Book Review HOW I LIVE NOW

1. BIBLIOGRAPHY
Rosoff, Meg. HOW I LIVE NOW. 2004. New York: Random House. ISBN 0385746776

2. PLOT SUMMARY
Daisy, a fifteen-year-old girl, is sent from Manhattan to England to visit her Aunt Penn and cousins she has never met: Osbert, 16; 14-year-old twins Isaac and Edmond; and 9-year-old Piper. She is glad to leave Manhattan though because she can’t stand her distant dad and “wicked” step-mom. As she spends more time with her cousins, Daisy starts falling in love with Edmond. When Aunt Penn travels to Oslo, Daisy begins a sexual relationship with Edmond. During this time, an unnamed force is also invading England. Initially, Daisy and her cousins enjoy the freedom of having no adults around or rules. However, a group of soldiers come force the children out of their home and separates them. Daisy and her cousin Piper are sent to another village. After this is the horrors and struggles Daisy and Piper face and Daisy’s determination to return to find Edmond and her other cousins.

Daisy and Piper stay with a couple’s home, Mr. and Mrs. McEvoy, and do farm chores for them. After the war is over, Daisy is forced to return back to America and enter a hospital. Six years later, she goes back to England to stay with Edmond who suffers from post traumatic stress from the war.

3. CRITICAL ANALYSIS
To be frank, I believe Meg Rosoff’s book How I Live Now was terrible. Many things, such as lack of details, made me unable to connect with the book. For example, Rosoff never mentions who England is invaded by. I spent half of my time reading this book trying to figure out which war in history this was, as well as the time period this book was set it. I didn’t realize until later on in the book that this war was a fictional war.

In addition, some elements in the story’s plot are unbelievable. To begin with, what sane mother leaves her teenage children and niece alone in a house with no adult supervision? Also unbelievable, if nothing else creepy, is the sexual relationship between Daisy and her cousin. I don’t feel that their relationship added anything to the story. Daisy’s relationship could have been substituted with another person, and the story would have remained the same—except it would have eliminated the incest factor. I feel the author simply added this to make the book controversial.

However, not everything in Rosoff’s book is bad. Daisy’s character (excluding her relationship with her cousin) is someone teenagers can relate to. Daisy is unhappy with her life because she feels like her father had chosen his wife (her step-mother) and new baby over her. She struggles with anorexia and feels like therapy for it is useless.

Overall, I would not recommend this book.


4. AWARDS WON AND REVIEW EXCERPTS
Guardian Children’s Fiction Prize
Michael L. Printz Award

PUBLISHERS WEEKLY: “This riveting first novel paints a frighteningly realistic picture of a world war breaking out in the 21st century.”

SCHOOL LIBRARY JOURNAL: “Daisy's voice is uneven, being at times teenage vapid, while elsewhere sporting a vocabulary rich with 50-cent words, phrases, and references. In addition, Rosoff barely scratches the surface of the material at hand.”

5. CONNECTIONS
Readers who enjoyed How I Live Now might be interested in other Rosoff’s books.

Rosoff, Meg. JUST IN CASE. ISBN 0452289378
Rosoff, Meg. WHAT I WAS: A NOVEL. ISBN 0452290236

Image Credit: ala.org

Book Review AMERICAN BORN CHINESE

1. BIBLIOGRAPHY
Yang, Gene Luen. 2006. AMERICAN BORN CHINESE. Color by Lark Pien. New York: First Second. ISBN: 1596431520

2. PLOT SUMMARY
American Born Chinese tells three seemingly separate stories. The first story introduces Jin Wang, who moves to a new neighborhood with his family. He is the only Chinese-American student at his new school and as a consequence doesn’t have many friends—not until the new Korean student transfers to his school. The second story tells us the story of the powerful Monkey King, subject of one of the oldest and greatest Chinese fables. The third story brings us Chin-Kee, who is the epitome of the ultimate negative Chinese stereotype. Chin-Kee has an accent, eats cats, and always knows the answers to teachers’ questions. When Chin-Kee first arrives, he greats Danny’s friend by saying, “Such pletty Amellican girl wiff bountiful Amellican bosom! Must bind feet and bear Chin-Kee’s children!” And for some unknown reason, Chin-Kee always makes a yearly visit to his American cousin—Danny.

All three characters—Jin Wang, Monkey King, and Danny—suffer humiliation from other people’s prejudices and as a consequence want to change their identify. Jin Wang wants to look more like Greg, an all-American boy, so he can win the heart of Amelia, the all-American girl. The Monkey King does not want to be a monkey. He wants to be a god who smells nice and wears shoes. Danny dreads Chin-Kee’s visits and constantly needs to be changing schools because of embarrassment he suffers due to his Chinese cousin’s antics.

In the end, these three stories surprisingly come together helping Jin Wang accept his identity as a Chinese-American and moving beyond his anger.

3. CRITICAL ANALYSIS
In American Born Chinese, Yang tackles the deep issues of race, prejudices, identity, and shame. Within the two modern stories, is the fable of the Monkey King. Here, we learn how the Monkey King desires/declares himself to be a "Great Sage, Equal of Heaven.” Tze-Yo-Tzuh, the creator of all existence, tells Monkey King that he was created to be a monkey, and a monkey he will remain. After refusing to accept this reality, Tze-Yo-Tzuh buries the Monkey King under a mountain of rocks. Here, he remains for five hundred years.

The second story begins with Jin Wang as a little boy and resumes later when he is in the 7th grade. Jin Wang develops a crush on the all-American girl. Before asking Amelia on a date, Jin Wang decides to change his hair to appear more American. After a fight with his friends, Jin Wang dreams of the herbalist's wife, and wakes up with his head hurting, thus revealing himself to be Danny of the third tale.

In the third story, Danny suffers humiliation from his Chinese cousin who comes to visit him every year. Danny feels he must change schools after his cousin’s visit because he is deeply ashamed of his cousin.

In the end, we realize why Danny was so embarrassed and bothered by his Chinese cousin. Danny was really Jin Wang. Jin Wang, like the Monkey King, hated his identity and wanted to change. However, as Tze-Yo-Tzuh explains, who we are born as is who we are meant to be: “I do not make mistakes little monkey. A monkey I intended you to be. A monkey you are.” The overall theme is then that we should not try to change because we would only be fooling ourselves. This theme despite all the fantasy elements transcends time. Readers, even those who are not minorities, will be able to relate to the main characters who feel different and don’t belong with the "in-crowd."

American Born Chinese is a graphic novel with fantastic the illustrations and coloring. The artwork is crisp, clear, and effective in developing the story lines.


4. AWARDS WORD AND REVIEW EXCERPTS
Michael L. Printz Award
Publishers Weekly Best Books of the Year

BOOKLIST: “The stories have a simple, engaging sweep to them, but their weighty subjects--shame, racism, and friendship--receive thoughtful, powerful examination.”
SCHOOL LIBRARY JOURNAL: “Graphic novels that focus on nonwhite characters are exceedingly rare in American comics. Enter American Born Chinese, a well-crafted work that aptly explores issues of self-image, cultural identity, transformation, and self-acceptance.”

5. CONNECTIONS
*Teachers can use American Born Chinese to discuss race and prejudices with middle school students. Students can discuss what it’s like growing up being a minority, and Anglo American can discuss any prejudices they know of/feel themselves towards other ethnic groups.

This discussion can lead to an understanding of students coming from other ethnicities and lead to acceptance/tolerance.

Image Credit: librarything.com

Book Review RULES

1. BIBLIOGRAPHY
Lord, Cynthia. 2006. RULES. New York: Scholastic Press. ISBN 0439443822

2. PLOT SUMMARY
Catherine is twelve years old and simply wants a normal life. Having a normal life and being cool is almost near impossible for Catherine because she has a younger brother, David, with autism. As a result, her family revolves around keeping David happy; Catherine’s mother must take him to his occupational therapy classes while dad must take David to the video game store whenever he wishes. Catherine craves her parents’ attention and is annoyed by all the attention her younger brother receives but then feels guilt because of her brother’s disease.

When the old woman next door moves out, Catherine finds out the new family moving in has a daughter her age. Catherine is overjoyed and wants to make sure her new neighbor, Kristi, likes her. Whenever Kristi is coming over to hang out, Catherine makes sure to remind David about the “rules.” He must remember “chew with his mouth closed,” “no toys in the fish tank,” “to keep his pants on” and most importantly, “if the bathroom door is closed, knock (especially if Catherine has a friend over).”

Catherine soon finds herself trying way too hard to impress Kristi and also hiding a new friend, Jason, who she met at the occupational therapist clinic. Jason is in a wheelchair and cannot talk without using his communication cards. After forming a friendship with Jason, Catherine decides to expand his card collection by making new words for his communication book.

Jason invites Catherine to his birthday party which falls on the same day as the community center’s dance. Once at the party, Jason asks Catherine if she wants to go to the dance with him. After declining his invitation, Jason suspects that Catherine is ashamed of their friendship. In the end, Catherine apologies to Jason and asks him to go to the dance with her. They both have a great time, and Jason even makes Catherine break her own rule: “no dancing unless I’m alone in my room or it’s pitch-black dark.”

3. CRITICAL ANALYSIS
In contemporary realistic fiction novels, characters are vital, and children need to be able to identify with them. In Rules, Catherine obsesses in looking cool and fitting in with the cool crowd. Catherine is a good kid but doesn’t always make the right decisions because she does not want to be embarrassed in front of her friends. This is something any pre-teen and teen can relate to. In addition to all this, the rules that she has written for David to learn also consume her life. These rules prevent her from opening up to people, voicing her opinions, and even dancing in public.

After becoming good friends with Jason, who suffers from a physical disability, Catherine finds out Jason struggles with accepting his disability and has even wanted to die. She helps him try to fill the void he feels and make him feel complete. Interestingly, Jason helps guide Catherine through her own emotional journey. With his help, Catherine grows up and realizes that her rules are just excuses from making hard decisions and facing her fears.

Lord’s style of writing is simple with plenty of teen vocabulary: whatever, yeah right, awesome, and stinks a big one. Comical and heart-warming, Rules is a page-turner that is sure to keep readers entertained.

4. AWARDS WORD AND REVIEW EXCERPTS
American Library Association Notable Books for Children
Newberry Honor Medal
Schneider Family Book Awards
Dorothy Canfield Fisher Children’s Book Award
Great Stone Face Children’s Book Award
Maine Student Book Award
Bluegrass Award

PUBLISHERS WEEKLY: “A rewarding story that may well inspire readers to think about others' points of view.”
SCHOOL LIBRARY JOURNAL: “Set in coastal Maine, this sensitive story is about being different, feeling different, and finding acceptance. A lovely, warm read, and a great discussion starter.”


5. CONNECTIONS
After reading Rules, teachers can lead a discussion with middle school students about families coping with children or other relatives with disabilities. The topic of accepting peers with disabilities can also be discussed.

Image Credit: lita.org

Book Review WEEDFLOWER

1. BIBLIOGRAPHY
Kadohata, Cynthia. 2006. WEEDFLOWER. New York: Atheneum Books for Young Readers. ISBN 0689865740

2. PLOT SUMMARY
Sumiko, a twelve-year-old girl, lives in a flower farm in California. Because she is the only Japanese girl in her class, she does not have many friends, and much of Sumiko’s life has been filled with loneliness. The story begins with Sumiko running and yelling with excitement because she had been invited to her first birthday party! The excitement soon fades when the birthday girl’s mother quietly uninvited Sumiko because she is Japanese.

After Japan attacks Pearl Harbor, the U.S. government forces all Niekki—people of Japanese decent—to leave their homes and are sent to an assembly center at a racetrack, where they live in a horse stable. Eventually, they're moved to the Arizona desert, which is located on an Indian reservation.

Although Sumiko and her family are unhappy to leave their lives behind, they soon adjust to life on the relocation center. She forms new friendships with some of the Japanese kids, shares her interest in flower farming with Mr. Moto, and even makes her first true friendship with a Mohave Indian boy.

3. CRITICAL ANALYSIS
Set during WWII, Weedflower is a story about life as a Japanese American during World War II. Though a historical fiction novel about a Japanese girl, Kadohata presents a character whom many teenagers can relate to. Sumiko is a girl who is different and just cannot fit in with the rest of her class. She can’t seem to make friends, and she is filled with loneliness and sadness. The book begins by Sumiko describing what it feels like to be lonely. She describes feelings like “everyone was looking at you…like nobody was looking at you…like you didn’t care about anything at all… [and] like you were just about to cry over every little thing.” Young adults often struggle to find their identity and may not fit in. Readers will benefit from learning about Sumiko’s plight and how she overcame her obstacles.

The author’s style of writing reflects Japanese Americans culture. Kadohata includes Japanese words like Niekki, which means individuals of Japanese decent; chapon, which means a mix of Japanese and English; hakujin, which means white people; and haji, which means shame. Sumiko’s grandfather, Jiichan, who was born in Japan, struggles with the English language. After Sumiko wakes up late after the party she was uninvited from, he asks her “You go one party and now you think you can wake up late?”

Weedflower does not include many details about the war, but it does offer an excellent view on the discrimination Japanese American’s experienced during WWII.

4. AWARDS WORD AND REVIEW EXCERPTS
Jane Addams Children’s Book Award
PEN Center USA West Literary Award

BOOKLIST: “In a quiet, stirring narrative, the author of the Newbery Medal Book Kira-Kira (2003) once again brings close a little-known part of American history through the eyes of a child.”
PUBLISHERS WEEKLY: “Kadohata clearly and eloquently conveys her heroine's mixture of shame, anger and courage. Readers will be inspired by Sumiko's determination to survive and flourish in a harsh, unjust environment.”
SCHOOL LIBRARY JOURNAL: “She is a sympathetic heroine, surrounded by well-crafted, fascinating people. The concise yet lyrical prose conveys her story in a compelling narrative that will resonate with a wide audience.”

5. CONNECTIONS
Students can read this informational book about life on a relocation camp.

Cooper, Michael L. 2002. REMEMBERING MANZANAR: LIFE IN A JAPANESE RELOCATION CAMP. New York: Clarion Books. ISBN 0618067787

Image Credit: schoollibraryjounal.com

Book Review NUMBER THE STARS

1. BIBLIOGRAPHY
Lowry, Lois. 1989. NUMBER THE STARS. Boston: Houghton Mifflin Company. ISBN 0395510600

2. PLOT SUMMARY
Ten-year-olds Annemarie Johansen and Ellen Rosen are best friends who live in Copenhagen, Denmark during the Second World War. Annemarie is a Christian, but Ellen is Jewish. These young girls’ lives change when the Rosen family and other Jews become endangered. In efforts to keep safe, Mr. and Mrs. Rosen leave Ellen with the Johansen family to go in hiding.

Ellen pretends to be the Johansen’s other daughter Lise, who died fighting for the Danish Resistance. Eventually, Ellen is taken to Uncle Henrik’s home where Annemarie’s family hopes to smuggle the Rosen family into Sweden by using fishing boats. In the end, it is Annemarie’s bravery that helps her Jewish friends safely flee Denmark.

3. CRITICAL ANALYSIS
Lowry’s character of Annemarie is someone the targeted audience (8-12 year olds) can relate to. She is a typical young girl who likes to play with paper dolls, run in the girls’ footrace at school, and thinks her younger sister is a pest. However, Annemarie’s character is also someone students can learn from because her circumstances have made her grow up faster than she should have.

The theme of justice, bravery, and devotion are prevalent throughout the book. The author explains, “Now she was ten, with long legs and no more silly dreams of pink-frosted cupcakes. And now she—and all the Danes—were to be bodyguards for Ellen, and Ellen’s parents, and all of Denmark’s Jews” meaning Annemarie had to try her best to protect Jews from injustice because it was the right thing to do.

Throughout the story, we learn facts about the Holocaust, WWII, Nazis, the Danish Resistance, and the daily life of average citizens during this time. Lowry does an excellent job in balancing fiction and facts in Number the Stars.

4. AWARDS WORD AND REVIEW EXCERPTS
Newbery Medal
Dorothy Canfield Fisher Children’s Book Award
Rebecca Caudill Young Reader’s Book Award
Great Stone Face Children’s Book Award
Golden Archer Award
Sydney Taylor Book Award

SCHOOL LIBRARY JOURNAL: “Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.”
PUBLISHERS WEEKLY: “Set in Nazi-occupied Denmark in 1943, this 1990 Newbery winner tells of a 10-year-old girl who undertakes a dangerous mission to save her best friend.”

5. CONNECTIONS
Number the Stars is a historical fiction story about a little girl’s life during WWII in Denmark. Another book students can read is Anne Frank: The Diary of a Young Girl, which is a true account of this time.

Frank, Anne. 1993. ANNE FRANK: THE DIARY OF A YOUNG GIRL. New York: Bantam Books. ISBN 0553296981

After reading both books, students can compare and contrast the two books.

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Book Review CHAINS

1. BIBLIOGRAPHY
Anderson, Laurie Halse. 2008. CHAINS. New York: Simon & Schuster. ISBN 1416905855

2. PLOT SUMMARY
At the outbreak of the Revolutionary War, an African American thirteen-year-old girl sought her own freedom. Isabel and her five-year-old sister, Ruth, are promised freedom. However, they end up under the possession of the cruel New York City couple, the Locktons. Isabel and Ruth, much like many other slaves, endure horrific mental and physical abuse by their owners. Trying to keep her promise to her deceased mother, Isabel takes all the punishment she can in hope to protect her younger sick sister. After the sisters’ vindictive mistress sells young Ruth, Isabel is determined to run away and find her younger sister with her one and only friend Curzon, a slave boy.

3. CRITICAL ANALYSIS
Set in 1776, Isabel tells the story of her tragic life as a slave. Though this setting might seem like ancient history to young kids, today’s youth can relate to the protagonist’s rebellion and sheer determination to do the right thing. As the story develops, we learn about Isabel’s bravery and spirit even after she is branded with the letter “I” for Insolence on her cheek.

Chains vividly describes New York City life during the 1700s as well as the horrible conditions for the American prisoners of war. As Isabel tries to save Curzon, she describes the filthy prison: “The stench was overpowering—men unwashed for moths and puke and muck and rot that was eating living flesh.”

Anderson’s style of writing also captures the essence of Revolutionary times. She brilliantly includes slang and colloquial language of the time. Here, Becky, another slave tries to explain to Isabel how things work in New York City: “Some folks switch back and forth. One day they’re for the King, the next, it’s all ‘liberty and freedom, huzzah’! A tribe of Mr. Facing-Both-Ways, that’s what you’ll find in New York.”

The author begins each chapter with a historical quote and makes chapters short and easy to read. Readers will be captivated by this book from the beginning to the very end.

4. AWARDS WORD AND REVIEW EXCERPTS
Scott O’Dell Historical Fiction Award
American Library Association Notable Books for Children
Publishers Weekly Best Books of the Year

SCHOOL LIBRARY JOURNAL: “Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation.”
VOICE OF YOUTH ADVOCATES: “Through the graceful simplicity of dialogue and narration, even brief side characters are deftly drawn and believable. Thought-provoking and emotional, Isabel's story will linger long after the last page has been read.”

5. CONNECTIONS
*Middle school students learning about slavery and the Revolutionary War can read Chains to form a more complete view of this time.

*Teachers can lead a discussion on the hypocrisy of some Patriots and Founding Fathers, who fought for White men’s freedom while others were in chains.

Image Credit: fresnoteens.org

Book Review WHAT TO DO ABOUT ALICE?

1. BIBLIOGRAPHY
Kerley, Barbara. 2008. WHAT TO DO ABOUT ALICE? HOW ALICE ROOSEVELT BROKE THE RULES, CHARMED THE WORD, AND DROVE HER FATHER TEDDY CRAZY! Ill. Edwin Fotheringham. New York: Scholastic, Inc. ISBN 0439922313

2. PLOT SUMMARY
Theodore Roosevelt has a little problem; the problem’s name was Alice. Alice Lee Roosevelt loved to slide down her stair case, hang out with the boys, meet new people, and go places. She called this “eating up the world,” but her father called it “running riot.” As she grew older, she still could not conform to society’s standards of women. She drove fast, bet on horses, played poker with the boys, and even created the Night Riders, who galloped through the night until invited in for snacks. In this biography, we learn how Alice Lee Roosevelt grew up in the White House and why everyone fell in love with “Princess Alice.”

3. CRITICAL ANALYSIS
In What to Do About Alice?, Kerley does an amazing job in bring Alice Roosevelt’s character to life. With this short well-organized biographical picture book, readers get an instant portrait of Alice’s personality. Young readers learn that Theodore Roosevelt’s wife died two days after Alice was born in 1884, and Alice was Theodore’s only child with his first wife. But Alice did not want to grow up hearing “The poor little thing!” all her life. With this statement, readers get a better understanding behind Alice’s unconventional behaviors.

The author includes a few quotes throughout the story, and their sources are cited at the end of the book.

Debuting illustrator, Fotheringham creates his artwork with digital media. His beautifully detailed illustrations enhance and add humor to this story. We get to see Theodore Roosevelt giving Alice a piggyback ride, Alice hanging upside down from a tree with a monkey, Alice chasing a bully with her leg braces, and little boys dressed as girls.

Young readers will love this biographical picture book!

4. AWARDS WON AND REVIEW EXCERPTS
American Library Association Notable Books for Children

NEW YORK TIMES: “Kerley reveals the essence of Alice in an upbeat account of her life, dramatizing Alice's love of "eating up the world," as she put it. Kerley's text plays straight man to the punch line of Edwin Fotheringham's mischievous artwork.”

SCHOOL LIBRARY JOURNAL: “Kerley brings another historical figure to life.”

5. CONNECTIONS
*What to Do About Alice? can be incorporated into a 1st through 3rd grade social studies lesson. After reading this book, the teacher can lead a discussion asking students how/why Alice Roosevelt did not conform to behavior deemed acceptable of women of her time.

Image Credit: readkiddoread.com

Book Review ACTUAL SIZE

1. BIBLIOGRAPHY
Jenkins, Steve. 2004. ACTUAL SIZE. Boston: Houghton Mifflin Company. ISBN 0618375945

2. PLOT SUMMARY
In Actual Size, we learn just how big tigers, crocodiles, and the world’s largest spiders are. Sometimes fact, figures, and dimensions, don’t mean much—especially to children. In this book, Steve Jenkin illustrates animals and insects, or parts of their body, both big and small at their actual size.

3. CRITICAL ANALYSIS
Young children think concretely, so telling them that a giant squid is 59 feet long may not mean much to them. On the other hand, if an illustration shows a giant squid’s eyeball which measures about 12 inches across, children will be able to imagine just how large this creature is.

Jenkins physically shows kids animal's dimensions in Actual Size. Eighteen animals are described and illustrated. Each animal has its dimensions and memorable facts about them. The illustrations, which are collages of cut and torn paper, are sure to entice young children to picking up this book.

4. AWARDS WON AND REVIEW EXCERPTS
Beehive Children’s Informational Book Award
Flicker Tale Children’s Book Award
Garden State Children’s Book Awards

BOOKLIST: “Jenkins' artwork is gorgeous (a gatefold of a frog in midleap is particularly memorable), and, at the end of the book, thumbnail images of the featured animals paired with information about habitat and behavior put the piquant visuals into a broader context. An unusual, unusually effective tool for connecting children to nature's astonishing variety.”
SCHOOL LIBRARY JOURNAL: “Mixing deceptive simplicity with absolute clarity, this beautiful book is an enticing way to introduce children to the glorious diversity of our natural world, or to illustrate to budding scientists the importance of comparison, measurement, observation, and record keeping. A thoroughly engaging read-aloud and a must-have for any collection.”

5. CONNECTIONS
*Elementary school teachers can easily incorporate Actual Size into a science lesson on animals, or a math lesson on measurements.

*Students can pick an animal or insect, research its dimensions, and then make their own illustrations. The illustrations, like in the book, can be of the entire animal or if too large a body part can be drawn (using accurate dimensions).

Image Credit: houghtonmifflinbooks.com

Book Review THE WALL

1. BIBLIOGRAPHY
Sís, Peter. 2007. THE WALL: GROWING UP BEHIND THE IRON CURTAIN. New York: Frances Foster Books. ISBN 0374347018

2. PLOT SUMMARY
Peter Sís, the narrator of The Wall, tells his account of growing up in Prague, Czechoslovakia during the Cold War era. Sís grew up living on the Red side—the Communist side—of the Iron Wall. The author describes how as a child he was forced to join the Communist youth movement, the Young Pioneers, and believe whatever he was told to believe. Sís did not question what he was being told until he reached adolescence and wanted to paint want he wanted, join a rock group, have long hair, and wear blue jeans like Westerns did.

During a brief time in the spring of 1968, Prague citizens got a taste a freedom; however, this was short-lived. In the end, Sís takes us through his journey and shows us that “sometimes dreams come true.” On November 9, 1989, the Wall fell.

3. CRITICAL ANALYSIS
This autobiographical picture book though having only a few sentences tells the life of Peter Sís. The sentences are short and direct: “At first he drew shapes. Then he drew people. After drawing whatever he wanted to at home, he drew what he was told to at school.”

Sís adds more to his story with his detailed panel art mostly in black and white with red being the only other color included. The drawings filled with military tanks, police, food lines, and school children hiding beneath their desks show the lifeless times of the Cold War era in Prague. Then the Prague Spring of 1968 arrives: a time of freedom and joy! A time when “everything seemed possible.” To show the change in atmosphere, Sís dedicates two full pages of psychedelic color-filled illustrations.

Overall, The Wall is a great informational book that gives an accurate and real portrayal of childhood in Czechoslovakia under Soviet rule. Sís’s own journal entries added in the book bring together his memories and history.

4. AWARDS WON AND REVIEW EXCERPTS
American Library Association Notable Books for Children
Robert F. Sibert Informational Book Award
Publishers Weekly Best Children’s Book
Publishers Weekly Best Books of the Year
Boston Globe-Horn Book Awards

PUBLISHERS WEEKLY: “…the author pairs his remarkable artistry with journal entries, historical context and period photography to create a powerful account of his childhood in Cold War-era Prague.”
SCHOOL LIBRARY JOURNAL: “Personal, political, passionate-these are among the qualities that readers have come to appreciate about S's's autobiographical books…”

5. CONNECTIONS
*Older elementary and middle school students learning about the Cold War can read The Wall as an introduction to understand this era. Some students tend to get confused with history because of the many dates and details, but The Wall eliminates the confusion by focusing on the main issues and feelings felt in Communist Czechoslovakia.

Image Credit: eduscapes.com

Book Review WHAT MY MOTHER DOESN’T KNOW

1. BIBLIOGRAPHY
Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Scholastic Inc. ISBN 0439455480

2. PLOT SUMMARY
In this verse novel, Sones introduces us to Sophie, your average boy-crazy fifteen year old girl. Sophie tells us about her first love and then her second and third love. We learn about her feuding parents, her awesome best friends, and her struggle to find true love while still trying to look cool.

After several disappointing relationships, Sophie thinks she has found Mr. Right but is scared he will make her the laughing-stock at school. In the end, Sophie realizes her happiness and love for her soul mate are more important than popularity.

3. CRITICAL ANALYSIS
Sones’ first-person narrative poems use simple teenage language that most young readers will gravitate to. Each poem can stand alone and tells us an episode of Sophie’s life but as a whole tell a story of a young girl’s quest to find love.

In “Distracted in Math Class,” we hear Sophie’s private thoughts as she daydreams “and I can feel his lips, / the way they felt / that very first time. / I can feel the heat of them, / parting just slightly, / brushing across my cheek.” Young and older readers will be able to relate to one’s own memories of their first love.

Sones also make events we all hated going though seem funny. In “Three Hours Before the Dance,” Sophie goes to great lengths to make sure her hair is just right. She uses special shampoos with essential fatty acids, instant reconstructor and detanglers, and revolutionary potions that repair split ends just to name a few. But in the end, her hair “still looks pathetic.”


4. AWARDS WON AND REVIEW EXCERPTS
Iowa Teen Award

BOOKLIST: “The poetry is never pretentious or difficult; on the contrary, the very short, sometimes rhythmic lines make each page fly.”
PUBLISHERS WEEKLY: “With its separate free verse poems woven into a fluid and coherent narrative with a satisfying ending, Sophie's honest and earthy story feels destined to captivate a young female audience, avid and reluctant readers alike.”
VOICE OF YOUTH ADVOCATES: “The poems are snappy, and each one strikes a chord that fluidly moves the reader on to the next episode.”

5. CONNECTIONS
*Middle school writing/English teachers can introduce students to poetry with What My Mother Doesn't Know. It is simple, fun, quirky, and something young adults can definitely relate to.

*Students can then write their own poems about embarrassing, cool, or emotional events in their lives.

Image Credit: nassaulibrary.org

Book Review THE WORLD ACCORDING TO DOG

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

2. PLOT SUMMARY
In The World According to Dog, Sidman mixes contemplative and sensory poems with short essays written by teens of their beloved canine friends. The poems express the playful nature of dogs and the peace and sense of calm they bring to their owners’ chaotic lives. Most importantly, the essays share the wonderful memories our canine friends leave behind.

3. CRITICAL ANALYSIS
The World According to Dog includes wonderful photographs provided by Doug Mindell. The black and white pictures blurred and earthly evoke memories of one’s own fury friends.

Sidman uses a variety of poetic forms—haiku, free verse, and poems with two voices—and even includes poems from a dog’s point of view. The poems vary from being funny, play-full, heartfelt, to pain-full. In “Dog in Bed,” Sidman accurately expresses the emotion and bond one develops with dogs. She writes “This is how it is with love. / Once invited, / it steps in gently, / circles twice, / and takes up as much space / as you will give it.” The choice of words to describe the relationship between someone and their dog cannot be forced or faked. Readers will appreciate Sidman’s poems because they express real emotional and love for her best friend, Merlin—seven year old Gordon setter.

4. REVIEW EXCERPTS
BOOKLIST: “Illustrated with striking, blurred, black-and-white photos, this collection muses on canine wisdom and charm--what dogs can teach us; why they are lovable.”
SCHOOL LIBRARY JOURNAL: “Sidman's poetic observations of beloved pets interspersed with short essays by teens are sure to engage dog fanciers.”

5. CONNECTIONS
*Other books about pets:
Franco, Betsy. A CURIOUS COLLECTION OF CATS. Ill. by Michael Wertz. ISBN 1582462488
Foster, John L.(Editor). PET POEMS. Ill. by Korky Paul. ISBN 0192761919

Teachers can read these books about pet poetry to grab teens’ interest and inspire them to write their own poetry regarding the people/pets they love.

Image Credit: houghtonmifflinbooks.com

Book Review TOASTING MARSHMALLOWS: CAMPING POEMS

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

2. PLOT SUMMARY
Kristine O’Connell George’s Toasting Marshmallows is a compilation of poems on everything that happens before, on, and after a camping trip. The book begins with a family setting up a tent at their camping site and ends with the main character, a young girl, stashing away her dirty flannel shirt filled with “pine smells, campfire, forest moss” keeping it hidden, so no one will “wash away” her memories. Between this, the main character describes her adventure—the places she explored, the animals she encountered, toasting marshmallows with her brother, and admiring the starry nights.

3. CRITICAL ANALYSIS
George’s compilation of thirty poems and Kiesler’s detailed acrylic paintings tell and show readers the sights, smells, and feelings of a family camping trip. The poems are written from the perspective of a young girl enjoying the adventures and wonders of the natural world.

The poems are short, use simple language, and are well-crafted. George also cleverly constructs the text of her poems into shapes representing their title. For example, the first poem titled “Tent” is written to resemble the shape of an actual tent, and another poem titled “Storm” has its text slanted like the rain.

In “Mosquito Song,” the author uses alliteration and onomatopoeia to show a mosquito’s view: “It’s meeeeeeeeeeeeeeeeee! / Mosqueeeeeeeeeeeeto! / Is that you, Dinner? / Greeeeeeeetings!”

4. AWARDS WON AND REVIEW EXCERPTS
School Library Journal Best Books of the Year

PUBLISHERS WEEKLY: “Readers will definitely want S-mores.”
SCHOOL LIBRARY JOURNAL: “The poems are varied and inventive, replete with marvelous images and universal truths.”

5. CONNECTIONS
*After reading Toasting Marshmallows, students can write their own poems about family camping trips, going to the ranch, vocations, or going to visit family members. Students can illustrate their poems and then present it to the class.

*The library can be transformed into a camping site. During a scheduled library visit, students can bring their favorite book of poetry, and the librarian will have read alouds around the “campfire.”

Image Credit: librarything.com

Book Review BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE

1. BIBLIOGRAPHY
Ketteman, Helen. 1997. BUBBA THE COWBOY PRINCE: A FRACTURED TEXAS TALE. Ill. by James Warhola. New York: Scholastic Press. ISBN 0590255061

2. PLOT SUMMARY
Bubba the Cowboy Prince is a comical western version of the classic Cinderella story. Bubba, the good stepbrother, always worked hard at his evil stepdaddy’s Texas ranch while Dwayne and Milton, his mean stepbrothers, just sat back on their horses bossing him around. One day, Miz Lurleen—the “puriest and richest gal in the county"—decided to throw a ball to find herself a “feller” who loved ranching as much as she does. After helping Milton and Dwayne get all “gussied up in their finest duds” to attend Miz Lurleen’s ball, Bubba stays behind.

Suddenly, Miz Godcow shows up to magically transform Bubba into a handsome cowboy who spelled nice too. While dancing with Miz Lurleen, the clock strikes midnight and Bubba turns back into a dirty smelly cowboy. Bubba runs away and loses one boot in the process. The next day, Miz Lurleen sees—and smells—Bubba and knows he is her “prince in cowboy boots.” The two ride off into the sunset and live happily ever after “roping, and cowpoking, and gitting them dogies along.”

3. CRITICAL ANALYSIS
Ketteman’s version of a Cinderella story has excellent archetype characters representing good and evil. Bubba is the humble Texas rancher while his mean stepdaddy and stepbrothers are greedy and selfish.

Warhola beautifully illustrates his artwork in oil on a canvas. The illustrations show the stereotypical Texas rancher lifestyle. Miz Lurleen’s house is filled with cowboy hats, a Texas Longhorn and Texas clock on the wall, and other furniture with antlers. The language unique to the west and ranchers comically and stereotypically portray Texas life.

Overall, I believe this is a great version of Cinderella that all children will enjoy reading.

4. AWARDS WORD AND REVIEW EXCERPTS
Golden Sower Award
BOOKLIST: “With a male in the starring role, this charming and funny retelling may hold more appeal for young boys than the traditional version may.”
PUBLISHERS WEEKLY: “Rustler lingo and illustrations chockablock with Texas kitsch make this ranch-spun Cinder-fella a knee-slappin' tale.”

5. CONNECTIONS
* Bubba the Cowboy Prince is a great way to introduce older readers to the concept of stereotypes and archetype characters.
*Other fractured fairy tales:
Scieszka, Jon. THE TRUE STORY OF THE THREE LITTLE PIGS. ISBN 0140544518
Stanley, Diane. RUMPELSTILTSKIN’S DAUGHTER. ISBN 0064410951
Yolen, Jane. SLEEPING UGLY. ISBN 0698115600

-Teachers can read and then discuss with students the concept of perspective and point of view with fractured fairy tales (changing who is telling the story will change the story). ---Students can work on Venn diagrams to look for similarities and differences between the stories’ plot, characters, and setting.

Image Credit: capitolchoices.communitypoint.org

Book Review MOONBEAMS, DUMPLINGS & DRAGON BOATS

1. BIBLIOGRAPHY
Simonds, Nina, Leslie Swartz, and the Children’s Museum, Boston. 2002. MOONBEAMS, DUMPLINGS & DRAGON BOATS: A TREASURY OF CHINESE HOLIDAY TALES, ACTIVITIES & RECIPES. Ill. by Meilo So. San Diego: Gulliver Books. ISBN 0152019839

2. PLOT SUMMARY
The authors of Moonbeams, Dumplings & Dragon Boats introduce readers to traditional Chinese folktales, recipes, and activities for celebrating five Chinese holidays—Chinese New Year, the Lantern Festival, Qing Ming, the Dragon Boat Festival, and the Moon Festival. For each holiday, background information and a folktale explaining the origin of the holiday is given. This is then followed by recipes and arts and crafts activities.

Readers hear about the greedy Kitchen God, the loyal Jie Zitui, the spirit of Qu Yuan, and the Moon Goddess’s jealousy. Along the way, children and their families can learn on how to prepare tasty dumplings, moon cakes, and fresh spring rolls.

3. CRITICAL ANALYSIS
Each folktale educates readers about Chinese culture, traditions, holidays and customs. The stories are about four pages each, and all are accompanied with illustrations. The illustrator does a wonderful job of introducing young readers to China through the wonderful Chinese artwork done with watercolors. Drawings of Chinese lanterns, dragons, lions, and Chinese calligraphy decorate the pages.

The stories are simple but can also teach children to appreciate diversity.

4. AWARD WORD AND REVIEW EXCERPTS
ABC Children’s Booksellers Choices Awards
KIRKUS REVIEWS: “Gorgeous watercolors complement and brighten each sampling as well as attract readers with their simple beauty and elegance.”

5. CONNECTIONS
*All the stories can be read at once to students, or each folktale can be read on the day of the particular holiday falls on.
*Teachers can use the activities the authors provide for each folktale to further supplement the readings.

Other books on Chinese culture
Vaughan, Marcia K. THE DANCING DRAGON. ISBN 1572551348
Lin, Grace. FORTUNE COOKIE FORTUNES. ISBN 0440421926

Image Credit: fun-books.com

Book Review JUST A MINUTE: A TRICKSTER TALE AND COUNTING BOOK

1. BIBLIOGRAPHY
Morales, Yuyi. 2003. JUST A MINUTE: A TRICKSTER TALE AND COUNTING BOOK. Ill. Yuyi Morales. San Francisco: Chronicle Books LLC. ISBN 0811837580

2. PLOT SUMMARY
In this story, Señor Calavera pays a visit to Grandma Beetle’s home to take her to the next life. Grandma Beetle aware of Señor Calavera’s intentions, delays him by saying “Just a minute, Señor Calavera…I will go with you right away…” only after she finished some household chores. After staying to celebrate Grandma’s birthday with her nine grandchildren, Señor Calavera decides to extend Grandma’s lease on life because he can’t wait to celebrate her next birthday.

3. CRITICAL ANALYSIS
Yuyi Morales trickster tale incorporates many of the elements that should be included in a folktale. To begin, the characters could not represent good and evil any better. Señor Calavera, the representation of death, is trying to take innocent old Grandma Beetle to the get life.

There are many references to the Mexican culture in Morales tale. Señor Calavera’s (which means skull in English) character is the Mexican symbol for “Dia De Los Muertos” or the Day of the Dead. Throughout the book, festive colors, piñatas, and clay pottery fill the pages.

The language is simple, repetitive, and bilingual. Morales includes the numbers one (uno) through ten (diez) in both English and Spanish to teach readers their numbers.

4. AWARDS WORD AND REVIEW EXCERPTS
Pura Belpre Award
ALA Notable Books for Children
America’s Award for Children’s and Young Adult Literature
BOOKLIST: “The splendid paintings and spirited storytelling--along with useful math and multicultural elements--augur a long, full life for this original folktale.”
SCHOOL LIBRARY JOURNAL: “This deceptively simple read-aloud treat has as many layers as an onion, and is every bit as savory.”

5. CONNECTIONS
*This is a great book to read during Halloween. Teachers can read this and books about “Dia de los Muertos” and discuss the differences between the two holidays.

*Other books on Mexican culture:
Winter, Jeanette. CALAVERA ABECEDARIO: A DAY OF THE DEAD ALPHABET BOOK. ISBN 0152059067
Krull, Kathleen. HARVESTING HOPE: THE STORY OF CESAR CHAVEZ. Ill. by Yuyi Morales. ISBN 0152014373

Image Credit: latinbabybookclub.com

Book Review A CALDECOTT CELEBRATION

1. BIBLIOGRAPHY
Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York: Walker and Company. ISBN 0802786588

2. PLOT SUMMARY
Leonard Marcus highlights six Caldecott Award Winners in A Caldecott Celebration: Robert McCloskey, Marcia Brown, Maurice Sendak, William Steig, Chris Van Allsburg, and David Wiesner. The author recognizes one winner from each decade beginning in the 1940s to demonstrate a representative sample of Caldecott winners. Each chapter begins with a brief biography of the artists followed by the illustrator’s creative process.

3. CRITICAL ANALYSIS
Marcus’s book is geared towards older readers due to its length (48 pages) and lengthy paragraphs. The author includes biographical information for each illustrator, a picture of the book’s cover, working sketches, and what inspired the illustrator/authors. Each chapter is about six pages in length.

By mere observation, this book did not grab my attention. The book cover is colorful and cluttered with pictures, but nothing pulled me in. After flipping through the pages, I saw a lot of text. The unappealing nature of this book is unfortunate because after reading the book, I found it to be information but more importantly fun and interesting.

4. REVIEW EXCERPTS
BOOKLIST: “A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/illustrator studies."
THE HORN BOOK: “The text is remarkable for the smooth integration of explanatory material with overall commentary, and selective detail creates a sense of intimacy and understanding.”

5. CONNECTIONS
*Teachers can use this book to introduce students to an illustrator and then read the book they received the Caldecott reward for.
*Students can pick one illustrator and then read selected books illustrated by them.
*Students can be divided into groups and create a poster for an assigned illustrator. The poster can include biographical information, a picture of the illustrator, pictures from the award winning book, etc.


Image Credit: Amazon.com

Book Review HE’S GOT THE WHOLE WORLD IN HIS HANDS

1. BIBLIOGRAPHY
Nelson, Kadir. 2005. HE’S GOT THE WHOLE WORLD IN HIS HANDS. Ill. by Kadir Nelson. New York: Penguin Group (USA) Inc. ISBN 0803728506

2. PLOT SUMMARY
Kadir Nelson’s turns one of American’s best-known spirituals into a picture book. His artwork of a little African American boy and his family bring to life the lyrics of “He’s got the Whole World in His Hands.” Nelson’s illustrations show the beauty of nature, family, and community.

3. CRITICAL ANALYSIS
Nelson uses the lyrics to one of America’s most popular spirituals to compliment his illustrations. The lyrics are written in big letters perfect for teachers or librarians reading aloud to children. The characters of the book are an African American family showing the diversity of the world.

Set in San Francisco, Nelson beautifully illustrates with pencil, oil, and watercolor the city’s mountains, oceans, rivers, and parks. His artwork shows how all the world—its people and nature—is connected. In his book, Nelson brings new life to this old-time favorite spiritual and spreads the message of hope.

4. REVIEW EXCERPTS
PUBLISHERS WEEKLY: “The artist's mix of watercolor, oil and pencil creates often velvety-looking portraits…”
SCHOOL LIBRARY JOURNAL: “…Nelson gives fresh, thought-provoking interpretations to the lyrics that will stir the imagination and spark discussion.”

5. CONNECTIONS
*Lead a discussion and ask students why they think “He” has everyone in his hands. This question will hopefully lead students to understand and appreciate diversity and everything on earth.

*Other spiritual picture books
Lewis, E.B. THIS LITTLE LIGHT OF MINE. ISBN 068983179X
Bryan, Ashley. LET IT SHINE: THREE FAVORITE SPIRITUALS. ISBN 0689847327


Image Credit: Amazon.com

Book Review JOSEPH HAD A LITTLE OVERCOAT

1. BIBLIOGRAPHY
Taback, Simms. 1999. JOSEPH HAD A LITTLE OVERCOAT. Ill. by Simms Taback. New York: Penguin Group. ISBN 0670878553

2. PLOT SUMMARY
In this picture book, Simms Taback writes about a man, Joseph, who has an overcoat. The overcoat eventually gets old and worn which consequently leads Joseph to turn it into a jacket. The jacket then gets old too, so Joseph makes the jacket into a vest. This same thrifty pattern continues until the once overcoat is turned into a button. Joseph loses his button, and because there is nothing physically left of the jacket, Joseph writes a story about it. The moral of the story is you can always make “something out of nothing” by being creative and imaginative.

3. CRITICAL ANALYSIS
Taback uses simple language, short sentences, and plenty of repetition throughout the book. The author’s style of writing is sure to get young readers involved and trying to read along. In the story, Joseph models to children—rather than preaching—that one most make the most out of the things one has.

Most of the story, however, comes from Taback’s illustrations. The watercolor and collage-style artwork is bold, bright, and detailed. The illustrations show the reader that Joseph is an older Jewish man who lives in a farm, but also add some humor and cleverness to the story. One example of this is a newspaper thrown on the ground with the headline “Fiddler on Roof Falls off Roof” with a picture of an arrow pointing to a house roof labeled “scene of accident.” Taback’s captivating illustrations, bold colors, and die-cuts are sure to charm young children, and his clever wit is sure to entertain older readers.

4. AWARDS WORD AND REVIEW EXCERPTS
Caldecott Medal
American Library Association Notable Books for Children
National Jewish Book Awards

SCHOOL LIBRARY JOURNAL: “A book bursting at the seams with ingenuity and creative spirit.”
BOOKLIST: “Taback's mixed-media and collage illustrations are alive with warmth, humor, and … a million details to bring children back again and again.”

5. CONNECTIONS
*Another book about reusing old things:
Wong, Janet. THE DUMPSTER DIVER. ISBN 0763623806

*Lead a discussion about the importance of reusing, recycling, and/or donating old items with children. Children can then bring in one old item from home to make something new out of it.
*Gather other books by Simms Taback and discuss his unique style of art work. Look at the colors, techniques, and details and discuss what they add to the story.

Taback, Simms. THERE WAS AN OLD LADY WHO SWALLOWED A FLY. ISBN 0670869392
Taback, Simms. THIS IS THE HOUSE THAT JACK BUILT. ISBN 0142402001


Image Credit: Amazon.com