Thursday, June 24, 2004

The She




Plum-Ucci, Carol. 2003. THE SHE. New York: Harcourt Children’s Books. ISBN 0152168192
[Suggested Grade Levels: 8 and up].

SUMMARY and ANALYSIS

At the age of nine, Evan Barratt’s parents disappeared into the ocean, leaving Evan and his older brother orphans. Now Evan is 17 and has blocked out of his mind the terrible things he heard as a child as his mother called mistakenly called in the mayday over the ship-to-shore radio right before the disappearance of their ship. However, Evan’s mind has been unlocked through a prank played on him when a classmate slipped one single tablet of LSD into his drink, opening up his memories of the violent storm, the frantic mayday, and the hopelessness that he and his older brother could do nothing to stop the tragedy. Evan must face the tragedy of his past, confront his fears of the ocean and the legendary sea-hag known as The She who as legend tells eats ships off the New Jersey coast, and find out the truth about his parents disappearance.

Well-researched details of seafaring lore provide a strong thread of intrigue in this story filled with twists and turns, failure and success, friendship and family ties, and speculation of all sorts. In this mystery-laden story, the characters are well developed and real to the reader. The trials and tribulations that each character faces in his or her own life, and the steps each character takes to handle these experiences, create characters that are individual and unique, while intertwined by the events of the story. The reader is drawn in to the story and finds himself sitting on pins and needles as the story unfolds, unable to put the book down even for momentarily relief from the levels of anxiety felt as each action quickly builds into a climax. As the story finishes, the reader finds himself filled with relief that things have been resolved and hope that there will be future resolutions to come for the characters involved.

CONNECTIONS

Research other legends and myths.
Learn about ocean-related careers.
Learn about historical tragedies that have occurred at sea, i.e. the sinking of the Titanic.
Discuss the elements that make these characters so real and create a character profile of each.

RELATED BOOKS
Other stories of the sea:
Rylant, Cynthia. THE ISLANDER. 0789424908.
Taylor, Theodore. ROGUE WAVE: AND OTHER RED-BLOODED SEA STORIES. ISBN 0380729385.
Other stories dealing with a parent’s death:
Holt, Kimberly Willis. KEEPER OF THE NIGHT. ISBN 0805063617.

Other books by Carol Plum-Ucci that could be compared to this one:
THE BODY OF CHRISTOPHER CREED. ISBN 078616414.
WHAT HAPPENED TO LANI GARVER. ISBN 0152168133.

By Kirsten Murphy

Tuesday, June 22, 2004

Earthshake: Poems From the Ground Up



Peters, Lisa Westberg. 2003. EARTHSHAKE: POEMS FROM THE GROUND UP.
Ill. by Cathie Felstead. New York: Harper Collins. ISBN 0060292660 [Suggested Grade Levels 3-6]

SUMMARY and ANALYSIS
This book presents the reader with a group of scientific poems about such topics as plate tectonics, meteors and underwater currents. The surprising part is that it takes a subject that some may feel to be as dull as a rock; cracks it open, and makes it come alive with the sparkle of lively language. This collection of fun and witty poems crosses the boundary between earth science and language arts. There is an example of haiku describing a hill in Japan that provides clay for bowls and a concrete poem shaped as a quartz crystal. Other poems take less traditional forms as the “fiery death” of a meteor is told as a news blurb.

Teachers and children will chuckle over Lisa Westberg Peters’ clever use of language as the verses discuss the proper loading of continental “plates” into the dishwasher. The “pun” continues when the strata of earth are served up on a platter like layer cake, complete with candles. The illustrations, done by Cathie Felstead, are a great accompaniment and as individual as the poems themselves. All of these factors come together with great text layouts to add further meaning. Words take on direction in the poem “Dizzy Wind” and follow the arcs of the globe in “Polar Confusion.” Great endnotes further explaining the scientific topics covered are the perfect ending to this unique and imaginative collection. EARTHSHAKE is a great way to convey to students the message that there is poetry everywhere and that science is interesting and fun.

CONNECTIONS
This could be great as a reinforcement or discussion starting point for an earth science lesson. The poems can be brought out individually as the lessons they pertain to are presented, or used as a whole.

Children can re-illustrate the poems using some of the substances described here. Paint can be blown around the paper through a straw, for “Dizzy Wind” and sand can be used to resist paint for “Michigan Sahara,” exploring language and science through art.

RELATED BOOKS

Poetry collections that cross (subject) boundaries:
Franco, Betsy. MATHMATICKLES. ISBN 0689843577
Katz, Susan. THE REVOLUTIONARY MRS. BROWN: AND OTHER POEMS ABOUT COLONIAL LIFE. ISBN 0689840047
Wolf, Allan. THE BLOOD HUNGRY SPLEEN AND OTHER POEMS. ISBN 076361565X


By Marianne Follis

Monday, June 21, 2004

The River Between Us



Peck, Richard. 2003. THE RIVER BETWEEN US. New York: Dial Books. ISBN 0803727356 [Suggested Grade Levels 6 and up]

SUMMARY and ANALYSIS

“Imagine a time when there were still people around who’d seen U.S. Grant with their own eyes and men who had voted for Lincoln.” In a journey that will change his life forever, fifteen-year-old Howard Leland Hutchings visits his father’s family in Grand Tower, Illinois in 1916 and meets the four people who raised his father. Looking at the peeling wallpaper in the old family home, the boy wonders “how many layers you’d have to scrape away until you came to the time when these old people were young. If they ever were.”

In this rich and masterfully told Civil War tale, Peck creates a story that never stops surprising the reader. With multiple plot twists and characters that mesmerize, the greatest strength of the novel is Peck’s ability to create characters that appear larger than life, yet are quite believable. The narration of the story is mostly handled by Grandma Tilly, who relates the events of 1861 when families and the townspeople are divided both geographically and by party lines. When a steamboat from New Orleans brings two Southern strangers into town (who end up invited to stay with Tilly’s family), their lives are forever changed. Whether learning about a family member’s visions, or the true parentage of Howard’s father, Peck crafts a story which is both surprising and engaging.

CONNECTIONS
Teens could interview family members and construct a narrative story which details how a historical event changed their family. They should attempt to interview as many family members as possible to be able to understand the importance of multiple perspectives. After compiling the interviews, their story could allow for multiple narrators to tell the family tale.

RELATED BOOKS

Other stories about the American Civil War:
Hansen, Joyce. WHICH WAY FREEDOM?. ISBN 0380714086
Murphy, Jim. THE BOY’S WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR. ISBN 0899198937
Rinaldi, Ann. NUMBERING ALL THE BONES. ISBN 0786805331

Other historical novels by Peck:
A LONG WAY FROM CHICAGO. ISBN 0803722907
A YEAR DOWN YONDER. ISBN 0803725183
FAIR WEATHER. ISBN 0803725167

By Rose Brock

Sunday, June 20, 2004

Who Was the Woman Who Wore the Hat?




Patz, Nancy. 2003. WHO WAS THE WOMAN WHO WORE THE HAT? New
York: Penguin Putnam. ISBN 0525463330 [Suggested Grade Levels 3-6]

SUMMARY AND ANALYSIS

WHO WAS THE WOMAN WHO WORE THE HAT? by Patz is a deep, reflective meditation about a woman’s hat on display in the Jewish Historical Museum in Amsterdam. Patz unites a melancholy prose poem with strikingly, arresting illustrations in collage artwork that enliven probing and poetic questions: “Did she put cream in her coffee?” “Did she like the way she looked with her hat down over one eye?” “…I wonder if she wore it the day she left home the last time, that cold, cruel day…when the Jews were herded together and arrested in the Square?” “Or did they even bother with photographs in Amsterdam—in their fierce, efficient rush to get the Jews on the trains…?”

In the author’s note at the back of the book, Patz states that she wishes to “convey a sense of loss,” which she does brilliantly with her sepia-toned drawings and old photographs pasted into her sketchbook. The double spread pages in black with sparse white text in the middle of the book leave the reader with a poignant sense with only these words: “It might have been my mother’s hat. It could have been my hat. Or yours.” The book is tastefully and delicately presented as a solemn moment in time. Readers will enjoy the “Author’s Note” at the end, and the fact that she revisited the museum ten years later and the hat was gone. The why’s and where’s were never answered for her, which simply adds to the fragmentary feeling of the tragic details.

CONNECTIONS
Children could discuss experiences of their own when they felt sad or lonely or when they experienced cruel prejudices for some reason. They can draw sketches from the book that interested them: the lady in the hat, the hat itself, the train, or the poignant pictures of the faces aboard the train. The teacher or librarian can find German/Jewish
names or show the children how to find the information and allow the children to choose names to go with the faces. The book could be used to discuss social history and as a supplement to Holocaust curriculum.

RELATED BOOKS
Other books that deal with prejudices, “a sense of loss,” and the struggle for freedom:
Holms, Anne. I AM DAVID. ISBN 1850899207
Levine, Karen. HANA’S SUITCASE. ISBN 0807531480
Lowry, Lois. NUMBER THE STARS. ISBN 0395510600
McSwigan, Marie. SNOW TREASURE. ISBN 0590425374

By Rita Pickett

Friday, June 18, 2004

Eragon




Paolini, Christopher. 2003. ERAGON. New York: Knopf. ISBN 0375826688 [Suggested Grade Levels 5-9]

SUMMARY and ANALYSIS
As Eragon hunts in the mystical mountains, he finds a polished blue stone. He hopes his discovery on the Spine will bring much needed money so he can provide meat for himself and his bullheaded uncle, Garrow. Eragon cannot find anyone who will take the stone, thinking it might be cursed because of where it was found. But when the stone brings about a baby dragon, Eragon realizes he has stumbled upon the legacy of the dragon riders. Eragon falls in love with the creature that takes the name Saphira. Overnight Eragon is banished from his simple life and placed into a perilous journey. Eragon’s uncle and home have been destroyed so he joins with a storyteller Brom in order to search out his revenge. The young protagonist learns about exile, magic, love, and his own destiny as he endures battles, wounds, captures, and escapes.

Eragon is a must for fantasy lovers. When the story begins it is grounded firmly in reality, but when a blue stone is found and hatches into a dragon, the story makes a smooth transition to a secondary world. The story contains all the classic elements of fantasy: an event at the beginning starts a series of situations and adventures, love, magic, good verses evil, and coming of age. The plot moves along through the hardships Eragon must endure while he is on his quest to avenge the death of his uncle and save the last of a species. The journey Eragon takes leads him through lands that are unfamiliar but are so vividly described that the reader can see, hear, and feel the setting. This is a book you need a weekend for because it cannot be put away until it is finished.

CONNECTIONS

Each student selects a modern fantasy to read and then writes a synopsis of the story. Working in peer editing groups, they revise their synopsis. Students then select a traditional fantasy story and rewrite the story with a modern twist. Demonstrating effective verbal and nonverbal communication, students read their stories to the class.

When studying fantasy, students can experiment with the different medium (e.g., collage montage, and mosaics) to create their own illustrations.

Students could use a graphic organizer to compare two fantasy stories focusing on characteristics and categories of modern fantasy.

RELATED BOOKS

Other stories about dragons and magical powers:
Funke, Cornelia. INKHEART. ISBN 0439531640
McCaffrey, Anne and Todd McCaffrey. DRAGON’S KIN. ISBN 0345461983
Stroud, Jonathan. BARTIMAEUS THRILOGY BOOK ONE: THE AMALET OF SAMARKAND. ISBN 078681859X
By Jill Howell

Wednesday, June 16, 2004

Unseen Companion




Orenstein, Denise Gosliner. 2003. UNSEEN COMPANION. New York: HArperTempest. ISBN 0060520566 [Suggested Grade Levels 9-12]

SUMMARY and ANALYSIS

The common denominator in the lives of four Alaskan teens is Dove Alexie, a sixteen-year-old “mixed-breed” boy who is arrested because he struck a white teacher. While he is the tragic glue that binds these four stories together, he is a peripheral figure in this tale. There is not one central figure in UNSEEN COMPANION, but four. Lorraine, who brings meals and notes to the prisoners and has an opinion on just about everything; Annette, the downtrodden daughter of the local minister, who struggles to fill the void in her family’s life created by their mother’s abandonment; and Thelma and Edgar, two Yup’ik teens abandoned to the frozen world that is white.

The change in narratives may seem confusing at first, but these are such distinctive characters that we soon get to know the nuance of their voices so well we can tell whose chapter it is by the time we are finished reading the first sentence. Denise Gosliner Orenstien’s use of regional vocabulary adds color to this chilly and bleak landscape. A glossary of terms is included in the endnotes. A tightly woven tale with colorful and memorable characters, UNSEEN COMPANION offers readers a story they will not soon forget.

CONNECTIONS
This story could be a good place to begin a discussion on perceptions of self and others.

UNSEEN COMPANION could be used to talk about prejudices.

RELATED BOOKS

Other books about troubled teens:
Lisle, Janet Taylor. THE CRYING ROCKS. ISBN 068985319X
Randle, Kristen D. SLUMMING. ISBN 0060010223
Spinelli, Jerry. MANIAC MAGEE. ISBN 0316809063




By Marianne Follis

Monday, June 14, 2004

The Sound of Day, The Sound of Night




O’Neill, Mary. 2003. THE SOUND OF DAY, THE SOUND OF NIGHT. Ill. by Cynthia Jabar. New York: Farrar, Straus and Giroux. ISBN 0374371350
[Suggested Grade Levels 0-1]

SUMMARY and ANALYSIS

This lovely picture book contains a poem written by Mary O’Neill, accompanied by illustrations from Cynthia Jabar, where a contrast is made between the different sounds and activities of day and night. The sounds of day include the sounds of breakfast and school and children playing. “Day sound is a muddle/of talking and yelling,/Turning of pages and/Uttering spelling,…” And so the story opens on the hustle and bustle of a busy day. After all the excitement and noise, the sounds of night bring a calmer and quieter pace to this story. “Cricket’s chirp,/family snores,/Squeakings in the/Walls and doors.”

The rhythm and beat of the words of the day poem are much more pronounced than that of the night, making the difference that much more noticeable. The illustrations of Cynthia Jabar, further emphasize the differences, as the bright and vivid colors of the day, make way for the softer more subtle tones of the night. The illustrations give another gift to this story; in fact, they add a second story line. The daytime activities show, not tell, of the preparations this family is making for their new addition: a baby is coming home! The nighttime illustrations show the warmth and togetherness this family shares on their first night home together. THE SOUND OF DAY, THE SOUND OF NIGHT is a sweet book to read anytime, day or night!


CONNECTIONS
A listening exercise can be based on this book, where a teacher can record the sounds of various activities that occur during the day and at night. The children can listen and try to identify the noises.

This book can be used to discuss the different activities that children participate in during the day as opposed to those done during night, and the various sounds that can accompany them.

RELATED BOOKS
Other books about Night and Day:
Carr, Jan. DARK DAY, LIGHT NIGHT. ISBN 0786820144
Edens, Cooper. DAY AND NIGHT AND OTHER DREAMS. ISBN 0671749064
Pandell, Karen. BY DAY AND BY NIGHT. ISBN 091581126X
Tyers, Jenny. WHEN IT IS NIGHT AND WHEN IT IS DAY. ISBN 0395725466


By Marianne Follis

Saturday, June 12, 2004

Baby Radar




Nye, Naomi Shihab. 2003. BABY RADAR. Ill. by Nancy Carpenter. China: Greenwillow Books. ISBN 0688159486 [Suggested Ages 3– 8]

SUMMARY and ANALYSIS
An exuberant toddler ventures out with mom for a walk through town. With her radar tuned, the little girl’s stream-of-consciousness allows us to see the world from a child’s perspective. She wishes to pinch noses, untie shoes, pet fury faces, and feed the fish. When her mother unstraps the little girl’s seat belt she is free to cause calamity. And after a brief romp, she snuggles back into her stroller. The day ends with a peaceful nap.

The large pen and ink drawings painted with watercolors are soft washes to create a world in which the toddler blends in with the rest of the world. The illustrations could stand alone without text to convey the message, but the brief statements made by the toddler make the adventure realistic (“Hot dog dropped.” “Mooshy mess.”). The relationship between the text and pictures create a unified whole.

CONNECTIONS

Examine point of view. While reading the book have students think about point of view. After reading the book, have students write about their point of view on a given topic. When the writings are completed, students can read their stories to the class to show how everyone’s perspective is different.

Follow around a small buddy and record his/her reactions to everything.

Have children examine the illustrations without reading the text and try to tell the story as they see it. Then read the text, and discuss how the story is similar to or different from the story they interpreted through illustration alone. Go back through the illustrations and check whether they see things differently or see additional ways of interpreting the story after hearing the text.

RELATED BOOKS
Other stories about babies on the go:
Appelt, Kathi. BUBBA AND BEAU. ISBN 0152020608
Appelt, Kathi. BUBBA AND BEAU GO NIGHT-NIGHT. ISBN 0152045937
Ashman, Linda. BABIES ON THE GO. ISBN 0152018948


By Jill Howell

Thursday, June 10, 2004

The Dream Bearer




Myers, W. 2003. THE DREAM BEARER. New York: HarperCollins. ISBN 0060295228 [Suggested Grade Levels 6-9]

SUMMARY and ANALYSIS
An adolescent youth, David, endures a difficult life. The young hero lives in the projects of an inner city. His brother is probably heavily involved with drugs, and his father has serious mental health problems. As David is faced with his personal dilemmas, he meets Mr. Moses. Mr. Moses is a tired dream bearer who claims to be hundreds of years old. David thinks the gentleman is interesting but confused. Mr. Moses selects David to pass on his gift of dreams. He tells David that dreams may be the only things we have that are truly real. David accepts his gift somewhat hesitantly. Through his dreams, he is able to feel his father’s pain and his brother’s anger. Ultimately, he finds that his dreams help him develop a greater and deeper understanding of others.

Mr. Myers tells a compelling fantastical story of a boy enduring real hardships. The two males in his life, his dad and older brother, are falling apart. Young David has to choose to give up or struggle to triumph through trying times. Courageously, David opts to fight to make life better. The themes of man versus self and society come through clearly as the story progresses. Readers feel David’s anger and concern as he begins to lose the men that matter most to him. This is a skillfully told story about dreams, truth, and hope that readers are likely to carry with them long after they read the book.

CONNECTIONS
Children can discuss ways in which they feel their dreams have given them insight into their own lives.

Children can discuss what Mr. Moses means when he says that “Dreams may be the only things we have that are real.”

Children can portray David’s father as they understand him at the beginning of the story. Then, they can depict David’s father as they understand him at the end of the story. The children can compare and contrast the portrayals. (Opportunities for a variety of portrayals exist. Children may use sketches, posters, poems, role-play, etc. to portray the father.)

RELATED BOOKS

Other books that deal with dream bearers:
Lowry, Lois. THE GIVER. ISBN 0440237688

Other books by Myers that can be compared to this one in terms truth, identity, and family:
SOMEWHERE IN THE DARKNESS. ISBN 0439523567

By Laura K. Davis

Inside the Alamo



Murphy, Jim. 2003. INSIDE THE ALAMO. New York: Delacorte Press. ISBN 0385325746 [Suggested Grade Levels 5 and up]

SUMMARY and ANALYSIS
Murphy’s meticulously researched account provides an overview of the struggle between the Texan settlers and Mexico's General Santa Anna for control of Texas, and it include a detailed description of the 1836 siege of the Alamo, as well as biographical sketches and quotations of key players in the conflict.

Beginning with the a description of the early mostly Anglo settlement in Texas, Murphy’s compelling work focuses on how the relationship between the mostly Anglo ranchers and Santa Ana’s government became strained, how the approach of the Mexican troops affected the attitudes of those within the compound, and how they chose to defend themselves while continually hoping for reinforcements to arrive. While the story of the Alamo standoff has a mythical quality, Murphy takes all documentation of the event into account as shares his research of the events, and he makes sure to point out rumors, facts, myths, and conflicting testimony. His telling of the events is highly readable; the narrative quality easily allows readers to be drawn into the story as he recreates the events of the two week standoff. The format is also important to note; Murphy chooses to divide the account into chapters that allow the somewhat overwhelming story to be better digested by younger readers by providing smooth transitions from section to section. One page biographical entries and photographs of the key players in the standoff are included throughout the text. Multiple side bars of information are effectively utilized; again, this will benefit struggling readers by helping them break the information into more manageable parts. For Murphy, accuracy is essential, and he pulls out all the stops to ensure this by examining multiple primary resource documents. A list of Alamo participants and an extensive bibliography follow and make this an outstanding addition to the body of research on this historical event.

CONNECTIONS
Readers interested in learning the history of the infamous battle cry, “Remember the Alamo!”could use Murphy’s book to learn more about the Alamo battle and its importance to the Texans who coined the phase.

RELATED BOOKS

Other resources about the Alamo:
Levy, Janey. THE ALAMO: A PRIMARY SOURCE HISTORY OF THE LEGENDARY TEXAS MISSION. ISBN 0823936813
Sorrels, Roy. THE ALAMO IN AMERICAN HISTORY. ISBN 0894907700

Other nonfiction selections by Murphy:
BLIZZARD!: THE STORM THAT CHANGED AMERICA. ISBN 0590673092
THE BOY’S WAR: CONFEDERATE AND UNION SOLDIERS TALK ABOUT THE CIVIL WAR. ISBN 0899198937
THE LONG ROAD TO GETTYSBURG. ISBN 0395559650

By Rose Brock

Wednesday, June 9, 2004

An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793



Murphy, Jim. 2003. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793. New York: Clarion Books. ISBN 0395776082 [Suggested Grade Levels 6 and up]

SUMMARY and ANALYSIS
Murphy’s account shares his research of the yellow fever epidemic that swept through Philadelphia in 1793. The book focuses on how the epidemic sent the city into chaos when people began evacuating in droves, leaving the city without government, goods, or services. Attention is also given to the efforts made by physicians as well as the Free African Society to cure and care for the sick and dying.

Murphy’s extensively researched account of the events in Philadelphia in 1793 is told in this powerful and dramatic narrative. The strengths of the work are many; as in his previous work, Murphy meticulously researches the events of the epidemic and turns to primary source documents as his chief sources. His selection of archival images for the book is important to note because they help bring the story to life. His selections include facsimiles of Philadelphia newspapers which included daily lists of the dead and public announcements which appeared in the papers as well. Black and white illustrations of important individuals are also included as well as scenes of the plague’s devastation. Another strength of Murphy’s account is its readability; the narrative quality allows readers to be drawn into the story easily, as he recreates the fear and panic felt by those living in and around the infected city. The story is told in chronological order, and he begins with the events of the hot summer that led up to the outbreak and focuses on how the medical community struggled to identify the disease, its cause, and the battle to find a cure. No detail is missed, and he offers a further readings list as well as an extensive annotated biography.

CONNECTIONS

Readers researching epidemics could compare the effects of the yellow fever epidemic with other large scale outbreaks. After completing the research, they could create a visual documentation of what they learned by utilizing Power Point.

Teens could read Laurie Halse Anderson’s FEVER, 1793, to compare the fictional account of the epidemic with Murphy’s text. They could then write a composition comparing and contrasting the two books, making sure to formalize an argument about which book they felt was better and why.

RELATED BOOKS

Other books about the epidemics:
Anderson, Laurie Halse. FEVER, 1793. ISBN 0689838581
Giblin, James Cross. WHEN PLAGUE STRIKES: THE BLACK DEATH, SMALL POX, AIDS. ISBN
Ward, Brian. EPIDEMIC. ISBN 0789469898


By Rose Brock

Tuesday, June 8, 2004

Mommy Loves Her Baby, Daddy Loves His Baby




Morrow, Tara Jaye. 2003. MOMMY LOVES HER BABY, DADDY LOVES HIS BABY. Ill. by Tiphanie Beeke. New York: HarperCollins. ISBN 0060290781 [Suggested Grade Levels PreK-1]

SUMMARY and ANALYSIS

This delightful picture book is a testament of parental love, paralleled by animals acting out their favorite pastimes. “Daddy loves his baby like gorillas love to swing, like the cheetahs love to run and the birdies love to sing.” With Daddy represented on one side, and Mommy on the other, this refreshing and playful portrayal of animal fun is a nice break from stereotypical Mommy/Daddy flipbooks in which old-fashioned roles are depicted.

Morrow’s excellent rhythm brings this book to life. It is easy to read in a lilting manner and flows effortlessly through each page turn. Beeke’s watercolor illustrations are almost childlike and thus, intensify the appeal for young children. The text helps keep the energy high by following the action on various pages. The line, “Mommy loves her baby like the penguins love to slide,” angles down the page mimicking the illustrated mommy and baby penguin team. Also, the names of the animals are in different colors. In this example, the word “penguins” is in black and white alternating letters. At the end of each section, the message is made clear. Mommy/Daddy loves her/his baby, “and you know why this is true? ‘Cause his baby is the sweetest little, cutest little YOU!”

CONNECTIONS
Children would enjoy acting out many of the actions presented in the book. For example, they could bounce like bunnies and creep like turtles. They could also imitate the sounds listed, such as whooing like owls, gobbling like turkeys, and mooing like cows. Then encourage them to try to create sounds for animals that may not be commonly known, such as butterflies or bats.

Use as an opportunity for Dads to participate in reading to their children.

RELATED BOOKS
Other two-sided books with parents or grandparents featured:
Numeroff, Laura Joffe. WHAT MOMMIES DO BEST/WHAT DADDIES DO BEST. ISBN 0689805772
Numeroff, Laura Joffe. WHAT GRANDMAS DO BEST/WHAT GRANDPAS DO BEST. ISBN 0689805527

Other parent and child books illustrated by Tiphanie Beeke:
Capucilli, Alyssa Satin. ONLY MY DAD AND ME. ISBN 0694525847
Capucilli, Alyssa Satin. ONLY MY MOM AND ME. ISBN 0694525855

By Amy D. Picard

Sunday, June 6, 2004

Gus and Grandpa Go Fishing




Mills, Claudia. 2003. GUS AND GRANDPA GO FISHING. Ill. by Catherine Stock. New York: Farrar, Straus and Giroux. ISBN 0370328153 [Suggested Grade Levels K - 3]

SUMMARY and ANALYSIS
It is Gus’s first time to go fishing. His mom does not like to fish, and his dad is only focused on all the new fishing gear he excitedly ordered from a catalog, though has not yet used. Gus and Grandpa team up for their ninth adventure, as Grandpa shows Gus all of the ins and outs of fishing. Grandpa cuts his line free when it gets tangled up and teaches him all about casting. Through the sweet, gentle guidance of a caring grandpa and a grandson’s determination, Gus actually to catch a fish.

This is a great book for young children who are learning to read. Books available to help children transition from early “first readers” to the big overwhelming chapter books are difficult to find, and this book helps to fill that void. It can make the transition go more smoothly by incorporating much of the style of the early readers with pictures and very few lines per page, yet it has the thickness of a chapter book, the connected story throughout divided by chapters and contains a table of contents. The words and sounds of letters used are the ones most familiar to young readers such as the sound of “G” in Gus as opposed to the sound of “G” in Gerald. Also depicted in this story are warm relationships within the family, such as between the mother and the father, and grandfather and a grandchild. This is a great story for any who love fishing and enjoy peaceful relaxing days at the lake with the family.

CONNECTIONS
Have students find a partner and practice reading together out loud and discuss as they read making predictions and open by sharing their own favorite family vacation. This is a great tool for children to use as a transitioning tool from first readers to chapter books.

There are many great words to find and discuss such as casting, creel and reel. The students can see different uses for them as well as the meanings conveyed. Discuss the analogies used and their meanings such as, “It was tighter than ten shoelaces,” and “His line lay on the water like a long piece of string.”

RELATED BOOKS
Other books by Mills that could be compared to this one:
GUS AND GRANDPA AND THE CHRISTMAS COOKIES. ISBN 0374428158
GUS AND GRANDPA. ISBN 0374428476
GUS AND GRANDPA RIDE THE TRAIN. ISBN 0374428131
GUS AND GRANDPA AND SHOW AND TELL. ISBN

By Kristi Mays

Thursday, June 3, 2004

Year of No Rain




Mead, Alice. 2003.YEAR OF NO RAIN. New York: Farrar, Straus and Giroux. ISBN 0374372888 [Suggested Grade Levels 3-6]

SUMMARY and ANALYSIS
A vicious cycle of war, famine, and drought bring death, hunger, and courage to three young boys. It has not rained in three long years, yet a small village in the Sudan is squeaking out a meager existence despite its hardships. Carrying long needed food, a plane drops bundles of provisions and a cruel twist of fate. The rebel army sees the drop and like hyenas waiting for the lions to leave, attacks the small village killing everyone who cannot escape. Knowing their fate if they do not run to the bush for safety, Wol and his friends hide in the thorny thicket three days before returning to the massacre. Finding no one alive, the three boys leave to look for refuge. Throughout their journey they encounter misfortune. Food cannot be found, water is scarce, the fear of lions attacking wears on their minds, and malaria stops their journey short. After Wol recovers, the three decide to return home and do the best they can. Arriving at the village, the boys are pleasantly surprised. Wol’s sister, who was thought to have been kidnapped and sold into slavery, has escaped her captors and has returned home.

At the end of the book a small shower of rain comes to the village. It symbolizes a ray of hope. The plot puts man against man, man against nature, and man against himself. The conflict in the plot advances the reader quickly through the book. Alice Mead took care in describing the actions the villagers and rebel soldiers take. The description of the Sudan brings the reader close to the action.

CONNECTIONS
Research the Sudan finding information about the climate, people, and animals.

Plant seeds and have half of the students plant and care for the seeds properly, and the remaining half deprive their seeds of water.

RELATED BOOKS
Other stories about surviving during war:
Grifalconi, Ann. THE VILLAGE THAT VANISHED. ISBN 0803726236
Naidoo, Beverley. THE OTHER SIDE OF TRUTH. ISBN 0060296283
Naidoo, Bererley. OUT OF BOUNDS: SEVEN STORIES OF CONFLICT AND HOPE. ISBN 0060508000

By Jill Howell

Tuesday, June 1, 2004

Twists and Turns




McDonald, Janet. 2003. TWISTS AND TURNS. New York: Farrar, Straus and Giroux.
ISBN 0374399557 [Suggested Grade Levels Young Adult]

SUMMARY AND ANALYSIS
Crammed packed with courage, perseverance, and humor, this young adult novel by Janet McDonald is an even balance of obstacles and wit. Keeba and Teesha Washington have just graduated from Brooklyn Heights High School. Somehow they have managed to avoid “the pitfalls of pregnancy, drugs, crime, and gang activities.” Living with their mother in the projects and existing on their deceased father’s pension and with what little money they make braiding hair, they are heading in the same direction as most of their peers, “bench gossipers.” Thanks to the inspiration, financial support, and encouragement of three of their friends who have managed to escape the projects, the sisters begin to believe that they can do the same. With the coaxing and help of their family, the girls open a hair-braiding salon called TeeKee’s Tresses in a rented storefront. After weathering greedy landlords, lying politicians, vandals, and jealous rivals, the sisters persevere and refuse to give way to the pressures. The characters exhibit both strength and self-destructive brushes with the way things have always “come down” in the projects. Their vulnerability is often seen and brings a rawness and immediacy to the “twists and turns” of their lives. During every crisis, their inner strength, tenacity, strong family ties and friendships cause them to land solidly on their feet and with their dignity in tact.

McDonald’s vivid, lucid, and authentic language is dramatic, riveting, and captures the everyday struggle of the community. Loud, rowdy, sassy, and harsh, the project’s occupants have a way of communicating their feelings in a poignant way, which adds to the authenticity of this outstanding novel (e.g. “They are getting a tasteful of what we have been chewing on for decades…the crumb of poverty…Brake yaself, sucka…
Wassup…Fuggedaboutit…Whatevuh…Ah-ight Tee. Holla atcha…simmah down nah…Sho nuff”). Teens will respond to the way the sisters and their friends manage to endure all of the hardships and maintain their sense of humor in the process.

CONNECTIONS
Teens could discuss how important it is to build friendships inside and outside the home. They could discuss how accepting different backgrounds can bring strengths to relationships, and what it means to be vulnerable and how vulnerability can serve a relationship. They could discuss how we are all capable of healing the hurt or meeting the needs of others. A project to feed or clothe or visit the elderly, disabled, or terminally ill can be considered.

RELATED BOOKS
Other books by McDonald that could be compared with this one:
CHILL WIND. ISBN 0374399581
PROJECT GIRL. ISBN 0374237573
SPELLBOUND. ISBN 0374371407

By Rita Pickett