I. BIBLIOGRAPHY
Freedman, Russell. 1996. THE LIFE AND DEATH OF CRAZY HORSE. Ill. By Amos Bad Heart Bull. New York: Holiday House.
II. PLOT SUMMARY
THE LIFE AND DEATH OF CRAZY HORSE is a biographical account of the great Sioux Warrior, Crazy Horse. The book chronicles his life from a young boy to adulthood. Freedman tells the tale of Crazy Horse and the battles he fought with the encroaching whites from the east. Described as a quiet, unusual man, he was an unlikely warrior. He did not boast about his kills or take scalps. Crazy Horse came to be a symbol of Sioux independence and resistance. Though finally resigning to give up his gun and live in a reservation, he was still respected by his people and the many army officers who visited him. In an unfortunate misunderstanding, Crazy Horse became the target of the military commander Lieutenant Clark. Crazy Horse was arrested and killed in the struggle.
III. CRITICAL ANALYSIS
Freedman’s biography about the great Sioux Warrior, Crazy Horse is a well-organized chronicle of his life. Freedman brings to life the struggles the Indians faced as the white people began moving thorough the northern prairies. Freedman provides a selective bibliography in narrative form describing the research he utilized to tell the story of Crazy Horse. He relied on well-regarded sources for information about Crazy Horse and the Sioux. He even traveled to the Black Hills of South Dakota and the sit of the Battle of the Little Bighorn in Montana during his research.
THE LIFE AND DEATH OF CRAZY HORSE is written in chronological order. First Freedman presents a list of the main characters in the story and a short chapter briefly introducing Crazy Horse. Then the story begins with Crazy Horse as a young boy known as Curly. From there, Curly grows to become the warrior Crazy Horse. As the story progresses, the reader is introduced to the other important people in his story. Freedman also provides the reader with reference aids including a table of contents, chronology and index.
The biography of Crazy Horse is highlighted by the pictographs (or picture writing) of the Oglala Sioux, Amos Bad Heart Bull. He had been a historian of his people, compiling a large ledger with a detailed history and over four hundred drawings to tell his people’s story. Many of those drawings are included in this biography and add much to the story of Crazy Horse. Each drawing includes a caption describing it. The book also includes some maps giving a visualization of the territory being described. Overall, the book is well designed with medium size text and oversize pages.
The writing style of Freedman is not embellished with over dramatized descriptions. However, the story of Crazy Horse is compelling and brings to life the battles fought on the prairies. He uses quotes from many notable people. For example, Red Cloud is quoted as saying “I will talk with you no more! I will go—no!—and I will fight you!” (1996, 62). The use of dialog in this biography adds a readable quality to the text.
Freedman’s biography of Crazy Horse sheds light on the experiences of the Sioux in their fight for their hunting grounds and way of life. Through triumph and tragedy, the life of Crazy Horse is relived in this book, bringing the reader into the struggles the Indians faced as they dealt with the western migration of the white people.
IV. REVIEW EXCERPTS
“Black-and-white reproductions of Indian pictographs from a collection of drawings by a Sioux artist (Crazy Horse's cousin) decorate and lend authenticity to Freedman's story-a story that is readable and balanced, and one that illuminates an important chapter of American history” –School Library Journal
“A spectacular match: Freedman’s tale of the great Oglala Siouxs career is coupled with 50 black-and-white pictographs done by a tribal historian.”—Kirkus Reviews
V. CONNECTIONS
**Create a Reader’s Theatre script from some of the text in this biography.
**Read the picture book CRAZY HORSE’S VISION by Joseph Bruchac.
Monday, October 23, 2006
Orbis Pictus Award Winner
I. BIBLIOGRAPHY
Bartoletti, Susan Campbell. 2001. BLACK POTATOES: THE STORY OF THE GREAT IRISH FAMINE, 1945-1850. Boston: Houghton Mifflin Co.
II. PLOT SUMMARY
In BLACK POTATOES, Bartoletti brings to life the disastrous potato blight that struck Ireland from 1845-1850. The book provides a historical look at what life was like for the Irish during the potato famine. The starvation and overwhelming poverty of the Irish is described with the stories of the men, women and children who experienced it.
III. CRITICAL ANALYSIS
BLACK POTATOES is a well-written historical accounting of the terrible Potato Famine that struck Ireland. The book is filled with compelling newspaper drawings depicting the horrific experiences of the Irish during this period. On the cover, a sketch of a woman and young boy in rags digging for potatoes shows the poverty and desperation experienced during the famine, and illustrates effectively the tone and subject of the book. The book has a subdued quality in the illustrations, adding to the serious nature of the subject.
The book is well researched and rich with the actual memories and experiences of the people who lived through this period. Bartoletti traveled to Ireland to conduct research for this book. She utilized archives, letters, diaries and newspapers to bring this story to the reader. The bibliography is written in narrative form, and is brings the reader on a journey of what life was like during this period. It is clear that the author completed extensive research in writing this book. This account is unique because the author tells the story from the perspective of the Irish people.
BLACK POTATOES is organized in chronological order, with each chapter beginning with a subtitle and quote. For example, Chapter 5 is titled, “Only Till the Pratties Grow,” and includes the quote:
“They sold their souls for penny rolls,
Four soup and hairy bacon.”
--Louis O’Malley, Edgeworthstown, County Longford
This chapter discusses the soup kitchens to feed the poor and starving. The quote refers to the Protestant Churches that would offer soup for conversion from Catholicism. This use of subtitles and quotes allows the reader to find information easily. There is also a table of contents and index to aid the reader in navigating the text. In addition, the author has included a map of Ireland and it’s counties, as well as a Timeline of events in Ireland from 1845-1998.
BLACK POTATOES is an attractive book with easy to read text and excellent illustrations with descriptive captions. The graphics throughout the story add information and are placed appropriately throughout. Each illustration’s source is also clearly identified. The black and white sketches fill the pages, with an illustration on approximately one of every four pages.
The story of the Irish Famine is told well by Bartoletti with accuracy and interesting facts. The topic is quite serious, and Bartoletti brings a voice to the topic that is both compelling and full of interesting first hand accounts from the Irish. This use of personal experiences from the people brings to life a terrible tragedy. Children reading it are likely to be saddened and surprised at the number of people who did not survive and the horrific conditions of those who did.
Moments in history are brought to life in Bartoletti’s writing. She uses quotes to allow the Irish to tell their own story. For example, in the story of Bridget O’Donnel, as her house was being torn down around her, she refused to leave. She is quoted as saying, “[They] had half of it knocked down when two neighbors, women, carried me out.” These first person accounts give a personalized account of the Potato Famine, making the story compelling.
Overall, BLACK POTATOES is an excellent narrative of the events surrounding the Great Irish Famine. The subject matter is certainly a terrible tragedy. Bartoletti brings to life the people of Ireland, and their resilience to the most horrific conditions. While many people died, it is the stories of those who sacrificed and fought to survive that inspire the reader. Bartoletti is even handed in her account of the Irish though. She does describe the increase in crime during this period of extreme poverty as well. Overall, though, the book does a good job of weaving first person narratives with the facts surrounding the famine. The reader is able to understand the progression of the famine, and the government’s response to the people. The writing is interesting and personalized, bringing to life the people of Ireland.
IV. REVIEW EXCERPTS
“The chronology of the disaster unfolds in this gruelingly poignant text that draws heavily on news reports and first-person narratives. Bartoletti's title also incorporates period pen-and-ink sketches and poetry laying bare the fragility, injustice, and stratification of Irish peasant society that could not cope with agricultural tumult.”—School Library Journal
“The year-by-year political history is occasionally heavy going; but, as she did in Growing Up in Coal Country (1996), a Booklist Editors' Choice, Bartoletti humanizes the big events by bringing the reader up close to the lives of ordinary people.”—Booklist (Starred Review)
V. CONNECTIONS
**Introduce Irish folktales and poetry as an extension of the story.
**Study the Gaelic language, and learn some common phrases.
**Learn more about Irish music and invite local Irish musicians/dancers to share their craft.
Bartoletti, Susan Campbell. 2001. BLACK POTATOES: THE STORY OF THE GREAT IRISH FAMINE, 1945-1850. Boston: Houghton Mifflin Co.
II. PLOT SUMMARY
In BLACK POTATOES, Bartoletti brings to life the disastrous potato blight that struck Ireland from 1845-1850. The book provides a historical look at what life was like for the Irish during the potato famine. The starvation and overwhelming poverty of the Irish is described with the stories of the men, women and children who experienced it.
III. CRITICAL ANALYSIS
BLACK POTATOES is a well-written historical accounting of the terrible Potato Famine that struck Ireland. The book is filled with compelling newspaper drawings depicting the horrific experiences of the Irish during this period. On the cover, a sketch of a woman and young boy in rags digging for potatoes shows the poverty and desperation experienced during the famine, and illustrates effectively the tone and subject of the book. The book has a subdued quality in the illustrations, adding to the serious nature of the subject.
The book is well researched and rich with the actual memories and experiences of the people who lived through this period. Bartoletti traveled to Ireland to conduct research for this book. She utilized archives, letters, diaries and newspapers to bring this story to the reader. The bibliography is written in narrative form, and is brings the reader on a journey of what life was like during this period. It is clear that the author completed extensive research in writing this book. This account is unique because the author tells the story from the perspective of the Irish people.
BLACK POTATOES is organized in chronological order, with each chapter beginning with a subtitle and quote. For example, Chapter 5 is titled, “Only Till the Pratties Grow,” and includes the quote:
“They sold their souls for penny rolls,
Four soup and hairy bacon.”
--Louis O’Malley, Edgeworthstown, County Longford
This chapter discusses the soup kitchens to feed the poor and starving. The quote refers to the Protestant Churches that would offer soup for conversion from Catholicism. This use of subtitles and quotes allows the reader to find information easily. There is also a table of contents and index to aid the reader in navigating the text. In addition, the author has included a map of Ireland and it’s counties, as well as a Timeline of events in Ireland from 1845-1998.
BLACK POTATOES is an attractive book with easy to read text and excellent illustrations with descriptive captions. The graphics throughout the story add information and are placed appropriately throughout. Each illustration’s source is also clearly identified. The black and white sketches fill the pages, with an illustration on approximately one of every four pages.
The story of the Irish Famine is told well by Bartoletti with accuracy and interesting facts. The topic is quite serious, and Bartoletti brings a voice to the topic that is both compelling and full of interesting first hand accounts from the Irish. This use of personal experiences from the people brings to life a terrible tragedy. Children reading it are likely to be saddened and surprised at the number of people who did not survive and the horrific conditions of those who did.
Moments in history are brought to life in Bartoletti’s writing. She uses quotes to allow the Irish to tell their own story. For example, in the story of Bridget O’Donnel, as her house was being torn down around her, she refused to leave. She is quoted as saying, “[They] had half of it knocked down when two neighbors, women, carried me out.” These first person accounts give a personalized account of the Potato Famine, making the story compelling.
Overall, BLACK POTATOES is an excellent narrative of the events surrounding the Great Irish Famine. The subject matter is certainly a terrible tragedy. Bartoletti brings to life the people of Ireland, and their resilience to the most horrific conditions. While many people died, it is the stories of those who sacrificed and fought to survive that inspire the reader. Bartoletti is even handed in her account of the Irish though. She does describe the increase in crime during this period of extreme poverty as well. Overall, though, the book does a good job of weaving first person narratives with the facts surrounding the famine. The reader is able to understand the progression of the famine, and the government’s response to the people. The writing is interesting and personalized, bringing to life the people of Ireland.
IV. REVIEW EXCERPTS
“The chronology of the disaster unfolds in this gruelingly poignant text that draws heavily on news reports and first-person narratives. Bartoletti's title also incorporates period pen-and-ink sketches and poetry laying bare the fragility, injustice, and stratification of Irish peasant society that could not cope with agricultural tumult.”—School Library Journal
“The year-by-year political history is occasionally heavy going; but, as she did in Growing Up in Coal Country (1996), a Booklist Editors' Choice, Bartoletti humanizes the big events by bringing the reader up close to the lives of ordinary people.”—Booklist (Starred Review)
V. CONNECTIONS
**Introduce Irish folktales and poetry as an extension of the story.
**Study the Gaelic language, and learn some common phrases.
**Learn more about Irish music and invite local Irish musicians/dancers to share their craft.
Seymour Simon
I. BIBLIOGRAPHY
Simon, Seymour. 2002. DESTINATION: SPACE. Harper Collins.
II. PLOT SUMMARY
DESTINATION: SPACE reveals many interesting discoveries the Hubble Space Telescope (HST) has captured in photographs since April 1990 when it was placed into orbit. The HST has provided evidence of black holes, new planets and stars being born, and new images of the planets in our own solar system.
III. CRITICAL ANALYSIS
DESTINATION: SPACE is an oversized, though short pictorial discovery of the depths of space. Seymour Simon has once again opened up the universe to us in this captivating book about the discoveries from the Hubble Space Telescope. This book provides full-page pictures taken by the telescope, and Simon describes in great detail what the images are. Simon has written over 200 books and is a former science teacher. His qualifications are excellent, and he presents each picture in the book with a full description.
The text is easy to understand and the descriptions bring the phenomena of space to the understanding level of children. For example, in describing how a nebula around a young star is lit up, he compares it to the gasses glowing inside a florescent light bulb. Simon draws comparisons in his writing so that the reader can fully grasp the ideas. In describing how fast the gases in the nebula are traveling, he compares it to the speed of spaceships, and in fact, the gases are traveling more that two hundred miles per second.
The book is designed well, with large text and large pictures filling the pages. While there is no table of contents or index, the book only covers fourteen pictures taken by the HST, so those features are not necessary to find information in the book. The book begins with pictures from our own Solar System and then shows the stars and systems beyond. This layout makes sense and brings the reader on a journey deeper and deeper into space. The book even includes on of the first pictures ever made of a black hole.
The writing is inviting and the author is clearly passionate about the subject. The reader is filled with wonder about the universe, and this awe is summed up skillfully in the final two paragraphs on the last page. The conclusion leads the reader to want to learn more. Simon writes, “No one knows what new and startling news is still to come from space.” We can be sure though, that he will continue to bring those discoveries to us.
Overall, this book about space brings new insight into the depth of our universe. The large pictures from the HST are colorful and described accurately and accessibly by Simon. He draws comparisons that children can understand, making a complex subject easier to grasp, and the writing encourages curiosity about the future of space discovery, which may lead readers to seek more information about space.
IV. REVIEW EXCERPTS
“On each spread, the large-print, easy-to-understand text is supported by a stunning, full-page color photograph. The author explains what discovery each image produced and how the information fits into our existing knowledge.” –School Library Journal
“An attractive, informative addition to a fine series.” –Booklist
V. CONNECTIONS
**Collect other books about space and compare and contrast them.
**Have children create newscasts broadcasting the discoveries in the book.
Simon, Seymour. 2002. DESTINATION: SPACE. Harper Collins.
II. PLOT SUMMARY
DESTINATION: SPACE reveals many interesting discoveries the Hubble Space Telescope (HST) has captured in photographs since April 1990 when it was placed into orbit. The HST has provided evidence of black holes, new planets and stars being born, and new images of the planets in our own solar system.
III. CRITICAL ANALYSIS
DESTINATION: SPACE is an oversized, though short pictorial discovery of the depths of space. Seymour Simon has once again opened up the universe to us in this captivating book about the discoveries from the Hubble Space Telescope. This book provides full-page pictures taken by the telescope, and Simon describes in great detail what the images are. Simon has written over 200 books and is a former science teacher. His qualifications are excellent, and he presents each picture in the book with a full description.
The text is easy to understand and the descriptions bring the phenomena of space to the understanding level of children. For example, in describing how a nebula around a young star is lit up, he compares it to the gasses glowing inside a florescent light bulb. Simon draws comparisons in his writing so that the reader can fully grasp the ideas. In describing how fast the gases in the nebula are traveling, he compares it to the speed of spaceships, and in fact, the gases are traveling more that two hundred miles per second.
The book is designed well, with large text and large pictures filling the pages. While there is no table of contents or index, the book only covers fourteen pictures taken by the HST, so those features are not necessary to find information in the book. The book begins with pictures from our own Solar System and then shows the stars and systems beyond. This layout makes sense and brings the reader on a journey deeper and deeper into space. The book even includes on of the first pictures ever made of a black hole.
The writing is inviting and the author is clearly passionate about the subject. The reader is filled with wonder about the universe, and this awe is summed up skillfully in the final two paragraphs on the last page. The conclusion leads the reader to want to learn more. Simon writes, “No one knows what new and startling news is still to come from space.” We can be sure though, that he will continue to bring those discoveries to us.
Overall, this book about space brings new insight into the depth of our universe. The large pictures from the HST are colorful and described accurately and accessibly by Simon. He draws comparisons that children can understand, making a complex subject easier to grasp, and the writing encourages curiosity about the future of space discovery, which may lead readers to seek more information about space.
IV. REVIEW EXCERPTS
“On each spread, the large-print, easy-to-understand text is supported by a stunning, full-page color photograph. The author explains what discovery each image produced and how the information fits into our existing knowledge.” –School Library Journal
“An attractive, informative addition to a fine series.” –Booklist
V. CONNECTIONS
**Collect other books about space and compare and contrast them.
**Have children create newscasts broadcasting the discoveries in the book.
Monday, October 09, 2006
Verse Novel
I. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers.
II. PLOT SUMMARY
In WHAT MY MOTHER DOESN’T KNOW, Sones tells the story of fifteen-year-old Sophie and her search for true love. She experiences three loves throughout this free verse novel. The story also includes her close relationships with her two girlfriends, Rachel and Grace, who are having their own first love experiences. Sophie learns about the ups and downs of relationships, both with boys and her parents.
III. CRITICAL ANALYSIS
Sonya Sones’ free verse novel about a girl’s first experiences with love is told expertly from the voice of a fifteen-year-old girl. In each poem, as the story progresses, the reader can hear the voice of Sophie. She has accomplished an authenticity of voice that draws the reader in to Sophie’s intimate thoughts and experiences. Sophie has an ironic sense of humor, as in the poem “Culture Clash:”
Dylan Says
when I meet his mother today
I shouldn’t mention
that I’m Jewish
I say
okay, but can I
tell her about
the HIV positive thing?
He gives me a look.
I give him one back. (Sones 2001, 74).
The issues Sophie faces are relevant to young people today. She experiences an online relationship with a boy named Chaz, and it goes well until he reveals an unpleasant fact about himself. Sophie replies with her quick wit: “Consider yourself permanently deleted” (Sones 2001, 111). Most young people today utilize the internet and chat rooms regularly, so this scenario is both relevant and important.
Sonya Sones has created a strong character with a strong voice. The use of free verse to tell Sophie’s story makes it powerful and is appealing to young readers. They can relate to the universal experiences Sophie faces in her life. The poems are varied in length and flow well from page to page. The story is cohesive, but each poem is unique. Each poem is titled and is one to two pages in length. The storyline flows quickly and keeps the reader engaged. Overall, this is a verse novel that many girls will relate to, however, it may not have quite as much appeal to boys, because of the subject matter. Sones has done an excellent job of capturing the experiences of young love and the turmoil young girls face in their lives.
IV. REVIEW EXCERPTS
“Drawing on the recognizable cadences of teenage speech, Sones (Stop Pretending) poignantly captures the tingle and heartache of being young and boy-crazy.” --Publisher’s Weekly Starred Review
“Sophie's voice is colloquial and intimate, and the discoveries she makes are beyond formula, even while they are as sweetly romantic as popular song. A natural for reluctant readers, this will also attract young people who love to read.” --Booklist, ALA Starred Review
V. CONNECTIONS
**This verse novel could be adapted for reader’s theatre.
**Have students write their own free verse story about a subject of their choosing.
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon and Schuster Books for Young Readers.
II. PLOT SUMMARY
In WHAT MY MOTHER DOESN’T KNOW, Sones tells the story of fifteen-year-old Sophie and her search for true love. She experiences three loves throughout this free verse novel. The story also includes her close relationships with her two girlfriends, Rachel and Grace, who are having their own first love experiences. Sophie learns about the ups and downs of relationships, both with boys and her parents.
III. CRITICAL ANALYSIS
Sonya Sones’ free verse novel about a girl’s first experiences with love is told expertly from the voice of a fifteen-year-old girl. In each poem, as the story progresses, the reader can hear the voice of Sophie. She has accomplished an authenticity of voice that draws the reader in to Sophie’s intimate thoughts and experiences. Sophie has an ironic sense of humor, as in the poem “Culture Clash:”
Dylan Says
when I meet his mother today
I shouldn’t mention
that I’m Jewish
I say
okay, but can I
tell her about
the HIV positive thing?
He gives me a look.
I give him one back. (Sones 2001, 74).
The issues Sophie faces are relevant to young people today. She experiences an online relationship with a boy named Chaz, and it goes well until he reveals an unpleasant fact about himself. Sophie replies with her quick wit: “Consider yourself permanently deleted” (Sones 2001, 111). Most young people today utilize the internet and chat rooms regularly, so this scenario is both relevant and important.
Sonya Sones has created a strong character with a strong voice. The use of free verse to tell Sophie’s story makes it powerful and is appealing to young readers. They can relate to the universal experiences Sophie faces in her life. The poems are varied in length and flow well from page to page. The story is cohesive, but each poem is unique. Each poem is titled and is one to two pages in length. The storyline flows quickly and keeps the reader engaged. Overall, this is a verse novel that many girls will relate to, however, it may not have quite as much appeal to boys, because of the subject matter. Sones has done an excellent job of capturing the experiences of young love and the turmoil young girls face in their lives.
IV. REVIEW EXCERPTS
“Drawing on the recognizable cadences of teenage speech, Sones (Stop Pretending) poignantly captures the tingle and heartache of being young and boy-crazy.” --Publisher’s Weekly Starred Review
“Sophie's voice is colloquial and intimate, and the discoveries she makes are beyond formula, even while they are as sweetly romantic as popular song. A natural for reluctant readers, this will also attract young people who love to read.” --Booklist, ALA Starred Review
V. CONNECTIONS
**This verse novel could be adapted for reader’s theatre.
**Have students write their own free verse story about a subject of their choosing.
Kristine O'Connell George
I. BIBLIOGRAPHY
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. Ill. By Kate Kiesler. New York: Clarion Books.
II. PLOT SUMMARY
This collection of poetry is centered on a family’s experiences camping together. From setting up the tent to hiking and roasting marshmallows, the experiences shared in the poetry are universal camping experiences. At the conclusion of the trip, the poems reflect on pulling up the tent’s stakes and finally, returning home. The girl in the story enjoys the smell left on her flannel shirt from the camping trip, and leaves it unwashed so she can remember the happy memories the smell brings back to her.
III. CRITICAL ANALYSIS
TOASTING MARSHMALLOWS is a delightful, rich collection of poems about camping and the outdoors. The poems utilize sense imagery to bring the outdoors to life, and the illustrations accompanying the poems are realistic acrylic paintings. The poems are varied in their style, and focus on one aspect of the camping trip. In “Sleeping Bag,” George uses the metaphor of the sleeping bag as a caterpillar. The illustration adds to the metaphor. In the opening poem, “The Tent,” the poem is written in a pyramid, reflecting the shape of a tent. This concrete poem is simple, yet captures the essence of arriving at a campsite and pitching a tent. Another concrete poem is in the shape of a moon.
Other poems utilize repetition to create a rhythm. In “Wild Mustard,” the word yellow is repeated throughout, and the accompanying double page illustration is filled with bright yellow flowers, emphasizing the image in the poem. This poem and many others awaken the senses with the sense imagery language. In “The Best Paths,” repetition is utilized again, with each stanza starting with the words “the best paths.” The sweeping illustration accompanying the poem beautifully captures the almost invisible path discovered by chance.
This collection of poetry is varied, which adds interest to the collection as a whole. The illustrations and poems work well together, and the illustrations add to the imagery in the poems. The subject matter is universal in nature, making it enjoyable and relevant to many age groups from children to adults. This collection of poetry made me nostalgic for my many weekends spent camping with my family. It is a collection to be enjoyed again and again, and perhaps even read around a campfire.
IV. REVIEW EXCERPTS
“The poems are varied and inventive, replete with marvelous images and universal truths.” –School Library Journal Starred Review/Best Books of the Year
"…fine collection brings the outdoors up close...direct, satisfying poems that will engage kids at school, across the curriculum, or at home." -- Booklist, ALA, Starred Review
V. CONNECTIONS
**The poem “Two Voices in a Tent at Night” could be performed by two children or two groups of children.
**Other poems are ideal for a line around, such as “Storm” or “Owl.”
George, Kristine O’Connell. 2001. TOASTING MARSHMALLOWS: CAMPING POEMS. Ill. By Kate Kiesler. New York: Clarion Books.
II. PLOT SUMMARY
This collection of poetry is centered on a family’s experiences camping together. From setting up the tent to hiking and roasting marshmallows, the experiences shared in the poetry are universal camping experiences. At the conclusion of the trip, the poems reflect on pulling up the tent’s stakes and finally, returning home. The girl in the story enjoys the smell left on her flannel shirt from the camping trip, and leaves it unwashed so she can remember the happy memories the smell brings back to her.
III. CRITICAL ANALYSIS
TOASTING MARSHMALLOWS is a delightful, rich collection of poems about camping and the outdoors. The poems utilize sense imagery to bring the outdoors to life, and the illustrations accompanying the poems are realistic acrylic paintings. The poems are varied in their style, and focus on one aspect of the camping trip. In “Sleeping Bag,” George uses the metaphor of the sleeping bag as a caterpillar. The illustration adds to the metaphor. In the opening poem, “The Tent,” the poem is written in a pyramid, reflecting the shape of a tent. This concrete poem is simple, yet captures the essence of arriving at a campsite and pitching a tent. Another concrete poem is in the shape of a moon.
Other poems utilize repetition to create a rhythm. In “Wild Mustard,” the word yellow is repeated throughout, and the accompanying double page illustration is filled with bright yellow flowers, emphasizing the image in the poem. This poem and many others awaken the senses with the sense imagery language. In “The Best Paths,” repetition is utilized again, with each stanza starting with the words “the best paths.” The sweeping illustration accompanying the poem beautifully captures the almost invisible path discovered by chance.
This collection of poetry is varied, which adds interest to the collection as a whole. The illustrations and poems work well together, and the illustrations add to the imagery in the poems. The subject matter is universal in nature, making it enjoyable and relevant to many age groups from children to adults. This collection of poetry made me nostalgic for my many weekends spent camping with my family. It is a collection to be enjoyed again and again, and perhaps even read around a campfire.
IV. REVIEW EXCERPTS
“The poems are varied and inventive, replete with marvelous images and universal truths.” –School Library Journal Starred Review/Best Books of the Year
"…fine collection brings the outdoors up close...direct, satisfying poems that will engage kids at school, across the curriculum, or at home." -- Booklist, ALA, Starred Review
V. CONNECTIONS
**The poem “Two Voices in a Tent at Night” could be performed by two children or two groups of children.
**Other poems are ideal for a line around, such as “Storm” or “Owl.”
Sunday, October 08, 2006
Florian Poetry
I. BIBLIOGRAPHY
Florian, Douglas. 1997. IN THE SWIM. San Diego: Harcourt Brace and Company.
II. PLOT SUMMARY
IN THE SWIM is a collection of twenty-one poems by Florian about different types of fish. The poems offer a humorous perspective on each of the fish, from a catfish to a shark. The poems often include facts about the fish, for example, in the poem about the starfish, the reader learns that a starfish has no brain. In the poem about skates, we learn that they feed on invertebrates. While offering humor, these poems also include information about what makes each of these fish unique in the ocean.
III. CRITICAL ANALYSIS
Florian’s humorous poems about fish are fun as stand alone poems, but as a whole, this collection brings to life the creatures that fill the sea. Most of the poems have a rhythm and rhyme scheme that is ideal for being read out loud. Each fish is featured on a double page layout, with the poem on one side, printed in black typeset on a white background. On the other half of the layout, beautiful watercolor illustrations capture visually the poems.
Most of the poems are in a lyric style, with a predictable rhyme scheme. Florian plays with the text on the page, changing the size of the letters in the poems to reflect the word. In “The Whale” the word ‘tall’ is taller than the others, and the word ‘wide’ is spread out and wider than the other words. This same technique is used in other poems as well. One selection is a concrete poem, written in a shape that represents the poem’s subject. In “The Sawfish,” Florian presents a concrete poem, written in a shape that represents the poem’s subject s written. The poem is in a zigzag shape, reflecting the teeth of a sawfish.
The illustrations accompanying each poem are each reflective of the fish represented. They are somewhat abstract in nature, and are saturated in vibrant watercolors. The illustrations often capture the humor of the poems. For example, in “The Sharks,” the poem describes how sharks can park wherever they wish. In the illustration, a shark is shown with a parking meter in its mouth.
Overall, this collection of marine poetry is fun, humorous and rich with information about the various fish. The poems are varied in length, and are well organized. The illustrations complement the poems and add to the witty quality of the poems. This collection of poetry could easily be utilized in science class, but it is also perfect to be enjoyed in story time.
IV. REVIEW EXCERPTS
“In the Swim will work equally well for story hours, poetry-writing sessions, or one-on-one sharing. Many poetry books for children touch upon marine life. This one, like the rainbow trout on the penultimate page, is definitely ‘Divine!/Delish!’” –School Library Journal
“This witty intersection of poetry, art, and science will delight children and may inspire them to come up with their own creative ideas.” –Booklist
V. CONNECTIONS
**Collect non-fiction juvenile books related to the fish featured in the poems for further research and information. They might include:
ALL ABOUT SHARKS by Jim Arnosky
PIRANHAS by Elaine Landau.
THE MAGIC SCHOOL BUS GOES UPSTREAM: A BOOK ABOUT SALMON MIGRATION. Based on the Magic School Bus books written by Joanna Cole and Illustrated by Bruce Degan.
THE WHALE: THE SOVEREIGNS OF THE SEA by Caroline BrettJELLYFISH AND OTHER STINGERS by Joseph K. Brennan; series designer, Karen Donica.
Florian, Douglas. 1997. IN THE SWIM. San Diego: Harcourt Brace and Company.
II. PLOT SUMMARY
IN THE SWIM is a collection of twenty-one poems by Florian about different types of fish. The poems offer a humorous perspective on each of the fish, from a catfish to a shark. The poems often include facts about the fish, for example, in the poem about the starfish, the reader learns that a starfish has no brain. In the poem about skates, we learn that they feed on invertebrates. While offering humor, these poems also include information about what makes each of these fish unique in the ocean.
III. CRITICAL ANALYSIS
Florian’s humorous poems about fish are fun as stand alone poems, but as a whole, this collection brings to life the creatures that fill the sea. Most of the poems have a rhythm and rhyme scheme that is ideal for being read out loud. Each fish is featured on a double page layout, with the poem on one side, printed in black typeset on a white background. On the other half of the layout, beautiful watercolor illustrations capture visually the poems.
Most of the poems are in a lyric style, with a predictable rhyme scheme. Florian plays with the text on the page, changing the size of the letters in the poems to reflect the word. In “The Whale” the word ‘tall’ is taller than the others, and the word ‘wide’ is spread out and wider than the other words. This same technique is used in other poems as well. One selection is a concrete poem, written in a shape that represents the poem’s subject. In “The Sawfish,” Florian presents a concrete poem, written in a shape that represents the poem’s subject s written. The poem is in a zigzag shape, reflecting the teeth of a sawfish.
The illustrations accompanying each poem are each reflective of the fish represented. They are somewhat abstract in nature, and are saturated in vibrant watercolors. The illustrations often capture the humor of the poems. For example, in “The Sharks,” the poem describes how sharks can park wherever they wish. In the illustration, a shark is shown with a parking meter in its mouth.
Overall, this collection of marine poetry is fun, humorous and rich with information about the various fish. The poems are varied in length, and are well organized. The illustrations complement the poems and add to the witty quality of the poems. This collection of poetry could easily be utilized in science class, but it is also perfect to be enjoyed in story time.
IV. REVIEW EXCERPTS
“In the Swim will work equally well for story hours, poetry-writing sessions, or one-on-one sharing. Many poetry books for children touch upon marine life. This one, like the rainbow trout on the penultimate page, is definitely ‘Divine!/Delish!’” –School Library Journal
“This witty intersection of poetry, art, and science will delight children and may inspire them to come up with their own creative ideas.” –Booklist
V. CONNECTIONS
**Collect non-fiction juvenile books related to the fish featured in the poems for further research and information. They might include:
ALL ABOUT SHARKS by Jim Arnosky
PIRANHAS by Elaine Landau.
THE MAGIC SCHOOL BUS GOES UPSTREAM: A BOOK ABOUT SALMON MIGRATION. Based on the Magic School Bus books written by Joanna Cole and Illustrated by Bruce Degan.
THE WHALE: THE SOVEREIGNS OF THE SEA by Caroline BrettJELLYFISH AND OTHER STINGERS by Joseph K. Brennan; series designer, Karen Donica.
Subscribe to:
Posts (Atom)