delights, while giving insight into family and community.”

*Starred review in BOOKLIST: “With believable dialogue, vocabulary, and imagery appropriate to time and place, and well developed characters, this rich and rewarding first novel is “like sucking on a butterscotch.  Smooth and sweet.”

*Newbery Medal- 2011

5.  CONNECTIONS

*Clare Vanderpool’s web site- http://www.clarevanderpool.com/
This website offers an abundance of resources including reviews and teacher resources. 

*Readers Guide Discussion Questions- http://www.midwestbooksellers.org/site/wp-content/uploads/2010/10/MoonManifest_MidCon_ReadGd_WEB.pdf

*The Classroom Bookshelf- http://classroombookshelf.blogspot.com/

Look here for ideas and suggestions for incorporating MOON OVER MANIFEST into the classroom.

*The Classroom Bookshelf Blog- http://classroombookshelf.blogspot.com:

Visit this blog for book reviews, teaching invitations, critical literacy, activities, and additional books.

*Check out the list of “Sources and Suggestions for Further Reading” located at the back of the book.

ELIJAH OF BUXTON by Christopher Paul Curtis

1.  BIBLIOGRAPHY

Curtis, Christopher. 2007. ELIJAH OF BUXTON. New York: Scholastic Press. ISBN 9780439023443

2.  PLOT SUMMARY

Elijah an eleven year old boy who was born into freedom lives near the American border in Buxton, Canada.  He and his family live in a settlement of runaway slaves.  As a young boy he made a great impression on Frederick Douglass, but things change when a former slave steals money from his friend.  Elijah discovers for himself what his parents went through to become free as he begins a journey to find to the thief.  Knowing only what it feels like to be free Elijah finds himself trying to gain the courage for the journey back home where he will always have freedom.

3.  CRITICAL ANALYSIS

This story of hope and determination is heartbreaking, exciting, and humorous it will keep its reader interested.  Curtis’s style shows through his use of dialect throughout the book, “Then cold as maple sap on a cold day, I started sliding my eyes off to the left…” and “The noise commenced again, sounding like someone fishing ‘round trying to figure which song they were ‘bout to hum”.  ELIJAH OF BUXTON’s setting is explicit and vividly describes the settlement as if the reader were there.  Each character has their own personality and is well developed allowing the reader to understand every character.

4.  REVIEW EXCERPT(S)

*CHILDREN’S LITERATURE- “Christopher Paul Curtis knows how to write characters so engaging and believable you want to meet them in person.”

*Coretta Scott King Award- 2008

*Newbery Honor Book- 2008

*Starred review in BOOKLIST: “Central to the story, these scenes show an emotional range and a subtlety unusual in children’s fiction.”

*ALAN REVIEW: “Though written in modified dialect, the language flows and rolls off the page like poetry.”

*KIRKUS REVIEW: “…a setting so thoroughly evoked, with characters so real, that readers will live the story, not just read it.”

5.  CONNECTIONS

*The Underground Railroad www.nationalgeographic.com/railroad:

Have the students take a virtual journey of the Underground Railroad.  Also have the students research the Underground Railroad and report interesting facts to the class.

*Writing- Have the students write a letter to Fredrick Douglass from the perspective of Elijah Freeman about his experiences as the youngest conductor on the Underground Railroad.

*Scholastic: The Underground Railroad http://teacher.scholastic.com/activities/bhistory/underground_railroad/:

This is a great resource for exploring the Underground Railroad.  This web site also has teachers guides, activities, resources, and much more.

LILY’S CROSSING by Patricia Reilly Giff

1.  BIBLIOGRAPHY

Giff, Patricia. 1997. LILY’S CROSSING. Bantam Doubleday Dell Books for Young Readers. ISBN 0440414539

2.  PLOT SUMMARY

Lily would spend her summers at her family’s summer house by the Atlantic Ocean in Rockaway; however, the summer of 1944 was much different.  World War II changed everyone’s life even Lily’s.  Her best friend moved away so her father could work in a wartime factory town, and even more devastating her father was headed overseas to war.  Lily meets a refugee from Hungary, Albert, which has a secret sewn in his coat.  Over time the two become friends both of which have secrets and both have told lies.  One of Lily’s lies could cost Albert his life.

3.  CRITICAL ANALYSIS

Giff’s story of friendship will keep its young reader interested for hours.  With the story being of war and how it affects kids and their family’s readers will gain a deeper understanding of what families go through during this time.  Readers will get a true picture of what is like during this time through the descriptions of the setting.  The powerful themes of this story come out through the power of friendship.  The readers will also be able to relate to these characters and some parts of their lives.

4.  REVIEW EXCERPT(S)

*Starred review in THE HORN BOOK: “Details…are woven with great effect into a realistic story.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Giff’s well-drawn, believable characters and vivid prose style make this an excellent choice.”

* Booklist: “With wry comedy and intense felling…Giff gets across a strong sense of what it was like on the home front during World War II….The friendship story is beautifully drawn.”

*Kirkus Review: “[A] deftly told story”

*Newbery Honor Book – 1998

*ALA Notable Children’s Book

*Boston Globe-Horn Book Honor Book

5.  CONNECTIONS

*Pre-Reading Activity- Have the students research and find articles in news magazines about the 50^th anniversary celebration of D-Day.  The students will present their findings to the class especially any unusual facts or moving stories.

*Language Arts (writing)- Have the students write a journal entry from Lily’s perspective on the day her father leaves for war.

* Language Arts (reading)- Have the students compare and contrast the feelings of Lily, Margaret, and Albert as well as how each of the characters dealt with their feelings.

*Social Studies- Have the students research which supplies were rationed during this time and the impact it had on society.

* Future Reading:

-Maclachlan, Patricia. JOURNEY. ISBN 0385304277

-Lowry, Lois. NUMBER THE STARS. ISBN 0440227534

-Freedman, J. STARRING SALLY. ISBN 0440482534

BIGGEST, STRONGEST, FASTEST by Steve Jenkins

1.  BIBLIOGRAPHY

Jenkins, Steve. 1995. BIGGEST, STRONGEST, FASTEST. Boston: Houghton Mifflin Company. ISBN 0395861365

2.  PLOT SUMMARY

Through this informative book you gain the knowledge of fourteen animals that hold “world records”.  Some of the records include the smallest, largest, slowest, fastest, strongest, best jumper, and many more.  Readers can see the animals size in relation to something they know.  Take a journey into the lives of these fourteen animals! 

3.  CRITICAL ANALYSIS

Jenkins’ writing is simple yet informative.  The facts are just one sentence long for the most part however in the bottom corner of the page further explanation is given.  Not only does he give an explanation but an actual comparison, “It weighs as much as a Ping-Pong ball.” and “It weighs 1/30 of an ounce—less than a dime.”  These explanations and comparisons allow the reader to truly understand the record these animals hold.  The chart located in the back of book allows the reader to see the record, size, diet, and range of the animal at a glance.

Jenkins’ full color paper collage illustrations bring these animals to life.  He is able to capture the different shades of the elephant and the vibrant colors of the hummingbird.  His use of black ink for the comparisons at the bottom of the page, such as the comparison of the human hand to the spider and the electric eel to five light bulbs, allows the reader to visualize the record held by the animal.

4.  REVIEW EXCERPT(S)

*Starred review in BOOKLIST: “The facts are amazing.  Their juxtaposition make you gasp, not just about size and speed but about comparative wonders.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Large, clear print; fascinating facts; and beautiful, detailed, cut-paper collages make this excellent title a delight.”

*Starred review in Booklist, ALA: “Here’s proof that power isn’t just about size and that science can be a lot of fun.”

*THE HORN BOOK: “A book that will stimulate thought and discussion about animals, art, and comparisons.”

*Outstanding Science Trade Book for Children, National Science Teachers Association—Children’s Book Council

*BOOKLIST Editor’s Choice

5.  CONNECTIONS

* Predictions - Have the students look at the book’s cover, think about the title, then predict what the book will be about.

*Question Strategies - As the teacher reads the book aloud he/she will model what asking question during reading looks like.  For example read to the giraffe page and read “The tallest animal is the giraffe.” the teacher will stop and think aloud “I wonder how tall giraffes are” then he/she will model writing that question on a sticky note and place it on the page.  Next the teacher will continue reading and when the question is answered model writing the answer on the sticky note.  Continue reading the book and model asking and answering your questions.  Have the students practice this strategy at read to self time.

*Become an Animal Expert: Divide the students into groups and have each group choose an animal from the book.  Have the students research facts about their animal and become an animal expert.  Include information such as the animal’s habitat, characteristics, food web, etc.  Students may choose to create a poster, diorama, or a slideshow presentation.  Students will present their findings to the class.

WHAT TO DO ABOUT ALICE by James Deem

1.  BIBLIOGRAPHY

Kerley, Barbara. 2008. WHAT TO DO ABOUT ALICE. Illus. by Edwin Fotheringham. New York: Scholastic. ISBN 9780439922313

2.  PLOT SUMMARY

Theodore Roosevelt had a small problem…his daughter, Alice.  She wanted to do things her way, go places, and meet people.  Nothing was too big or too small for Alice she wanted to enjoy all life had to offer.  Whether it was teaching herself, getting piggyback rides, traveling, or entertaining visitors with her pet snake she enjoyed it all.  Alice called it “eating up the world.”  She did not let any obstacle get in her way!

3.  CRITICAL ANALYSIS

In this book Kerley’s writing is informational yet entertaining.  Readers of all ages will enjoy getting a glimpse inside of the White House.  This story is of a young girl who let nothing stop her, not even her mother’s death or leg braces, nothing could slow this determined girl down.  This is a great story to teach children about an American heroine, determination, and good will.  

Fotheringham illustrations compliment this intriguing style of writing.  The colors are magnificent, the font and size interesting, and the designs impeccable.  The words match what is going on in each and every page.  Readers will be drawn to read this book. 

4.  REVIEW EXCERPT(S)

*Starred review in BOOKLIST: “Irrepressible Alice Roosevelt gets a treatment every bit as attractive and exuberant as she was…The large format gives Fotheringham, in his debut, plenty of room for spectacular art.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Kerley’s text gallops along with a vitality to match her subjects antics, as the girl greets White House visitors accompanied by her pet snake, refuses to let leg braces cramp her style, dives fully clothed into a ships swimming pool, and also earns her place in history as one of her fathers trusted advisers.”

*Starred review in KIRKUS REVIEWS: “Theodore Roosevelt’s irrepressible oldest child receives an appropriately vivacious appreciation in this superb picture book…Kerley’s precise text presents readers with a devilishly smart, strong-willed girl who was determined to live life on her own terms and largely succeeded.”

*Starred review in HORN BOOK: “This sassy biography of Alice Roosevelt Longworth validates President Theodore Roosevelt’s famous quip about his oldest child: ‘I cannot possibly do both.’  With a palette that emphasizes Alice Blue, her signature color, the illustrations often match Alice’s spirit with zigzag streaks, circular pieces of spot art, and slanting figures.”

5.  CONNECTIONS

*Character Traits- Have the students create a character map of Alice’s traits

*Have the students choose a different first daughter to research.  The students will conduct their research and then compare and contrast the lives of the two children. 

*Other books about Theodore Roosevelt and family:

Kent, Zachary. THEODORE ROOSEVELT. ISBN 0516013548

St. George, Judith. YOU’RE ON YOUR WAY, TEDDY ROOSEVELT. ISBN 0399238883

Fritz, Jean. BULLY FOR YOU, TEDDY ROOSEVELT. ISBN 039921769

Parks, Edd Winfield. TEDDY ROOSEVELT, YOUNG ROUGH RIDER. ISBN 0689713495

BODIES FROM THE ICE by James Deem

1.  BIBLIOGRAPHY

Deem, James. 2008. BODIES FROM THE ICE. Boston: Houghton Mifflin Company. ISBN 9780618800452

2.  PLOT SUMMARY

Most of us probably do not think of mummies or dead bodies when we think of glaciers.  As a husband and wife went for a climb they stumbled upon something which ended up being a human corpse near the surface of a melting glacier.  It is truly amazing that science can take you back 5,300 years.  Take a journey from South America’s Andes Mountains to the European Alps to Asia’s Himalayas where glaciers are rapidly melting.  As the melting occurs new discoveries are made.  From rocky terrain to bodies of people who died in the glaciers.  With the help of scientists we learn more about the past of our world dating back thousands of years.

3.  CRITICAL ANALYSIS

Deem’s writing brings a level of interest that any reader can enjoy.  The facts are amazing for the simple fact we are learning what earth was like thousands of years ago.  This well organized table of contents will guide the reader through this book with ease.  There are seven informative chapters with some being Iceman of the Alps, Dragons in Ice, Frozen Children of the Andes, and Saving the Past.

Deem’s use of access features including both visual and verbal make this book easier to understand and interpret.  He uses almost every feature to capture the true beauty of the glaciers and their finds.  Maps show specific locations, sidebars provide information you probably wouldn’t have knowledge of, photographs show the glaciers and the bodies, and their captions explain in much detail.  With over 65 photographs in color and black-and-white and many of them being rare the reader is able to get an accurate understanding of the glaciers and their findings.

4.  REVIEW EXCERPT(S)

*BOOKLIST: “There are books about melting glaciers and books about frozen bodies, but this attractive offering combines the topics in a way that will intrigue readers.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “With its extensive bibliography, suggested websites, and a listing of glaciers to visit, Bodies is a fantastic resource.  Deem superbly weaves diverse geographical settings, time periods, and climate issues into a readable work that reveals the increasing interdisciplinary dimensions of the sciences.”

*THE HORN BOOK: “Glaciers—and the preserved past they off up—give us an intriguing peek into various cultures, yielding information on everything from human sacrifice to occult superstition to sporting endeavors.”

*Starred review in KIRKUS REVIEWS: “An intriguing read, complementing the author’s highly commended BODIES FROM THE BOG (1998) and BODIES FORM THE ASH (2005), with a bonus environmental message”

*The Robert F. Sibert Honor Book

5.  CONNECTIONS

*Check out the glaciers to visit and suggested websites on page 54 for more information of BODIES FROM THE ICE.

*Visit James Deem’s website (http://www.jamesmdeem.com/) for additional information.

* Other books about mummies:

-Dubowski, Mark. ICE MUMMY THE DISCOVERY OF A 5,000 YEAR OLD MAN. ISBN 0679856471

-Deem, James. HOW TO MAKE A MUMMY TALK. ISBN 0395624274

-Wilcox, Charlotte. MUMMIES, BONES, AND BODY PARTS. ISBN 1575054280

-Markle, Sandra. OUTSIDE AND INSIDE MUMMIES. ISBN 0802789676

DARK EMPEROR & OTHER POEMS OF THE NIGHT by Joyce Sidman,

1.  BIBLIOGRAPHY

Sidman, Joyce. 2010. DARK EMPEROR & OTHER POEMS OF THE NIGHT. Illus. by Rick Allen. New York, New York: Houghton Mifflin Harcourt Publishing Company. ISBN 9780547152288

2.  PLOT SUMMARY

All of the poems in this book are related to the things of the night.  They highlight the wonder, mystery, and dangers of the nighttime darkness.  The first poem “Welcome to the Night” sets the tone for this book of poems.  “The night’s a sea of dappled dark, the night’s a feast of sounds and spark, the night’s a wild, enchanted park.  Welcome to the night!”  From raccoons to owls and trees to mushrooms the author teaches its reader all about the night.

3.  CRITICAL ANALYSIS

Sidman’s poetry uses colorful language and vocabulary through her poems.  Children of all ages would enjoy listening to these poems; however, students from third grade and up would understand the vocabulary used in throughout these poems more in depth.  The reader will truly benefit from the nonfiction information on the right side of each poem.  With every poem including this nonfiction piece it brings these poems to a higher educational level.  The table of contents provides the reader ease when locating a particular poem.  With this book having more difficult vocabulary, such as echolocation and omnivorous, the glossary is beneficial to the reader.

Allen’s illustrations in this book are prints made from the process of relief printing.  The drawings are cut out of a block of wood then they are dipped into ink and pressed onto the pages transferring the images onto then paper.  The illustrations bring out the dark mysteries of the night with yet a sense of nature. 

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL: “Sidman adroitly apples varied poetic forms and rhyme schemes.  The title’s dark emperor, the great horned owl, lends its shape to the one concrete poem, and the closing lament is in the medieval style known as an ubi sunt.”

*Starred Review in KIRKUS REVIEWS: “Fresh descriptions and inventive artistry are a charming inspiration to notice colors and correlate emotions.  Details in the artwork will invite repeated readings and challenge kids to muse about other color icons.”

*Starred Review in BOOKLIST: “This book combines lyrical poetry and compelling art with science concepts.”

*2011 Newberry Honor

*2011 Lee Bennett Hopkins Poetry Award Honor Book

5.  CONNECTIONS

*Have the students brainstorm “night words,” words that they think describe the night, using each of their five senses.  As the poems are being read aloud have the students listen to see if the author uses any of the words on their list while also adding addition words they hear.

*Other books by Joyce Sidman

SONG OF THE WATER BOATMAN

BUTTERFLY EYES AND OTHER SECRETS OF THE MEADOW

RED SINGS FROM TREETOPS A YEAR IN COLORS

*Read “Night-Spider’s Advice” with the students.  Discuss the poem and favorite words or phrases, then ask the student’s to select clues that this poem is written in the voice of a spider.

THE SURRENDER TREE POEMS OF CUBA’S STRUGGLES FOR FREEDOM by Margarita Engle

1.  BIBLIOGRAPHY

Engle, Margarita. 2008. THE SURRENDER TREE POEMS OF CUBA’S STRUGGLES FOR FREEDOM. United States: Henry Holt and Company. ISBN 9780805086744

2.  PLOT SUMMARY

This book is a verse novel that is based on actual events and historical figures of the late 1800s.  At this time Cuba has fought three wars for independence and still is not free.  People are being placed into concentration camps with little food and poor living conditions.  Illness is running wild through the camps affecting many people.  A freed slave, Rosa, is a nurse who helps anyone that is able to reach her.  She turns hidden caves into hospitals in order to help anyone who might need her assistance.  She doesn’t care who they are she simply wants to do her best to help.

3.  CRITICAL ANALYSIS

Engle’s use of poetry in this novel brings out many of the trials and tribulation Cuba was going through at that time.  Rosa was a remarkable healer to anyone who needed help.  The book shows her to be a remarkable individual who refused to become simply a victim of her time.  The author uses different points of view to tell the story which adds more depth and interest to the book and to its reader.  Even though the poems are being told by other people they all have a commonality and that is Rosa.

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Hauntingly beautiful, revealing pieces of Cuba’s troubled past through the poetry of hidden moments.”

*KIRKUS REVIEW: “Young readers will come away inspired by these portraits of courageous ordinary people.”

*Starred Review in BOOKLIST: “Engle writes her new book in clear, short lines of stirring free verse.  Caught by the compelling narrative voices, many readers will want to find out more.”

5.  CONNECTIONS

*Have the students write how they would feel if they were Rosa, and what they would do if they were in her situation.

*Have the students research Cuba today, then compare and contrast what Cuba was like in the book to what it is like today.

*Use the discussion questions beginning on page 355 to guide your class discussions. 

* Have the students use the discussion questions, beginning on page 355, to guide their own book talks.

MESSING AROUND ON THE MONKEY BARS by Betsy Franco,

1.  BIBLIOGRAPHY

Franco, Betsy. 2009. MESSING AROUND ON THE MONKEY BARS AND OTHER SCHOOL POEMS FOR TWO VOICES. Illus. by Jessie Hartland. Somerville, Massachusetts: Candlewick Press. ISBN 9780763631741

2.  PLOT SUMMARY

This book is composed of nineteen poems from the playground to the classroom.  The poems are designed to read with a partner; however, they are just as much fun to read by yourself or with a group of friends.  These poems almost make you feel as if you are taking a ride all around the school building inside and out.  On the playground kids are skipping rope and playing on the monkey bars.  In the classroom they are learning their lessons, creating animal reports, and singing the homework blues.  And in the library the kids are whispering, fidgeting, and giggling. 

3.  CRITICAL ANALYSIS

Franco’s use of the two voiced poem gets children involved in the reading of the poems.  Children are able to perform the poems and have a great time while learning.  Children from ages six and up will love reading these poems to themselves or sharing them with their friends.  The “Author’s Note” section at the beginning of the book provides an explanation of how these poems can be read by two people or with a group of people.  It explains and shows what voice one, voice two, and both voices speak line look like making it easy for children to understand.  The table of contents provides the reader an opportunity to easily find the poem of their choice.

Hartland’s illustrations are brilliant, colorful, and kid friendly.  Children will love all of the busy illustrations that accompany every poem.  They are spread across the entire page and included into the poems.  In the poem “In the Library” parts of the lines are within talking bubbles coming from the librarians mouths in the illustrations.  How the illustrations are incorporated into the poems bring another level of interest to kids.  Together the text and the illustrations go hand in hand making this book a great success.

4.  REVIEW EXCERPT(S)

*SCHOOL LIBRARY JOURNAL:  “Franco adeptly uses meter and rhythm to capture the fast-paced action of jumping rope on the playground, and students will recognize the descriptions of typical classroom sounds that distract them from finishing schoolwork.”

*KIRKUS REVIEW: “A cheeky romp through elementary school children’s academic and social lives.”

5.  CONNECTIONS

*Use “Wild Bus Ride” on page 8-9 to introduce or reinforce a lesson on blends.  This poem has many words beginning with blends such as snort, squeal, grumble, growl, screech, and several more.  Create a list of words that include blends with the students and post it in the classroom for the students to reference.

*Have the students create an acrostic poem using any school object of their choice. 

*Choose poems with rhyming words such as “I Can’t Wait” or “Jump Rope Jingle” to read to the class.  Have the students create a list of rhyming words from the poems then extend their thinking by having them add their own rhyming words to the list.