Catherine, Called Birdy by Karen Cushman (Genre: Historical Fiction)

A.    BIBLIOGRAPHY
Cushman, Karen. 1994. CATHERINE, CALLED BIRDY. Harper Collins. ISBN 0064405842.

B.    SUMMARY
Catherine, Called Birdy is a historical novel set in Medieval England in the year 1290, and is written in the form of diary entries. Catherine aka Birdy, who is fourteen-years-old, is the daughter of Lord Rollo and Lady Aislinn, and sister to Thomas, Edward, and Robert. She lives in a manor house, and begins the diary upon the prompting of her favorite brother Edward, who is a monk at an abbey.

The diary contains Catherine’s entries of a year in her life which is filled with rich details of life in medieval England. It begins on the 19th of September, 1290 and Catherine writes on the leftover skins from the household accounts. She writes that she is the daughter of a country knight with ten servants and seventy villagers. Catherine’s intense dislike of her father is evidenced throughout the diary. She also laments her situation as a girl with limited prospects. All she does on a daily basis is sew, hem, brew, nurse, and count linen, activities which she does not care for. Instead, she daydreams about going off to fight in the Crusades and lead an adventurous life, like some of her brothers and uncle Robert. She also finds herself in a predicament as her father keeps trying to marry her off to a series of incompatible suitors, finally betrothing her to a vile old man whom she calls Shaggy Beard.

Catherine tries to find a way to avoid her fate but finds there is little recourse or means of escape. Fortunately, fate is kind to Catherine and she finds a glimmer of hope at the end.

C.    CRITICAL ANALYSIS
Catherine is a complex and multi-dimensional character who is well-delineated. Contrary to the times she lived in, where women were considered no more than chattel to be bartered at will, Catherine is presented as a strong-willed and opinionated young woman. Her nickname is apt considering she is like a little bird that struggles valiantly to be free from the strictures of her life. The feelings that Catherine expresses through her diary entries are typical for an adolescent dealing with difficult issues, and though the setting of the story is medieval England, these feelings are relevant in today’s context and are feelings many adolescents will identify with.

Even though the story is written in the form of diary entries, the epistolary format works in favor of the novel as there is an abundance of details which provide the reader with information about life in medieval England. For example, the status of women is portrayed as lowly and subject to the dictates of men (Catherine has to marry whomever her father chooses with no choice in the matter); high born women are trained to manage a household and indulge in monotonous activities such as sewing and hemming (which Catherine abhors), and there are also descriptions of daily activities such as making soap from goose-fat (which is described as foul-smelling). Conditions in medieval England are described as filthy, even in a manor house such as the one Catherine resides in. She describes killing fleas as if it were a common activity in her daily life, and there are many other details provided in the diary entries that convey a dirty environment lacking in hygiene. All of these details are period-authentic as such was the life in medieval England and the author weaves these period details credibly into the novel.

The themes of women’s rights, adolescence and freedom are well-explored in this novel and though the setting is medieval England, Catherine’s plight will resonate with adolescents today as they too struggle to find their “voice” and be independent. The author’s writing style is witty and engaging with the main character using interesting and often funny phrases to convey how she is feeling, such as “Corpus Bones!” as an expression of frustration. Catherine is a young woman ahead of her time and a character many adolescents will identify with.

D.    AWARDS/ REVIEW EXCERPT (S)
Newbery Honor (1995)

Publishers Weekly: “The period has rarely been presented for young people with such authenticity; the exotic details will intrigue readers while they relate more closely to Birdy’s yen for independence and her sensibilities toward the downtrodden. Her tenacity and ebullient naivete are extraordinary; at once comic and thought-provoking, this first novel is a delight.”

School Library Journal: “The 14-year-old daughter of a rustic knight records the events of her days in the year 1290, writing perceptive, scathing, and often raucously funny observations about her family, friends, and would-be suitors. A delightful, rebellious heroine, determined not to marry the man of her father's choice.”

E.    CONNECTIONS
*This novel can be used as part of a Language Arts unit where students can be asked to write about their own daily life and experiences, over a period of a few months, and describe events and details that mirror society in present times, just as Catherine did in her diary about life in medieval England. This would enable students to make connections between the past and the present.
*The novel can also be used as part of a Social Studies or History unit on medieval England. Students can be encouraged to gather and compile information on different aspects of medieval England such as daily activities, law and order, the way society was structured, the rights of women, etc.
*As a further extension, students can be asked to present a creative project on medieval England such as a travel pamphlet, a diorama, a piece of verse or prose, etc.
*Several other works on medieval England which can be explored are:
Cushman, Karen. 1996. THE MIDWIFE'S APPRENTICE. Harper Collins. ISBN 006440630X.
Morley, Jacqueline. 2008. YOU WOULDN'T WANT TO LIVE IN A MEDIEVAL CASTLE! Ill. by David Antram. Franklin Watts. ISBN 0531219135
Aliki. 1986. A MEDIEVAL FEAST. Harper Collins. ISBN 0064460509.
Skurzynski, Gloria. 2004. MINSTREL IN THE TOWER. Random House. ISBN 0394895983.
Platt, Richard. 2003. CASTLE DIARY: THE JOURNAL OF TOBIAS BURGESS. Candlewick. ISBN 0763621641.

The Storm in the Barn by Matt Phelan (Genre: Historical Fiction)

A.    BIBLIOGRAPHY
Phelan, Matt. 2009. THE STORM IN THE BARN. Somerville, MA: Candlewick Press. ISBN 0763636180

B.    SUMMARY
In this debut graphic novel by Matt Phelan, the story is a blend of folklore, mystery, and historical fiction. Set against the Dust Bowl of the 1930s, the story is about a young boy living in a small Kansas town. The year is 1937, and eleven-year-old Jack Clark feels alienated and useless. The family farm sits idle because of the long drought, Jack’s older sister is suffering from what the doctors term “dust pneumonia”, and Jack feels useless as his dad deems him unfit to help with chores. Jack is also bullied by a group of unruly youths. Jack’s only solace is listening to his sick sister read stories of Dorothy’s adventures in Oz, and visiting his older friend Ernie who runs a convenience store. Ernie regales Jack with stories of another Jack who fights off the King of Blizzards and the two-headed King of the Northeast Winds.

One day, Jack spies something strange in an abandoned barn, but he begins to doubt what he thinks he saw when he overhears the local doctor expressing concern that Jack may be suffering from “dust dementia.” It is only later that Jack builds up the courage to face the entity in the barn, which turns out to be “rain”, hiding from the world until people grow desperate enough that they will worship “rain” when it manifests itself. Jack finally feels he has had enough of being bullied and decides to take concrete action, one that might just free the townspeople from the long drought.

C.    CRITICAL ANALYSIS
Jack Clark is a well-delineated character that adolescent readers will easily relate to. The feelings of alienation, being useless, the fear of the unknown and anger that comes with being incessantly bullied are all feelings that many adolescents can empathize with.  The story is also rooted in actual history, that of the Dust Bowl period of the 1930s. One of the events described in the book, i.e. the jackrabbit drive is based on an actual event that occurred back then and is effectively conveyed by Phelan in a series of panels which shy away from graphic description yet make the bloody events that transpired perfectly clear.

The setting for this story is Kansas in 1937, and Phelan credibly recreates the details of the period through the pencil and watercolor panels portraying the dust storms, the hazy effect from the ever present dust, and the styles of the period as evidenced by the characters’ clothing, the cars, the buildings, farmhouses, barns, etc. The language used in the novel is also period authentic, and lends credibility to the story.

The style of writing is sparse with direct, unadorned language and this suits the story as the illustrations “speak” for themselves. There are pages upon pages where there is no text and only illustrations that encourage readers to pore over the illustrations and infer the meaning. Though Jack’s encounter with “rain” seems more like fantasy, the story never loses sight of its true focus, i.e. the plight of people trapped on barren farms, and struggling to eke out a living during the Dust Bowl period. In Jack Clark, readers will find a determined young hero who discovers his sense of identity and self-confidence.

D.    AWARDS/ REVIEW EXCERPT (S)
The Scott O’Dell Award for Historical Fiction (2010)

Publishers Weekly: “The big novelty here is the Dust Bowl setting, and Phelan's art emphasizes the swirling, billowing clouds of fine grit that obscure even nearby objects. Older readers might have appreciated more text to make up for the lack of visual clarity, but kids will identify with Jack and appreciate his success.”

VOYA: “Phelan's panels, which stretch on wordlessly for pages at a time, evoke both the majestic sweep and crushing loneliness of the bone dry prairies during the Great Depression, and his mastery of facial expressions and body language allow him to communicate in just a few pen strokes what could take paragraphs of text.”

School Library Journal: “Written with simple, direct language, it’s an almost wordless book: the illustrations’ shadowy grays and blurry lines eloquently depict the haze of the dust. A complex but accessible and fascinating book.”

Kirkus Reviews: “Author/illustrator Phelan's first graphic tale is part historical mystery, part fantasy thriller. The pencil-and-watercolor panels are cinematically framed and often wordless, advancing the plot and delineating character with careful strokes. The bleakness of the Dust Bowl comes through in both the landscape and the hopeless faces of his characters. This is not to be missed.”

E.    CONNECTIONS
*This graphic novel makes an excellent introduction for a Social Studies unit on the Dust Bowl period. Teachers/librarians can also compile some additional material on this period such as recorded interviews with those that lived through this period, documentaries, etc. and use these materials to engage students’ interest in the topic and initiate discussions on the topic. One of the documentaries on this period is “American Experience: Surviving the Dust Bowl” (2007).
*Upper elementary and middle school students can be encouraged to show their research skills by compiling information on the Dust Bowl period and presenting the information in the form of a project such as a PowerPoint presentation, a diorama, collage, essay, etc.
*Students can also be encouraged to read other accounts of the Dust Bowl period such as:
Hesse, Karen. 1999. OUT OF THE DUST. Scholastic. ISBN 0590371258
Stanley, Jerry. 1993. CHILDREN OF THE DUST BOWL: THE TRUE STORY OF THE SCHOOL AT WEEDPATCH CAMP. Crown Books. ISBN 0517880946

A Faraway Island by Annika Thor (Genre: Historical Fiction)

A. BIBLIOGRAPHY
Thor, Annika. 2009. A FARAWAY ISLAND. Trans. by Linda Schenck. New York, N.Y.: Delacorte Press. ISBN 0385736176

B. SUMMARY
A Faraway Island is a work of historical fiction written in Swedish by Annika Thor and translated by Linda Schenck. The setting is the early days of World War II when the persecution of Jews by the Nazi government in Germany was escalating and affecting Jews elsewhere in Europe. Against this backdrop, 12-year-old Stephie Steiner and her 7-year-old sister Nellie find themselves being part of a group of 500 Jewish children who have been granted asylum in Sweden. The sisters leave behind their beloved parents who are forced to stay behind in Vienna, Austria as they try to obtain visas that will enable the entire family to emigrate to the United States.

Upon arrival in Sweden, Stephie and Nellie find themselves separated and sent to live with two different foster families. Stephie is assigned to a cold and stern woman, Marta who is also a devout Christian. Nellie is fortunate as she is assigned to a kind woman, Alma (a cousin of Marta’s) and blends in easily with her foster family. Stephie meanwhile struggles to assimilate, finding the Swedish language alien and difficult to master compared to her native German, whilst younger sister Nellie takes to the language easily. It is Stephie’s struggles that is the focus of the story, exploring her sense of alienation, sadness, frustration, and desire to be reunited with her parents and sister. Stephie faces difficulties in making new friends, partly because of the language barrier, but also because there are girls at Stephie’s new school that do not take too kindly to Stephie and make life difficult for her.

It takes a long time for Stephie to come to grips with her new situation and she slowly begins to adapt to life in the small fishing village in Sweden. She discovers a gentler side to her foster mother, proves to be a keen learner at school, and even makes a new friend. As time passes, Stephie realizes that her parents are trapped without any means of escaping their difficult situation in Nazi-controlled Vienna, and she begins to understand that Sweden may prove not just to be a temporary refuge, but a long-term home for her and Nellie.

C. CRITICAL ANALYSIS
Both Stephie and Nellie are credibly drawn characters that the reader, especially young children and pre-teens/teenagers will easily relate to. Young Nellie quickly adapts to her new life, and assimilates easily, reminiscent of the coping mechanisms of young children. Stephie on the other hand, being older, finds it more difficult adapting to her new circumstances. She finds her foster mother cold and aloof, and faces an even harder time at school where the prejudiced Sylvia and a few other girls bully her, though she handles this quite well. The cliquish climate at Stephie’s school is similar to what many adolescents experience at school today and this should strike a chord with adolescent readers.

The story is compelling and credibly plotted. Readers are given sufficient background information as to the circumstances that compelled the sisters to be sent to Sweden, but the story leaves out the more gruesome details regarding the persecution of the Jews by the Nazis. The only part of the story that alludes to the violence during that period is Stephie’s recollections of her dog Mimi being shot by the Nazis. Considering the young target audience of this book, the omission of more horrific details is apt.

The setting for this story is Sweden during the beginning of World War Two, i.e. the year 1939. The author recreates the feel of the period quite well, with faithful descriptions of the little island in Sweden where Stephie and Nellie live, the simple life in the village which is contrasted with the sisters’ lavish lifestyle prior to the Nazi takeover, and also the descriptions of daily life which is period authentic.

The novel does seem to end rather abruptly on an ambiguous note. There is no resolution that tells readers the fate of Stephie and Nellie’s parents. Though this makes the novel feel incomplete, it is mentioned at the back of the book that this is the first of a four-part series featuring the Steiner sisters.

This historical novel has several underlying themes, such as the themes of alienation, adolescent angst, coping, prejudice, etc. and these are themes that are universal and relevant even in present times. As such, readers today will find much to empathize and identify with even though this story was set in 1939. As a translated work, it is hard to comment on the author’s style of writing, but the translator does a good job of remaining true to the author’s original voice. In the author’s note at the back of the novel, the author states that though the novel is a piece of historical fiction, the story is in part derived from real life characters and the author’s own experiences of growing up Jewish in Sweden. The story is written in third person, which is justified by the author as being necessary because she feels strongly that “stories in the ‘I’ form should be told by people who really had the firsthand experience – the Holocaust survivors.” It is this attention to detail that makes A Faraway Island a compelling historical novel.

D. AWARDS/ REVIEW EXCERPT (S)
The Batchelder Award (2010)

School Library Journal: “Children will readily empathize with Stephie's courage. Both sisters are well-drawn, likable characters. This is the first of four books Thor has written about the two girls. It is an excellent companion to Lois Lowry's Number the Stars (Houghton, 1989), Kit Pearson's The Sky Is Falling (Viking, 1990), and Olga Levy Drucker's Kindertransport (Holt, 1995).”

Kirkus Reviews: “Straightforwardly told in the present tense and easier for tender hearts than the brutal stories of concentration camps, this still conveys the reality of war and the suffering of those displaced by it.”

E.CONNECTIONS
*Since this story is based on the war-time experiences of two young Jewish girls against the backdrop of WW II, teachers and librarians can invite guest speakers who are Holocaust survivors to come to the class/school/library and speak about their wartime experiences.
*This book can be part of a Language Arts activity where students can be asked to respond to one of the novel’s main themes, e.g. write a response (in the form of a diary entry, narrative essay, letter, etc.) on the theme of prejudice.
*The story of Stephie and Nellie’s experiences can be brought to life through readers theater.

The Boy Who Invented TV: The Story of Philo Farnsworth by Kathleen Krull (Genre: Biography)

A.BIBLIOGRAPHY
Krull, Kathleen. 2009. THE BOY WHO INVENTED TV: THE STORY OF PHILO FARNSWORTH. Ill. by Greg Couch. New York, N.Y.: Alfred A. Knopf. ISBN 037584561

B. SUMMARY
This inspiring picture book biography recounts the true life story of Philo Taylor Farnsworth, who was just a 14-year-old farmboy in 1920 when he had a brainstorm. Seeing the plow create rows of overturned earth, Philo found a way to create television by “breaking down images into parallel lines of light, capturing them and transmitting them as electrons, then reassembling them for a viewer.” His school teacher, Mr. Tolman encouraged him to go to college where he thought Philo’s genius would be given the recognition it deserved. Unfortunately, events would conspire against Philo. He was forced to leave college after his father’s death and became his family’s main breadwinner.

It was only eight years after his brilliant idea first came to Philo’s mind that he was able to realize his dream of transmitting the world’s first television image. The book ends at this point though the author’s note at the back of the book mentions how Philo triumphed in his bid to invent TV but would not get credit for it during his lifetime. Philo was embroiled in a dispute with the Radio Corporation of America (RCA) and never did get actual credit for inventing the television, especially since his patents expired and his ideas became public domain.

C. CRITICAL ANALYSIS
Author Kathleen Krull has written a compelling and inspiring biography about a little known figure in the history of American inventors, Philo Farnsworth. This boy genius was ahead of his time when he invented the television and though events conspired against him, he is acknowledged for his contributions today. The information presented in the text comes from the author’s research which is acknowledged at the back of the book under “Sources”, with a list of book titles, web sites, and television shows that children can refer to in order to expand their knowledge about Philo Farnsworth and his invention.

The biography is well-organized and is ordered chronologically from Philo Farnsworth’s birth in 1906 till his announcement of his invention in 1928. Though written with an obvious admiration for the subject, the book does not get overly sentimental and remains objective about the subject, his struggles, and his achievements.

The vivid illustrations by Greg Couch enable readers both young and old to imagine Philo’s ideas as they take flight and are executed. For example, the beautiful and inspiring illustration of Philo and his father lying on the grass and looking at the stars whilst Philo listens to his father recounting the achievements of famous inventors like Thomas Edison and Alexander Graham Bell. Then there’s the brilliant yellow of the potato fields which first sparked the idea of how to invent television in Philo’s mind.The language is written in an accessible and highly readable style and coupled with the brilliant illustrations, this makes an engaging and stirring biography to fuel the imaginations and creative aspirations of young children.

D. AWARDS/ REVIEW EXCERPT (S)
School Library Journal, Starred Review: “One to inspire young audiences with the vast possibilities that imagination and diligence can accomplish.”

The New York Times Book Review: “Beautiful and beautifully told, the book tracks like the sort of graphic novel that breaks your heart, with its implied passage of time and slipping away of early dreams.”

E. CONNECTIONS
*There are many possibilities for extension activities here. Children can be asked to come up with their own inventions using regular household materials as part of a creative activity which can in turn be linked to Language Arts, Science, Mathematics, Social Studies, or Art lessons.
*Teachers/librarians can do some research and check to see if there are local inventors within the community and invite them to speak to children. This can serve to inspire and motivate children.
*I think it is important for children and young adults to understand that both men and women have contributed in terms of inventions. Below is a list of books on both male and female inventors which can be used as suggested further reading for those who are interested in the subject:
Thimmesh, Catherine. 2002. GIRLS THINK OF EVERYTHING: STORIES OF INGENIOUS INVENTIONS BY WOMEN. Ill. by Melissa Sweet. Sandpiper. ISBN 0618195637.
Wulffson, Don L. 1999. THE KID WHO INVENTED THE POPSICLE; AND OTHER SURPRISING STORIES ABOUT INVENTIONS. Puffin. ISBN 0141302046.
Clements, Gillian. 2005. THE PICTURE HISTORY OF GREAT INVENTORS. Frances Lincoln Children's Books. ISBN 1845074394.

Sisters and Brothers: Sibling Relationships in the Animal World by Steve Jenkins and Robin Page (Genre: Nonfiction)

A.BIBLIOGRAPHY
Jenkins, Steve & Page, Robin. 2008. SISTERS AND BROTHERS: SIBLING RELATIONSHIPS IN THE ANIMAL WORLD. Boston, MA: Houghton Mifflin. ISBN 0618375967

B. SUMMARY
In Sisters and Brothers, authors Steve Jenkins and Robin Page provide brief yet informative and engaging descriptions of the sibling relationships of 19 animals (which include the sibling-less giant anteater) and the characteristics of their relationships. The information is presented in accessible language and has a high interest factor due to the fascinating information on each animal. For example, the giant anteater is an only child and stays with its mother for two years; young cichlids grow alongside their adopted catfish siblings; baby Nile crocodiles learn the value of cooperation since before birth; and, young grizzly bear cubs will fight until one leaves home to search for a different territory to call its own.

Besides describing the way these animals interact with each other, other information is also provided such as their habitats, what they eat, their reproduction, etc. The animals featured in this book are African elephants, Gould’s long-eared bats, Nine-banded armadillos, New Mexico whiptail lizards, naked mole rats, termites, grizzly bears, spotted hyenas, black widow spiders, cheetahs, peregrine falcons, wild turkeys, beavers, Nile crocodiles, European shrews, great crested grebe, cichlids, Asian koels, and the Giant anteater.

C. CRITICAL ANALYSIS
Sisters and Brothers by Steve Jenkins and Robin Page is an informational picture book that describes the sibling relationships of certain animals in the animal kingdom. Though the target audience is young children, this book can also be appreciated by older children and even adults. The facts are presented in simple language, and details about each animal, though brief are succinct and sufficiently detailed. There is a list of animal facts at the end of the book, providing a few more details about each animal featured. There is also a list of suggested books for further reading.

The book is well-organized with reference aids such as headings which help the reader identify the focus for each animal, e.g. the heading “One at a time” for the African elephants and bats; “Quadruplets” for Nine-banded armadillos and New Mexico whiptail lizards; “A large family” for naked mole rats and termites; and many more.

Besides the interesting facts, the illustrations are another highlight of this book. The visually arresting illustrations serve to engage young readers’ interest. The book contains the authors’ cut- and torn- paper collages which are bold and striking, taking up most of the pages in the book. Though the writing provides factual information about the animal siblings, the writing style is engaging and interesting and not mired in tedious details. This engaging and well-written book will serve to encourage young children’s interest in animals and science.

D. AWARDS/ REVIEW EXCERPT (S)
Winner, AAAS/Subaru SB&F Prizes for Excellence in Science Books (2009)

School Library Journal: “Eye-catching, and with an interesting approach to the animal world, this book should appeal to a wide variety of ages and interests.”

Booklist, Starred Review: “The sibling focus is a way to include a wealth of fascinating science, which is expanded in the detailed back matter that presents more facts about each animal. Children older as well as younger than the target audience will want to thumb through this fascinating picture book.”

E.CONNECTIONS
* This book can be used in a Science lesson to help students understand the variety of animals in the ecological system and their interdependence.
* The book can also be used as part of a Language Arts lesson focusing on the theme of “siblings” – children can be asked to describe their feelings about having siblings or not having siblings (in the case of single children). They can then be encouraged to write about their feelings in the form of poetry or a narrative essay.
* As a further extension, students can be encouraged to do research on other animals not featured in the book and find out if other animals display similar interdependence as portrayed in the book.

Claudette Colvin: Twice Toward Justice by Philip Hoose (Genre: Biography)

A. BIBLIOGRAPHY
Hoose, Phillip. 2009. CLAUDETTE COLVIN: TWICE TOWARD JUSTICE. New York, N.Y.: Farrar Straus Giroux. ISBN 0374313227

B. SUMMARY
Many of us are familiar with Rosa Parks and her role in the Civil Rights Movement. In “Claudette Colvin: Twice Toward Justice”, author Phillip Hoose provides a comprehensive account of a lesser known person who unknown to many, played a rather significant role in the Civil Rights Movement. Her name is Claudette Colvin and she was a 15-year-old teenager on March 2, 1955 when she refused to give up her seat to a white female passenger on a segregated bus in Montgomery, Alabama. Her act was sparked by anger and resentment at the unfairness of the Jim Crow segregation laws but unlike Rosa Parks, Colvin did not find herself being perceived as a heroine. She was alienated by her peers, and declared an unfit role model by the black civil rights activists of the time. However, she did find herself back in the spotlight when she agreed to put her name down as one of four plaintiffs in the landmark busing case, Browder v. Gayle.
It was only years later that author Phillip Hoose came across her name whilst doing some research and decided to track her down, and finally gave her story a ‘voice’ in this stirring nonfiction account which portrays the history of the time and also Colvin’s recollections of the events of the period.

C. CRITICAL ANALYSIS
Drawing upon extensive research and a series of fourteen long interviews with his subject, author Phillip Hoose paints a compelling portrait of a pioneer of the Civil Rights Movement, Claudette Colvin. Colvin had been all but forgotten in history until Hoose took it upon himself to find out more about her, years after segregation had been ended in the United States.  The book has an extensive bibliography of books, articles, and websites on the subject of segregation, the Montgomery Bus Boycott, and the Civil Rights Movement.

The book is organized into two parts with chapter divisions that make it convenient for readers. The factual information is logically presented yet written in a manner that makes it an effortless read. There is also an index at the back of the book which makes it convenient for cross-referencing. In addition, there are chapter notes which provide additional information to readers such as the sources for the various quotes scattered throughout the book. The insertion of quotes by real-life figures that played a role in the Civil Rights movement enhances one’s reading experience and engagement with the text, whilst lending credibility to the account.

In terms of design, there are many black and white photographs throughout the book, such as photographs of various segregated places in the South, for example a colored theater, a colored restroom, photographs of Colvin, and of other prominent civil rights activists of the time. The photographs complement the text and the white-on-black appearance of the sidebars provide a stark contrast to the text which is apt given the somber subject matter being discussed.

As for style, Hoose writes in an easily accessible manner, and the text reads like a narrative, especially in the parts where Colvin herself is recounting the events that transpired back in the 50s, using first person narration. The language is easy to understand, which is desirable considering the target audience of young adults. The issues covered in the book provide food for thought for critical young minds and will encourage lively classroom discussion.

D. AWARDS/ REVIEW EXCERPT (S)
2009 National Book Award Winner, Young People’s Literature

Jane Addams Honor Book Award

Booklist, Starred Review: “Hoose draws from numerous personal interviews with Colvin in this exceptional title that is part historical account, part memoir. Hoose’s lucid explanations of background figures and events alternate with lengthy passages in Colvin’s own words, and the mix of voices creates a comprehensive view of the Montgomery bus boycott and the landmark court case, Browder v. Gayle, that grew from it.”

School Library Journal: “The text is supplemented with black-and-white photos, reproductions of period newspapers and documents, and sidebars. While virtually all students know Rosa Parks's story, this well-written and engaging book will introduce them to a teen who also fought for racial justice and give them a new perspective on the era, making it an outstanding choice for most collections.”

E.CONNECTIONS
*Compare and contrast several informational works on the theme of “The Civil Rights Movement in the United States”:
Bausum, Ann. 2006. FREEDOM RIDERS: JOHN LEWIS AND KIM ZWERG ON THE FRONT LINES OF THE CIVIL RIGHTS MOVEMENT. National Geographic. ISBN 0792241738.
Bridges, Ruby. 1999. THROUGH MY EYES. Scholastic Press. ISBN 0590189239.
Morrison, Tony. 2004. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION. Houghton Mifflin. ISBN 061839740X.
Partridge, Elizabeth. 2009. MARCHING FOR FREEDOM: WALK TOGETHER CHILDREN AND DON'T YOU GROW WEARY. Viking Juvenile. ISBN 0670011894.
*Teachers/librarians can invite guest speakers from within the community to talk to the children/students about the Civil Rights Movement.
*Students can be encouraged to do a project on one personality (of their own choosing) who was active/prominent during the Civil Rights Movement.

Naked Bunyip Dancing by Steven Herrick (Genre: Poetry)

A. BIBLIOGRAPHY
Herrick, Steven. 2008. NAKED BUNYIP DANCING. Ill. by Beth Norling. Asheville, N.C.: Front Street. ISBN 1590784990

B. SUMMARY
Written by Australian poet Steven Herrick, this novel in free verse form describes the experiences, emotions, and adventures of Class 6C, set in a school in Australia. The children begin the year with some trepidation, which is not alleviated by the appearance of a rather eccentric looking teacher, Mr. Carey. Nicknamed “Carey the Hairy”, the students soon discover that Mr. Carey whilst rather odd-looking on the outside, is a caring and perceptive teacher. Over the course of the school term, the children gain a sense of self-identity and self-worth and discover their strengths and hidden talents as they prepare for a school concert.

C. CRITICAL ANALYSIS
Though the book is written in free verse, it is exceedingly well-written in that it captures not just the atmosphere of a classroom and school, but also the lives of the characters described within the book. Class 6C is taught by an eccentric and unconventional teacher, Mr. Carey who wears a t-shirt that says “McDonalds=McJunk”, is vegetarian, and loves listening to Bob Dylan’s music. As strange as he initially appears to the children, he soon grows on them, with his daily yoga sessions (to calm them down), and creative methods of teaching poetry.

The students are also credibly-drawn, which is quite a feat given the free verse structure. There’s Emily who is described as beautiful, intelligent, and totally in love with Jason, a fellow classmate. There’s Peter, a nice boy who is also prone to passing gas at the most inopportune moments, and Billy who fancies himself a punk.  There’s also Alex, who feels sad and depressed as his parents go through a difficult separation but who eventually discovers a hidden talent which restores his self-confidence and gives him a measure of happiness. Each of the students described are realistically drawn, and most upper elementary and middle school students will easily identify with these characters. The themes of self-esteem, adolescent angst, and self-identity are subtly conveyed throughout the novel.

Humor is a tool which is effectively used throughout the novel. For example, when Mr. Carey decides to take the class on an excursion to the Sewerage Works, here’s Anna’s reaction:
“What!
Where?
The Sewerage Works!
Well, I hope the sewerage works,
But we’re not going there,
Are we?
To see sewerage?
That stinks!”

The multiple points-of-view narration technique works well as readers get a real sense of what these characters think and feel, which would not work as well with a single point-of-view narration. Each character is given a ‘voice’ and the cartoon drawings by Beth Norling add a quirky and fun touch to the novel aligned with the ‘young’ and energetic vibe throughout the novel.

D. AWARDS/ REVIEW EXCERPT(S)
Shortlisted, New South Wales Literary Award 2006
Notable Book 2006: Children’s Book Council of Australia (CBCA) Awards, Younger Readers Category
Winner 2006: Speech Pathology Australia Book of the Year Award for Language Development – Upper Primary Readers Category

E.CONNECTIONS
*This is a great read-aloud book which can be used to launch a discussion on how students feel about school and life.
*This can also be used as part of a Language Arts unit on composing free verse poetry. Students can be given the option of writing a free verse poem on any topic that interests them, or about school in particular.
*Here are some poetry books dealing with the theme of school:
Dakos, Kalli. 1995. IF YOU'RE NOT HERE, PLEASE RAISE YOUR HAND: POEMS ABOUT SCHOOL. Ill. by Brian Karas. Simon & Schuster. ISBN 0689801165.
Dakos, Kalli. 1998. DON'T READ THIS BOOK WHATEVER YOU DO: MORE POEMS ABOUT SCHOOL. Ill. by Brian Karas. Aladdin. ISBN 0689821328.
Nesbitt, Kenn. 2005. WHEN THE TEACHER ISN'T LOOKING AND OTHER FUNNY SCHOOL POEMS. Meadowbrook. ISBN 0439835704.
Lansky, Bruce. 2004. IF KIDS RULED THE SCHOOL. Meadowbrook. ISBN 0689032730.
Shields, Carol Diggory. 1998. LUNCH MONEY AND OTHER POEMS ABOUT SCHOOL. Puffin. ISBN 014055890X.
*For older children, i.e. Grades 7 and up who would like to read more novels in verse form:
Kearney, Meg. 2007. THE SECRET OF ME: A NOVEL IN VERSE. Persea. ISBN 0892553367.
Herrera, Juan Felipe. 1999. CRASHBOOMLOVE: A NOVEL IN VERSE. University of New Mexico Press. ISBN 0826321143.

Mirror Mirror by Marilyn Singer (Genre: Poetry)

A. BIBLIOGRAPHY
Singer, Marilyn. 2010. MIRROR MIRROR. Ill. by Josée Masse. New York, N.Y.: Dutton’s Children’s Books. ISBN 0525479017

B. SUMMARY
This is a book of verse, specifically a book of reversos or reverse poems, a form created by author/poet Marilyn Singer. A reverso involves writing a piece of verse which when read downwards, makes one poem. The same poem, when read upwards, still makes sense (with changes allowed only in punctuation and capitalization), but is an altogether different poem with a meaning opposite to the ‘mirror’ poem.

This book contains altogether 14 reversos, of which 13 are abbreviated poems of various familiar fairy tales such as Cinderella, The Sleeping Beauty, Rapunzel, Little Red Riding Hood, The Ugly Duckling, Snow White, Jack and the Beanstalk, Goldilocks and the Three Bears, Hansel and Gretel, Rumpelstiltskin, The Princess and the Frog, and, Beauty and the Beast. The twist here is that the poems are retellings of each of these fairy tales from the point of view of the main characters in the stories, e.g. “In the Hood” contains two poems, one of which is from Little Red’s point of view and the other the Wolf’s.

C. CRITICAL ANALYSIS
This is a truly unique take on both the poetry form as well as a creative retelling of familiar and beloved fairy tales. By utilizing a new form of verse, the reverso or reverse poem, author/poet Marilyn Singer has created an interesting and fun book of poems that makes for an engaging reading experience. Though this can be read to and by readers of all ages, the different points-of-view as represented by the reversos might be better appreciated by older children and adults.

Most of the reversos are well-composed, but some did feel a bit forced. “Rapunzel’s Locks” for example, appeared rather awkward when read in the reverse form. Many others however, were witty and irreverent. “In the Hood”, “The Doubtful Duckling”, and “Mirror Mirror” contain some amazing wordplay which will delight anyone who loves puzzling out the meaning of a poem, even though the meaning is largely straightforward here. In “Mirror Mirror” the last two sentences of the first poem are “What would you like? Time to get off your feet,” Snow White persuades Sleepy, Dopey, and Happy. But the reverse poem ends with “Mother knows best. Let me help you get some rest.” Here, Mother is the wicked stepmother who is plotting Snow White’s death, and the malignant meaning is cleverly conveyed here.

The illustrations by Josée Masse are beautiful and vivid and cleverly complement the reverse motif in the poems. Opposite each reverse is a full-page illustration which is divided into two, one half depicts one point of view, and the other half another point of view. “Mirror Mirror” is a wonderful and engaging reading experience.

D. AWARDS/ REVIEW EXCERPT(S)
Booklist: “Matching the cleverness of the text, Masse’s deep-hued paintings create split images that reflect the twisted meaning of the irreverently witty poems and brilliantly employ artistic elements of form and shape—Cinderella’s clock on one side morphs to the moon on the other.”

E.CONNECTIONS
*Children can be encouraged to create reversos of their own, based on either a fairy tale they are familiar with, or on any topic that interests them.
*As an extension, students can be encouraged to find examples of reversos on the Internet (with sites previously bookmarked by the teacher) and use them as part of a compare and contrast/ critical analysis exercise:
http://missrumphiuseffect.blogspot.com/2010/04/poetry-stretch-results-reverso.html
* This book can also be used as part of a Language Arts lesson which introduces students to various forms of poetry, such as Haiku, Rhyming Poetry, etc.

Button Up! by Alice Schertle (Genre: Poetry)

A. BIBLIOGRAPHY
Schertle, Alice. 2009. BUTTON UP! WRINKLED RHYMES. Ill. by Petra Mathers. New York, N.Y.: Harcourt Children’s Books. ISBN 0152050504

B. SUMMARY
This is a thematic collection of poetry gathered around a central topic, i.e. clothes of all kinds. The poems are all written from each article of clothing’s point of view. There are altogether 15 poems in this delightful and funny collection, and the articles of clothing featured include shoelaces, a hiking hat, a pair of galoshes, undies, jammies, a soccer jersey, and many more. Each poem is also accompanied by the vivid illustrations of artist Petra Mathers.

C. CRITICAL ANALYSIS
Award-winning poet Alice Schertle has come up with a generally delightful compilation of poems centered on the topic of clothing. The clothes are the central focus in this collection, and each poem is written from the particular clothes’ point of view. The articles of clothing are worn by adorable little animals such as a galoshes-wearing pig, an underwear-wearing mouse, a pajama-clad alligator, a dog wearing a soccer jersey, and many more. Children will relate easily to these characters and the articles of clothing they are wearing as many of them wear these clothes in daily life and in a variety of activities. The illustrations by Petra Mathers are colorful and fun which further enhance the listening and reading experience.

The language used is also easily accessible to young children and what makes this collection of poems particularly appealing is the variety used in the verse. There are rhyming verses, e.g. “Jack does the running, I do the showing – number 6 coming, number 6 going” in Jack’s Soccer Jersey. There are also many instances of free verse, e.g. “Ready, set, jump! Scrunch up small – Look out down below –" in Wanda’s Swimsuit. Mostly, this blend of free and rhyming verses work, but there are instances where it feels forced such as in Jamelia’s Dress-Up Clothes which ends with a rather abrupt “Jamelia wears us all at once. We’re her dress-up clothes.”

Some of the verses have an infectious beat that encourage audience participation which is always a great feature to have in poetry especially in reading aloud sessions with young children. One of the best examples in this book would be the poem, The Song of Harvey’s Galoshes which has features of assonance, e.g.
“Squash-galosh, squash-galosh, through the slime,
Squash-galosh, squash-galosh, bet a nickel, bet a dime.”

"Emily shows us wherever she goes” in Emily’s Undies will elicit giggles from many children who will recognize themselves in the precocious Emily the mouse, but the poems are not all laugh out loud funny. There is one poignant poem titled Tanya’s Old T-Shirt which is the lament of an old, discarded t-shirt, bemoaning its fate as a rag. This is so reminiscent of childhood where children outgrow their clothes and will strike a chord with listeners. Children will love listening to and reading these poems about their favorite articles of clothing as represented by the diverse variety in this collection of poems.

D. AWARDS/ REVIEW EXCERPT(S)
2010 Winner of the Lee Bennett Hopkins Poetry Award

Horn Books’ Top Children’s Pick of 2009

E.CONNECTIONS
*Audience participation: Children can be encouraged to chant along as the teacher or librarian reads the poems out loud.
*The poems in this book can also be used as a pre-writing activity. First, the poems are read out loud, and after a brief discussion on favorite articles of clothing, each child can be asked to write a short poem in free verse on something they love wearing or miss wearing.
*Children can also be introduced to books that teach poetry writing and books on the various forms of poetry, e.g.:
Heard, Georgia (ed.). 2009. FALLING DOWN THE PAGE: A BOOK OF LIST POEMS. Roaring Brook Press. ISBN 1596432209.
Janeczko, Paul B. (compiler). 2009. A KICK IN THE HEAD: AN EVERYDAY GUIDE TO POETIC FORMS. Ill. by Chris Raschka. Candlewick Press. ISBN 0763641324.
Prelutsky, Jack, 2008. PIZZA, PIGS, AND POETRY: HOW TO WRITE A POEM. Greenwillow Books. ISBN 0061434485.

Rapunzel by Paul O. Zelinsky (Genre: Traditional Lit)

A. BIBLIOGRAPHY
Zelinsky, Paul O. 1997. RAPUNZEL. NewYork, N.Y.: Dutton Children’s Books. ISBN 0525456074

B. PLOT SUMMARY
Author and illustrator Zelinsky retells the classic tale of Rapunzel whilst staying faithful to its original sources (from the Brothers’ Grimm and earlier versions from Naples and France). The tale begins with a pregnant woman who craves the rapunzel herb growing in the next-door neighbor’s garden. Though the neighbor is a powerful sorceress, the pregnant woman is not put off by this and compels her husband to procure some rapunzel for her, threatening to die if he refuses. When the man is eventually caught, the sorceress demands the couple’s child in payment for the plants they have taken from her garden. When the baby is born, the sorceress takes her away and names her Rapunzel. The child grows into a beautiful young woman and is locked away in a tall tower where the only means to get to the top is by using Rapunzel’s luxuriant and long flaming hair. A young prince happens by one day and he is mesmerized by Rapunzel’s melodious voice. The pair meet and fall in love, marrying in secret, not realizing the degree of the sorceress’ wrath when she eventually discovers their deception. The story has its elements of tragedy but as is typical of fairy tales, there is a happy ever after.

C. CRITICAL ANALYSIS
This Caldecott Medal winner is awash in beautiful oil paintings that bring the story of Rapunzel to life. What makes this retelling unique is the way author and illustrator Zelinsky portrays the characters and settings. The wicked witch of other traditional Rapunzel tales is depicted here as a sort of guardian who tries to shield Rapunzel from the realities of life, even if this means keeping her away from things and people that can bring her pleasure and fulfill her need for companionship. The path that Rapunzel and her prince travel after being cast out by the sorceress is a long and arduous one, and this reminds the reader of adolescents’ path to maturity and independence.
The illustrations are the highlight of the reading experience, and Zelinsky’s rich oil paintings remind readers of museum-quality Renaissance artwork. The details in the character’s faces are meticulously drawn, creating vivid, life-like portraits that further enhance the reading experience.
In terms of themes, there are some aspects which may prove beyond young children’s comprehension. For example, there is an allusion in the text to Rapunzel’s pregnancy, conveyed in the story through Rapunzel’s saying, “If you please, Stepmother, help me with my dress. It is growing so tight around my waist, it doesn’t want to fit me anymore.” Some time later, Rapunzel delivers twins, a boy and a girl. This sudden change in Rapunzel’s circumstances (that and being cast out by the sorceress) might have children asking some awkward questions which have to be carefully addressed. In addition, there is also some violence depicted in this story which might not be appropriate for very young children.
The final portrait of a happy young family reunited at last is depicted with such grace and beauty, emphasizing the themes of love, family, and happiness as is stated in the text, “There they lived a long life, happy and content.”

D. AWARDS/ REVIEW EXCERPT(S)
Caldecott Medal
Publishers Weekly:  "A breathtaking interpretation gives the fairy tale new art-historical roots, with illustrations that daringly-and effectively-mimic the masters of Italian Renaissance painting."
Kirkus Reviews: “grandly evocative, composed and executed with superb technical and emotional command.”
Horn Book: “Simply put, this is a gorgeous book; it demonstrates respect for the traditions of painting and the fairy tale while at the same time adhering to a singular, wholly original, artistic vision.”

E.    CONNECTIONS
*Children can read retellings of Rapunzel and compare them to this traditional version by Zelinsky. Some titles that can be used are:
Roberts, Lynn & Roberts, David. 2003. RAPUNZEL: A GROOVY FAIRY TALE. ISBN 0810942429
Isadora, Rachel. 2008. RAPUNZEL. Putnam Juvenile. ISBN 0399247726 (this title is an African American retelling of Rapunzel)
*Young Adults can be encouraged to read other retellings of the Rapunzel tale and analyze the texts in terms of characterization, plot, and themes. The titles are:
Dokey, Cameron. 2007. GOLDEN, A RETELLING OF RAPUNZEL. ISBN 1416939261
Hale, Shannon & Hale, Dean. 2008. RAPUNZEL’S REVENGE. Ill. by Nathan Hale. Bloomsbury Children’s Books. ISBN 159990070X
*Since the illustrations in Rapunzel are reminiscent of Renaissance paintings, this can be used as a discussion topic on what the Renaissance period was like. Children can be encouraged to research information on the period, famous people of the time, and its achievements.

The Three Swingin' Pigs by Vicky Rubin (Genre: Traditional Lit)

A. BIBLIOGRAPHY
Rubin, Vicky. 2007. THE THREE SWINGIN’ PIGS. Ill. by Rhode Montijo. New York, N.Y.: Henry Holt and Company, LLC. ISBN 0805073353

B. PLOT SUMMARY
Author Vicky Rubin puts her own unique twist on the classic tale of the Three Little Pigs in this cleverly-crafted and witty fractured fairy tale. Here, the three little pigs, i.e. Satch, Mo, and Ella, are the nephews and niece of the uncles who faced the Big Bad Wolf. The trio call themselves The Three Swingin’ Pigs and are musically-talented, performing all over, from unglamorous roadside dives to more swanky places. When the Big Bad Wolfie (the very same wolf from the traditional version of the tale) hears about them, he is determined to get even by eating them. However, Wolfie has a weakness for good music, and this may prove to be his undoing. Will the Big Bad Wolf reform under the influence of great music or will he show himself to be a “classic fairy-tale villain” as he describes himself? The story is engaging and humorous, making for a fun reading experience.

C. CRITICAL ANALYSIS
This is a well-written example of a fractured fairy tale which will appeal to children who are familiar with the traditional version and delight adults who love a well-crafted and creatively-worded story. Author Vicky Rubin’s writing employs the use of cleverly-placed puns and witty phrasings to evoke a fun and hip atmosphere which is enhanced by the precocious characterizations of the three little pigs. In keeping with the musical theme, the text flows in a rhythmic manner, with catchy phrasings such as when Ella says, “Don’t flip your lid, don’t snap your cap, just stay cool, boys.” The entire story has an infectious 'beat' to it which will engage young children's interest and have the older children and even adults tapping along to the story.

Though the story itself is engaging and fun to read, the vivid acrylic illustrations by Rhode Montijo enhance the reading experience, bringing this story truly “alive” for readers and listeners alike. The three pigs are portrayed as unique individuals with their own fashion styles, and Ella is particularly fetching with her string of pearls. The wolf’s depiction is rather stereotypical and exaggerated. Montijo depicts him as having mean-looking eyes and bad breath (portrayed as greenish fumes emanating from his cavernous mouth). The inclusion of characters from famous nursery rhymes and fairy tales is a special touch which invites active participation on the part of readers and listeners as they try to identify these characters. The unique twist at the end also adds a touch of originality to this tale.

D. AWARDS/ REVIEW EXCERPT(S)
Kirkus Reviews, starred review: “Montijo's red-hot pictures and Rubin's skit-scat-skedoodle words make this take-off a hand-clapping, foot-stomping romp.”

School Library Journal: “The colorful, cartoonlike illustrations are a perfect match for the zany, slightly over-the-top storyline. . . . This version will have its audience howling.”

Publishers Weekly: “Kids should get a kick out of this hip riff on an old standard.”

E.CONNECTIONS
*This title can be used as part of a Language Arts unit on fractured fairy tales. Students can be encouraged to compose a fractured fairy tale of their own based on any traditional fairy tale which they are familiar with.
* Children can be encouraged to read other retellings of The Three Little Pigs, and compare the stories in terms of characterization, setting, plot, resolution, etc. There are also some titles that put a unique twist on the traditional version, e.g.
Trivizas, Eugene. 1997. THE THREE LITTLE WOLVES AND THE BIG BAD PIG. Ill. by Helen Oxenbury. ISBN 068981528X
*Some retellings of The Three Little Pigs are from the pigs’ point of view, and others are from the wolf’s point of view. These books can be used to initiate a discussion on the different points of views. As part of a lesson, students can be asked to write a creative story of The Three Little Pigs from either the point of view of the wolf or pigs. One book that is written from the point of view of the wolf is:
Scieszka, Jon. 1996. THE TRUE STORY OF THE THREE LITTLE PIGS. Ill. by Lane Smith. ISBN 0140544518

The First Strawberries, A Cherokee Story by Joseph Bruchac (Genre: Traditional Lit)

A.    BIBLIOGRAPHY
Bruchac, Joseph. 1993. THE FIRST STRAWBERRIES A CHEROKEE STORY. Ill. by Anna Vojtech. New York, NY: Dial Books for Young Readers. ISBN 0803713312

B.    PLOT SUMMARY
Renowned Native American storyteller Joseph Bruchac retells a magical Cherokee pour quoi tale which focuses on the question of how strawberries came into the world. The Creator makes a man and a woman who marry and enjoy domestic bliss for a long time. One day, the man returns home from hunting and is angry that his wife has not yet made him dinner. Instead he sees her picking flowers and addresses her angrily. The wife is hurt by the man’s harsh tone and words and leaves in anger. The man’s anger quickly abates and he tries to follow his wife to apologize, but she is too fast for him. The sun witnesses these events and taking pity on the man, tries to bring the couple back together. The sun sends down different types of berries in the hope of getting the wife to stop and enjoy the berries so the husband may catch up and apologize. The sun’s initial efforts are met with failure, but when strawberries appear in the grass, the woman stops to enjoy them. This sets up a beautiful scene for reconciliation, and to this day, the Cherokee see strawberries as a symbol of love, friendship, and respect.

C.    CRITICAL ANALYSIS
Bruchac’s sparse writing style lends itself well to this simple yet meaningful pour quoi tale. It is also aligned with the typical characteristics of folktales which tend to be simple and direct. The conflict between the husband and the wife is described with minimal words, but the impact is clear to the reader, i.e. the wife leaves her husband. The rest of the story plays out quite quickly with the repentant husband trying to catch up to his wife. The sun is portrayed as a sort of mediator who tries to reunite the estranged couple.  The watercolor paintings by Anna Vojtech effectively capture the story’s essence and theme of reconciliation through the soft hues of the beautiful natural landscape. The sun’s portrayal as a benevolent character is well-illustrated by the kind features assigned to him. The illustrations dominate the pages, delighting the reader with the color paintings as the reader’s attention is drawn to the main characters and the nature surrounding them. Given the close affinity between Native Americans and nature, I felt the author and illustrator credibly captured this close relationship with the use of sparse language and the colors used in the illustrations, lending a quiet and almost ethereal beauty to the surrounding landscape. The theme of reconciliation is also beautifully conveyed by the illustration showing both husband and wife smiling over a handful of strawberries.

D.    AWARDS/ REVIEW EXCERPT(S)
Publishers Weekly: "Spare text, an uncomplicated story line and gentle illustrations keep this quiet but resonant tale accessible to even the youngest child.”

E.    CONNECTIONS
*Children can be encouraged to read other pour qoui tales centered on the Native American culture, and discuss the similarities and differences between the various tales:
Bruchac, Joseph & Bruchac, James.2003. HOW CHIPMUNK GOT HIS STRIPES. Ill. by Jose Aruego & Ariane Dewey. ISBN 0142500216
*Compare and contrast pour quoi tales from across cultures, in terms of titles, country or culture of origin, names of main characters, secondary characters, supernatural helpers, etc.
*Reader’s Theater of The First Strawberries
*Older children can be encouraged to do research on the Cherokee culture and present their findings in the form of a project, e.g. PowerPoint presentations, essays, collages, dioramas, etc.

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst (Genre: Picture Book)

A. BIBLIOGRAPHY
Viorst, Judith. 1972. ALEXANDER AND THE TERRIBLE, HORRIBLE, NO GOOD, VERY BAD DAY. Ill. by Ray Cruz. New York, NY: Atheneum. ISBN 0689300727

B. PLOT SUMMARY
Told from the point of view of young Alexander, this is a story about having a really bad day, and who hasn’t had one of those? Children will easily relate to this tale of a day when everything goes wrong and all seems askew in one’s world. Alexander just can’t seem to do anything right, and things get worse as the day progresses. Alexander gets so sick of his bad day, he wishes he could run away to Australia. The story captures the young boy’s frustration, anger, hurt, and disappointment with honesty and humor.

C. CRITICAL ANALYSIS
Though this book was published in 1972, the notion of a bad day is a universal theme that everyone can relate to and empathize with. Children will delight in the familiar routines in a child’s life as portrayed by the black and white illustrations by Ray Cruz. The illustrations are detailed and reveal much to the discerning reader. Even a young child will find a lot to explore visually as each illustration adds to the theme of Alexander having a horrible day and the chaos he experiences in his world as a result. This is effectively captured by the depiction of Alexander’s topsy-turvy bedroom, his facial expressions showing grumpiness, annoyance, frustration, hurt, etc.
The text may appear secondary to the illustrations (which dominate the pages), but Viorst’s writing style complements the illustrations. The text almost appears unobtrusive but clearly conveys Alexander’s emotions and feelings. The sentences tend to be long in places but the meaning is always clear. The humor is apparent in many of the sentences, e.g. “Guess whose mother forgot to put in dessert?” and “I hope the next time you get a double-decker strawberry ice-cream cone the ice cream part falls off the cone part and lands in Australia.” These sentences reveal the author’s ability to look at the world through a child’s eyes and makes her writing easily accessible to children.
The message at the end does not come across as didactic but is very subtly conveyed. As adults we know that bad days don’t always last forever, and running away is not an answer to one’s problems, so how does Alexander learn this? I thought the author did an excellent job addressing this question.

D. AWARDS/ REVIEW EXCERPT(S)
ALA Notable Book
George G. Stone Center Recognition of Merit
Georgia Children’s Book Award
Reading Rainbow Book
"From the moment Alexander wakes up and finds gum in his hair, everthing goes wrong! His brothers both get prizes in their cereal boxes, his best friend demotes him to third-best friend, there are lima beans for dinner, and there is kissing on TV. All kids experience this type of day, and will be glad to find they are not alone! " from www.barnesandnoble.com

E.CONNECTIONS
* A discussion can be led where a teacher/librarian/parent encourages children to share about their ‘bad-day’ experiences and how they coped.
* Teachers can design a unit of study for Language Arts focused on the theme of managing anger/feelings.
*Gather other books illustrated by Ray Cruz and use them as a discussion point on how the illustrator conveys emotions through his work.
* Other books about children coping with feelings (anger/frustration):
Bang. Molly. 1999. WHEN SOPHIE GETS ANGRY, REALLY, REALLY ANGRY. ISBN 0439233267
Everitt, Betsy. 1995. MEAN SOUP. ISBN 0152002278

Heat Wave by Eileen Spinelli (Genre: Picture Book)

A.    BIBLIOGRAPHY
Spinelli, Eileen. 2007. HEAT WAVE. Ill. by Betsy Lewin. Orlando, FL: Harcourt, Inc. ISBN 9780152167790

B.    PLOT SUMMARY
Set in the past when air conditioning was non-existent, this humor-infused picture book takes a look at the inhabitants of the town of Lumberville during a blistering summer week. A heat wave alert has been issued and the inhabitants cope with the unforgiving heat in their own, irreverent ways. Some seek refuge by taking long cool baths or showers, others give in to their entrepreneurial instincts and try to make some money selling lemonade and ice, whilst others think of creative ways to get their chores done, such as cooking in the basement! As the week passes, the residents begin to get more desperate in their attempts to escape the sizzling weather. Will the townsfolk of Lumberville ever get respite from the heat?

C.    CRITICAL ANALYSIS
Spinelli’s writing is witty and humorous and will hold wide appeal for both children and adults. In line with the theme of hot weather, words such as “hot”, “hotter”, and “hottest” appear in the text and are presented in bold, red type for emphasis. Spinelli also plays with words in conveying underlying meaning which adults will appreciate, e.g. ‘The mayor of Lumberville passed out Popsicles and political flyers.” Here, it becomes apparent to an adult reader that the mayor has a hidden agenda in passing out the popsicles, a message that will obviously not register with young children. In using ordinary people as her characters, the author lends the story credibility and engages the reader’s attention and interest.
Lewin’s illustrations closely match the activities described in the text and make the story easy to follow and comprehend, an especially important feature given the buzz of activities throughout the story. The color orange dominates through much of the story which is apt considering the theme which is focused on blistering heat. This is later nicely contrasted with the use of blue hues to convey a cooling down in temperature as the heat wave gradually breaks.
One thing I noticed was the lack of cultural diversity in the characters portrayed. This may be a reflection of the time frame this story was set in, but the lack of cultural diversity was something that caught my attention as I read through the book and perused the illustrations. For example, if this was being read to an African-American child, I wonder how the child would feel at not seeing any African-Americans depicted in the story? That being said, I felt author Spinelli and illustrator Lewin effectively captured how a community, in a time long past, coped with a blistering summer week.

D.    AWARDS/ REVIEW EXCERPT(S)
Caldecott Honor Winner

Publishers Weekly: "A power outage may be the closest modern readers come to a similar experience, but they (and nostalgic parents) should nonetheless appreciate this good-natured tribute to summer at its hottest."

E.    CONNECTIONS
*This book makes for perfect reader/audience engagement with the text and illustrations. For example, a teacher/librarian/parent can elicit children’s responses to the following prompts:
 “What do you do when the weather is really hot?”
“Describe your experience.”
“How do you typically cool off in the heat?”
*Cloze procedure: Cover key words in the text (perhaps one or two per page), and encourage children to guess what the missing word is by looking at the sentence and contextual clues.
*Other books about hot weather:
Ketteman, Helen. 1998. HEAT WAVE. ISBN 0802786448

Kitten's First Full Moon by Kevin Henkes (Genre: Picture Book)

A. BIBLIOGRAPHY
Henkes, Kevin. 2004. KITTEN'S FIRST FULL MOON. Greenwillow Books. ISBN 0060588284

B. PLOT SUMMARY
Young Kitten spies her first full moon in the sky at night and thinks it is an inviting bowl of milk. In typical youngster fashion, Kitten goes all out to get the 'bowl of milk' in the sky but finds her efforts thwarted time and again. Kitten begins to feel discouraged, but just as she is about to give up, she finds a surprise awaiting her.

C. CRITICAL ANALYSIS
Author/illustrator Henkes' writing is sparse with just enough details to keep the reader and audience interested in what happens next. The story, which centers on the exploits of a kitten, is actually reminiscent of a young child who upon seeing and wanting something, tries her/his best to get it. Young children especially, will relate easily to kitten's feelings of curiosity, determination, and frustration.
Henkes' illustrations are in black and white, yet the lack of color enhances the story. The reader's attention is drawn to the large bold illustrations and keeps one engaged with the flow of the story. Each illustration focuses on Kitten and her attempts to get to the 'bowl of milk', and Henkes employs creative methods to illustrate Kitten's efforts. There are also subtle allusions which may be beyond a young child's comprehension, but will appeal to older children and adults. For example, there is a full page with five panels showing Kitten running towards the moon, but in the last panel, Kitten is shown with a perplexed look on her face, as she is yet to reach the moon/bowl of milk! The concept of distance is well illustrated here, and can be a great talking point with eager young minds.

D. AWARDS/ REVIEW EXCERPT(S)
Caldecott Medal
Charlotte Zolotow Award
ALA Notable Children's Book
Book Sense Pick
The New York Times Book Review: "There is also an emotional context to Mr. Henkes's picture-book work that is equally rare....His work rings true."

E. CONNECTIONS
*This is an excellent book for reading aloud to young children. Parents, teachers, librarians, and older siblings can read this delightful picture book to young children, and promote a love of reading amongst the young.
*Think-aloud activities can be used with this book, e.g. encouraging children to guess what the story will be about based on the cover art, etc.
*Prediction activities can also be carried out with this book, e.g. by asking children to predict what will happen next as the story is read out loud.
*Preschoolers and kindergarteners can also be encouraged to participate in a lively discussion where they are encouraged to talk about their experiences in trying to get something they really wanted, and how they felt.