Saturday, December 31, 2011

Best of "Best Lists" 2011



From Chicken Spaghetti, here is a handy-dandy list of all of the "Bests" in Children's Lit for 2011.  All of the biggies, including the Newbery (above), are still TBA.  That gives you time to enjoy the other lists. 

Thursday, December 29, 2011

Books that Moved Me--2011

I need to keep blogging.  Inspired by David Landrum, I've decided to simply recap the books I read this year.  This isn't really a complete list.  I know I've forgotten some of them.  Since I took a Children's and Young Adult Lit class, I read a few more than I normally would have.  I'm not going to list all of the books I read for that class, unless I think those books would be truly worth someone's time to read.  These are in order of remembrance, and I'll note the author if the name comes to me.  One professional goal I have for 2012?  Read more.  Review more.  Blog more.

Books...are like lobster shells, we surround ourselves with 'em, then we grow out of 'em and leave 'em behind, as evidence of our earlier stages of development.--Dorothy Sayers

The Immortal Life of Henrietta Lacks by Rebecca Skloot
This is hands-down the best nonfiction book I've ever read.  Before that, it was a tie between Simon Winchester and Bill Bryson, but this book came out of nowhere to blow them both away.  It's the story of how Johns Hopkins scientists developed test-tube HELA cancer cells from the ovarian cancer of a poor, African-American woman who died.  What happened to her family as the result of her death is simply unreal, and I truly read this through without stopping (including not sleeping).  Rabih came home at one point, when I had just burst into tears about something I'd read, and I couldn't even tell him why I was crying, I was sobbing so hard.

The Thousand Autumns of Jacob de Zoet by David Mitchell
I said it last summer, and I'll say it again--this man must have sold his soul to the devil to be able to write so well.  Jam packed with beautiful turns of phrase and outstanding imagery.  A nice plot which doesn't end the way you wish it would is also a big plus.  This book would make an outstanding movie, and I'd be disappointed if ChowYun Phat didn't show up in it.

Love Wins by Ron Bell
I had to see what all of the fuss was about, so when this finally made it to Kuwait, I enjoyed reading it.  I found Bell's hipster-doofus-Imma-cool-Christian lingo laughable, and his argumentative style a bit boring.  If you still haven't read this, save yourself some time and read the first and last page of each chapter.  You'll get the idea.

Unbroken by Laura Hilldebrand
True life story of Olympic runner Louis Zamperini, who fought in World War 2, spent what seemed like an eternity in Japanese prison camp, and returned home to do a lot of good by starting a boys camp after he was saved at a Billy Graham crusade.  Oh, yeah, and did I mention he floated around on a rubber raft in the Pacific fending of starvation and shark attacks?  I read one review of this book, wherein the writer complained that the book got bogged down when Hildebrand was describing Zamperini's Japanese imprisonment.  That made me angry.  I guess we could all take the time to read what these men from the Greatest Generation endured for America.  I think this one has a movie coming out, and I hope they do justice to the book..

The Help by Kathryn Stockett
What can I say about this book?  Even if you tried to be cynical about it, it's impossible.  This one has the X-factor, and it's just a good read without anyone having to justify it.

The Boy Who Harnessed the Wind by William Kamkwamba
Still in the middle of this book, but I can see so many opportunities for interdisciplinary studies with this one. Also, great literary echoes of Heart of Darkness, Things Fall Apart and Poisonwood Bible.

Lizzie Bright and the Buckminster Boy by Gary D. Schmidt (previously reviewed)
The Wednesday Wars by Gary D. Schmidt
Okay for Now by Gary D. Schmidt
These three get grouped together since they are by the same author.  I had the chance to take Children's Lit with Prof Schmidt when I was a student at Calvin (which is before he'd written any of these books).  I read Lizzie Bright for my class this fall and was impressed by Schmidt's images and allusions to Melville.  It was a solid read and the kind of Young Adult novel that's just as rewarding as an adult read.  Wednesday Wars, I didn't care for as much.  The voice of the narrator was a bit unbelievable for me in spots, but I didn't grow up as a kid on Long Island in the late 60s, so who am I to judge?  Okay for Now is getting lots of Newbery buzz (as did the other two).  It was better than Wednesday Wars by a long shot.  Schmidt's imagery was stronger, especially the bird motifs which drive the narrative forward symbolically.  Read it.  You'll like it.

So B. It by Sarah Weeks
A sweet book, suggested by friends.  It's a very realistic book about a very unrealistic life, but it's still believable and you want the heroine to win her coming-of-age battle.  It doesn't have a fairy tale ending, which I find quite respectful from any young adult author.

The Green Glass Sea by Ellen Klages (previously reviewed)
White Sands, Red Menace by Ellen Klages
These books are also young adult novels.  I read the first one for class, but liked it so much, I continued on to the sequel.  Set in New Mexico in the 1940s, Klages introduces us two very realistic, very individual young ladies to root for.  The narratives are believable and Klages attention to historical detail is something to appreciate.

Your Own, Sylvia by Stephanie Hemphill (previously reviewed)
I was never a huge fan of Sylvia Plath until I read this book.  Hemphill wrote her own narrative poems to retell the life of Plath, some of which are as good as Plath's.  At first, it might seem like a simple book, until you start to pick up on the themes and motifs that tie the book and Plath's poetry together.  Plath's death was one in a string of tragic deaths surrounding her life.  I'm really glad I had a chance to study her a bit more through this verse novel.

The Poet Slave of Cuba: a Biography of Juan Francisco Manzano
Tells true story of a slave boy in colonial Cuba.  He was born into slavery, educated, set free, enslaved again, horrendously tortured, and finally set free.  It's another verse novel, and a quick read.  Another book that left me wondering about how people can be so cruel and how the human spirit can still endure.

Burning Bright by Ron Rash
I thought my favorite Southern writer was Lee Smith until I read Ron Rash.  I came across snippets of Rash's poetry while reading a book by Silas House (I don't remember which one).  It's like Rash lives in my hometown.  I read each short story right in a row, and didn't stop reading until I was finished.  Rash is definitely on my list for 2012.  I'm addicted.

Mrs. Darcy and the Blue Eyed Stranger by Lee Smith
Every time I read something by Lee Smith, I am amazed that she's not schizophrenic.  She uses so many voices, and this collection of short stories doesn't disappoint me.  I don't like all of her narrators, but there are plenty to chose from. Her turns of phrase are also a treat, such as "a life so hard and flinty that it might erupt at any moment into tongues of fire."  Smith is another author who must have sold her soul to the devil.

All Creatures Great and Small by James Herriot
Because this book just makes me happy.

To Kill a Mockingbird by Harper Lee
Because I find something new in this book every time I read and/or teach it.

Blind Descent (about extreme caving) by James Tabor
Mr. Sam

Mockingbird (previously reviewed)
They Called Themselves the KKK
Hitler Youth

Tuesday, November 29, 2011

The Silent Act--a review of SPEAK by Laurie Halse Anderson

Melinda Sordino is a Freshman at Merryweather High, and she’s just about as isolated as they come.  She had friends before, but something happened last summer—something bad, something unspeakable—and now she is shunned, ostracized and outcast.  What’s going on?  Why won’t Melinda talk?  Is it that she can’t or that she won’t—speak? 

Speak by Laurie Halse Anderson

Anderson’s external portrayal of Melinda is about as real as they come. When I taught in high schools, I had at least one girl like Melinda in every English class. They usually tucked their hands inside the sleeves of their baggy sweatshirts, hid their eyes behind their hair, never looked adults in the eye, liked art class, and seemed to shy away from boys. They were usually disinterested and mildly disdainful of their classes. As a teacher, I always wanted to get inside the heads of these girls, and thanks to Anderson, I feel I have.


From Glee to Gossip Girl to Pretty Little Liars to 90210, portrayal of teenagers is rife with stereotypes. And, while the novel is set in high school, the penultimate stereotype factory, Anderson doesn’t stop with the stereotypes, which is what makes Speak ultra-real. Chosing to share Melinda’s story through a series of diary-like entries rather than traditional chapter divisions, Anderson manages to escape stereotypes by allowing the reader to connect with Melinda’s inner dialogue, distinguishing her as an individual. What helps the other characters avoid being stereotypical is the fact that they are freshmen trying to fit in, so their images are shifting. Rachel, formerly a Plain Jane and formerly Melinda’s friend, becomes a Eurotrash wannabe. Nicole, a female jock. The inability of Melinda to speak is juxtaposed with the ability of her fellow classmate, hero, and possible romantic interest, David Petrakis’ ability to stand up for himself in the face of unjust treatment by a teacher, also avoiding stereotypical treatment. 

Contemporary fiction runs the risk of becoming overtly issue-oriented, and for this reader, Speak is almost marred by its pre-occupation with the issue of rape. It was clear to me early in the book that Melinda had undergone a traumatic experience at the party after which she was ostracized. I was 98% sure she had been raped, but the narrative was compelling enough for me to want the details. What keeps this book from going the way of the After-School Special, however, is the strength of its overall theme which is hinted at in the title: Speak. Like so many high school girls, Melinda needed help finding a voice. If an adult reader keeps in mind that a freshman who had been raped by a very popular jock would undoubtedly find it the central, preoccupying issue in her life, the book can be forgiven for its overtness, and may perhaps, be even more real than an adult realizes. This book is a Young Adult novel. It’s meant for teenage girls. Halse definitely understands her audience, and the adults can butt out if they so choose, thank-you-very-much.

Awards and Reviews
Speak has garnered many awards. The most major awards are listed here, but a full list can be found at the author's site online.

Printz Honor Book
National Book Award Finalist
ALA Best Book for Young Adults
Booklist Editor’s Choice
Bulletin of the Center for Children’s Books Blue Ribbon Book
School Library Journal Best Book of the Year

“In her YA fiction debut, Anderson perfectly captures the harsh conformity of high-school cliques and one teen’s struggle to find acceptance from her peers. Melinda’s sarcastic wit, honesty, and courage make her a memorable character whose ultimate triumph will inspire and empower readers.” – Debbie Carton, Booklist (September 15, 1999)

“The plot is gripping and the characters are powerfully drawn, but it is its raw and unvarnished look at the dynamics of the high school experience that makes this a novel that will be hard for readers to forget.” – Kirkus Reviews (September 15, 1999)

“Anderson expresses the emotions and the struggles of teenagers perfectly. Melinda’s pain is palpable, and readers will totally empathize with her. This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story.” – Dina Sherman, School Library Journal (October 1, 1999)

“Readers will easily identify with Melinda, a realistic, likeable character. Anderson portrays a large suburban high school with a fresh and authentic eye. …By using a conversational, first-person narrative, the author takes the reader into Melinda’s world. This story has an important lesson: never be afraid to speak up for yourself.” – Rebecca Vnuk, VOYA (December 1, 1999)

“…the book’s overall gritty realism and Melinda’s hard-won metamorphosis will leave readers touched and inspired.” – Publisher’s Weekly (September 13, 1999)

Lesson Extensions
This book covers extremely sensitive subject matter, and might be best suited for reading in a high school Girls’ PE or Health class.
*Teachers could invite a guest speaker from an emergency room, health clinic, or rape crisis center to speak to the girls about date rape, assault, and rape prevention.
*Local martial artists could instruct girls in methods of self-defense.
*The book could be used as a starting point for a discussion about the dangers of peer pressure and stereotyping in high school.

Free study guide available here.

Vital Stats
Anderson, Laurie Halse. (1999). Speak. New York: Farrar, Straus, Giroux. ISBN: 978-0-374-37152-4.


Monday, November 28, 2011

New Beginnings--a review of THE ARRIVAL by Shaun Tan

There is more than one way to tell a story, and Shaun Tan uses the absence of words, surrealistic pencil drawings in sepia tones, and multiple points of view to tell the shared experience of modern-day immigrants.

The Arrival by Shaun Tan

From the beginning of the book, it is clear that The Arrival is about leaving old worlds and encountering new ones.  The main storyline follows a young father, who leaves his wife and daughter behind to forge a life ahead for them in a new, industrialized city.  He encounters various fears and obstacles along the way—language barriers, loneliness, unfamiliarity.  However, he also encounters other sympathetic souls who have been on a similar journey.  In a land where the language is not shared, they share their stories with him, giving him a sense of hope and community.  Seasons pass, and the family is finally reunited, adding their story and paving the way for others to follow.

This graphic novel is a complete work of art. The cover is reminiscent of an old book, which sets up the expectation of narrative. The front and end pages are covered with various portraits of immigrants inspired by photographs taken at Ellis Island, New York, from 1892 to 1954. A graphic alphabet that is somewhat-Roman, somewhat-Cyrillic and not at all decipherable adds to a feeling of isolation. Tan tells much of the story through small sequences of still life portraits. Gradually, the smaller portraits focus the action until he finally treats us to the entire picture, and we see how the parts add up to the whole. His attention to detail with this particular technique is stunning, especially in the opening sequence when the father prepares to leave his family. Familiar household items that he is leaving behind give way to a wider view of the family where they can be seen in the context of the family kitchen. When the family is reunited, the same items can be seen again in sequenced still life, but this time, like the family, the items have changed and adapted for use in the new world. Another subtle technique is the subtle shift between sepia tones for creating the warmth of families and friendship and grayscale for creating the distance of sad stories, miscommunication and the unfamiliar. Various animal motifs are used throughout the book. In general, dragons and dragon-like creatures deliver a sense of heaviness and foreboding while birds offer light and hope throughout. Each immigrant has his or her own animagus/avatar/spirit guide that Tan borrows from anime tradition and his other works which adds a whimsical, fantastical element.

A true work of art offers something new to each person who views it, every time it is viewed. Tan’s book is a true work of art in this regard, and readers will enjoy finding new meaning each time they pick it up.

Awards and Reviews

Australian Children’s Book of the Year Awards
West Australian Premier’s Australia Asia Literary Award
American Library Association Notable Books for Children
Book Sense Book of the Year
Hugo Award Nominee
Publisher’s Weekly Best Books of the Year
Virginia Reader’s Choice Awards
Boston Globe-Horn Book Awards
Locus Awards
Garden State Teen Book Award
School Library Journal Best Book of the Year

“[Readers] will linger over the details in the beautiful sepia pictures and will likely pick up the book to pour over it again and again.”—Alana Abbott, School Library Journal (September 1, 2007)

“Filled with subtlety and grandeur, the book is a unique work that not only fulfills but also expands the potential of its form.”—Jesse Karp, Starred Review, Booklist (September 1, 2007)

“Stunning, powerful, gripping, moving-Tan’s book is meticulously wrought out and perfectly wrought, making use of both high-brow surrealism and extensive research into photographic records of immigrant stories.”—Joe Sutliff Sanders, VOYA (August 1, 2007)

“Wordlessly, through pages of beautifully crafted illustrations, Shaun Tan conveys the universal experiences of all those who leave their homes either by choice or from necessity. …A brilliantly imaginative and affecting graphic novel for all readers.”—Julia Eccleshare, Guardian UK (February 2, 2008)

Lesson Extensions

This book is suitable for teaching the history of the American Immigrant Experience in any social studies class. I would use it with students in Grade 8 or higher, or with advanced middle school students, as rather sophisticated viewing skills are required for decoding Tan’s highly complex artistic images. Using the book would be a fantastic way to enhance student understanding of visual literacy.

Although Tan is Australian, the Artist’s Note in the back of the book refers to photographs taken at Ellis Island, New York, from 1892 to 1954. Some resources for teaching Ellis Island and the Immigrant Experience are available from The History Channel. The possibilities are endless, but go here as a starting point for ideas.

Ellis Island is a national park, and in addition to the possibility of leading students on a field trip to New York City, they offer extensive curriculum materials for all grade levels here.

Moving beyond the obvious, teachers could extend the historical discussion to the experience of modern day immigrants in America. A lesson plan incorporating primary sources from the Library of Congress American Memory Collection can be found here as a starting point.

Since Tan’s family migrated to Australia, it might be interesting to compare migratory routes of people groups in an overview of Human Geography. The Migration Heritage Center in New South Wales, Australia, is a great place get started.

Finally, this is a graphic novel, and wordless one at that. At some point, using graphic novels in the classroom requires that teachers enable students to discuss the book in terms of visual literacy. A lesson plan giving general guidelines for analyzing images as texts can be found here.

Vital Stats
Tan, Shaun. (2006). The Arrival. Ill. by Shaun Tan. New York: Arthur A. Levine.


Sunday, November 27, 2011

Control Freak--a review of JOEY PIGZA LOSES CONTROL by Jack Gantos




Joey Pigza’s life is far from “normal.” But, then again, what is normal? His single mom, who supports herself and Joey on a beautician’s income, is stressed herself, even more so when Joey’s ex-con father has decided he’s gotten himself back on track and wants Joey to stay with him for the summer. Enter Joey’s grandmother, an oxygen-dependent chain smoker, who doesn’t really enjoy taking care of her hyperactive grandson or mangy Chihuahua Pablo. Joey is nervous about his summer with his father, and he has a right to be. Joey’s alcoholic father tries to fix his own mistakes by inflicting his unachieved dreams on Joey, including becoming a superstar pitcher. When Joey’s dad decides to ditch his nicotine patch, he forces Joey to give up his Ritalin patch…the only thing that had been keeping Joey from inflicting hyperactive harm to himself and others. Can Joey stand up for himself?


Through his adept characterization of Joey, Gantos has given us a realistic and unapologetic glimpse into the “normal” struggle of a hyperactive kid from a broken family who is trying his best to be good, without much help from the adults in his life. Joey’s antics are funny, when he pretends to be a mannequin in a fancy department store, yet heartbreaking at the same time, when the reader realizes that Joey does this because he has been abandoned by the adults in his life and is wandering the streets of Pittsburg alone and unmedicated for the day. The thing is, every educator knows a kid like Joey. They are scrappy, unkempt, usually friendless because of their behavior, and, at best, dreaded by some teachers.  Yet, somehow these kids find a spot in the hearts of those who root for the underdog. Being an underdog seems to be Gantos’ theme, for everyone in the book is an underdog. Joey’s mother, his father, his grandmother, and Joey all struggle. The reader wants them all to win, but not everyone in Joey’s life does. That’s precisely what makes this book realistic. In real life, not everyone wins, even if you hope they do. Some people don’t change. Life experience has lots of lessons, and not all of them are nice. Gantos doesn’t give us a storybook ending for Joey because real life doesn’t consist of storybook endings. But there is laughter, and there is hope. And that’s all we get sometimes.

Awards and Reviews
Newbery Medal Honor Book, 2001
ALA Notable Book, 2001

“Readers will be drawn in immediately to the boy’s gripping first-person narrative and be pulled pell-mell through episodes that are at once hilarious, harrowing, and ultimately heartening as Joey grows to understand himself and the people around him.”—Starr LaTronica, School Library Journal (September 2000)

“Gantos lifts this account of a kid with a lot of problems well above the stock problem novel: Joey’s view of the world is compelling regardless of what he’s dealing with, and it’s realistic in both its perceptions and their limitations.”—Deborah Stevenson, Bulletin of the Center for Children’s Books (September 2000)

“Gantos’ skillful pacing, sly humor, and in-depth characterization make it a truly memorable read.”—Susan Dove Lempke, Starred Review, Booklist (September 1, 2000)

Classroom Extensions
One of my favorite suggestions is a Board Game Activity. The start would be Joey’s dad’s house and the finish would be his mom’s house, because throughout the story, all he wants to do is be home with his mother. The pawns could be Joey, his mother, his father, his grandma, and Pablo. The students would roll the die and move accordingly. Landing on a square, they would draw a card. Some of the cards will have questions about the book, which if they get it right they advance two spaces. If they get it wrong, they stay where they are. Other cards will state something that happened to Joey either good or bad. For example, one of the cards might say, Joey’s dad throws away his medicine, go back five spaces, or Joey pitches a perfect game, go forward four spaces.

Another activity suggested at this site is to have the students make postcards from Joey to his mother. These two suggestions may not exactly be new approaches, but they both work very well for this book and the website gives good examples for each.

Keifer, M.J. (2005). “Classroom Activities for Joey Pigza Loses Control.”  Accessed November 27, 2011, from http://kieferja.tripod.com/page3.htm.

Scholastic offers an excellent language arts lesson plan for the book which addresses student understanding of conflict in the novel through personal reflection, class discussion, and poetry writing.  Suggestions for other books about family issues are also given. 

Gold, Lauren (n.d.). “Joey Pigza Loses Control Teaching Plan.”  Scholastic.com. Accessed November 24, 2011, from http://www.scholastic.com/teachers/lesson-plan/joey-pigza-loses-control-teaching-plan.

Books on Tape offers a free Listening Library Guide, which offers ways to enhance a listener’s experience with the book on audio.  Struggling readers may be able to identify with Joey and his struggles due to the causes of reading difficulties.  Listening to the book may be a perfect way for such students to get into "reading" the novel.

Vital Stats

Gantos, Jack. (2000). Joey Pigza Loses Control. New York: Farrar, Straus, and Giroux.

Thursday, November 17, 2011

A Story Better Told--a review of LIZZIE BRIGHT AND THE BUCKMINSTER BOY by Gary D. Schmidt

Turner Buckminster is a “preacher’s kid,” and he doesn’t fit into his new life in Phippsburg, Maine, in 1912.  His peers don’t accept him, his father is demanding, and the townspeople hold him up to higher expectations than he can sometimes meet.  He is so miserable that all he can do is think about “lighting out for the territories.”  Then, a chance meeting with a local island girl, Lizzie Bright, gives him hope that life will be more bearable after all.  However, the events that are about to spiral out of control for the star-crossed friends are less than hopeful.  In fact, they are tragic.  In an honest coming-of-age novel about a boy on the verge of manhood, Gary Schmidt delivers a cast of memorable characters and an unforgettably tender story in his Newbery Honor book. 

Lizzie Bright and the Buckminster Boy by Gary D. Schmidt

Some readers may not know that Gary Schmidt is an English professor. His careful crafting of Turner’s story reflects his vast knowledge of literature as a craft. In Turner’s encounter with a whale, readers hear definite echoes of Melville’s Moby Dick:

“Turner reached the whale’s eye, and they looked at each other. They looked at each other a long time—two souls rolling on the sea under the silvery moon, peering into each other’s eyes. Turner wished with a desire greater than anything he had ever desired that he might understand what it was in the eye of the whale that shivered his soul” (80).
The motif of cold, moonlight is repeated in the death of Turner’s father and in the new life Turner forges for himself.

Schmidt’s characters are wonderfully drawn, and most of them are dynamic and full of surprises. The villain, Mr. Stonecrop, is truly regenerate, and Schmidt leaves his final end unresolved. The crotchety Miss Cobb, for whom Turner is forced to play the organ for one hour every afternoon, is a perfect old spinster, obsessed with what her last words might be. She reprimands Turner, “Have you thought about what your last words might be? You’re never too young to know what your last words might be. Death could come along at any moment and thrust his dart right through you” (25). Seeming friends become insidious enemies, and enemies become lasting friends. Schmidt uses the various seasons of the New England landscape as a backdrop for the story. Spring and summer bring hope and fulfillment while fall and winter harbinger change and death.

The novel humanizes a horrific story. I recently read about what happened to African-Americans of this era when they were sent to mental institutions.  While the true story of Malaga’s ousted community may be too much for young readers to bear, Schmidt’s book raises awareness of the event, which is truly a dark blotch in American history, in a way that young people will understand. He doesn’t sugar-coat the events, but he limits the reader’s experience to that of Turner’s, which is heavy enough for a young reader. Lizzie’s death is truly upsetting. Themes of becoming an individual, friendship, and love and loss are universal. More importantly, they are realistic, as the novel doesn’t deliver a fairy tale ending, even when it seems that one might be possible. Young adults will respond to Schmidt’s respectful candor. The story of Malaga Island—a story best left untold—is probably best told through the lens of historical fiction. Schmidt is a master storyteller.

Awards and Reviews

Newbery Honor Book, 2005
Michael L. Printz Honor Award, 2005
Young Hoosier Book Award
Volunteer State Book Award
Garden State Teen Book Award
West Virginia Children’s Choice Book Award
Sequoyah Book Award
Dorothy Canfield Fisher Children’s Book Award
Virginia Reader’s Choice Awards

“Schmidt's writing is infused with feeling and rich in imagery. With fully developed, memorable characters and a fascinating, little-known piece of history, this novel will leave a powerful impression on readers.”—Connie Tyrrell Burns, School Library Journal (May 2004)


“The author bases this story on facts from the early 1900s, telling it with a lyrical style that supports Turner's steady path toward maturity while dealing with racism, religious belief, intellectual development, family ties, and loyalty. There are many subtle dimensions to Turner's progress with grace under pressure as he learns to stand up for what he believes.”—Patricia Morrow, VOYA (August 2004)


“Schmidt takes his time with his tale, spinning gloriously figurative language that brilliantly evokes both place and emotion. Turner himself is a wonderfully rich character, his moral and intellectual growth developing naturally from the boy the reader first meets. There can be no happy ending to this story, but the telling is both beautiful and emotionally honest, both funny and piercingly sad.”—Kirkus Reviews (N.d.)

Lesson Extensions

Watch “Malaga Island: a Story Best Left Untold,” a radio documentary and photo exhibition that covers the true story of what happened to people of mixed race from the Malaga community. There are images of the island and its settlers before and after. The truth hurts more than the fiction, so beware of sensitive students.

Random House offers an excellent Educator’s Guide for this novel covering themes such as coming-of-age, family relationships, friendship, racism and prejudice, and self-esteem. There are curricular connections to various subject areas, a writing exercise about personification, and a revealing interview with the author.


Katherine Ruppel (2006) has created A Teaching Guide for Gary D. Schmidt’s Lizzie Bright and the Buckminster Boy. This standards-based unit emphasizes literary elements as well as issues of prejudice and personal responsibility.


Vital Stats
Schmidt, Gary D. (2004). Lizzie Bright and the Buckminster Boy. New York: Random House. ISBN 0553494953

Rosenthal., R. and Philbrick, K. (2009). Malaga Island: a story best left untold.  Accessed November 17, 2011 from http://malagaislandmaine.org/index.htm.




Monday, November 14, 2011

Shazam!--a review of THE GREEN GLASS SEA by Ellen Klages

There is a wealth of information to discover in well-crafted historical fiction.  The Green Glass Sea, a remarkable debut novel by Ellen Klages, is a treasure chest of facts about the Atomic age carefully tucked away in a compelling fictional narrative of a young girl who didn’t mind being different.

The Green Glass Sea by Ellen Klages

Dewey Kerrigan doesn’t fit in. She is a sympathetic character from the beginning of the novel, where we find her waiting outside on the steps for her father, a mathematician who works for the government in an "undisclosed location," to pick her up. Dewey has a weird name, she has a limp, she likes “boy things” like radios and mechanics. None of this matters to Dewey, though, because she is about to find herself in a secret city surrounded by men—and women—of genius, including Dick Feynman and Robert Oppenheimer, who share her interests. Suze Gordon is a misfit, too, but unlike Dewey, she wants to fit in; the harder she tries, the worse it is. Suze and Dewey find themselves thrown together in Los Alamos through a series of unfortunate events which happen to Dewey. The story of their unusual friendship is set against the backdrop of the race to develop the “gadget,” toward the end of World War 2. Much like the girls in the story, the reader is drawn into the web of unavoidable circumstances surrounding the quest to end the war and left to ponder the broader implications of science for both creation and destruction.

I am so glad I read this book. I didn’t know much about Los Alamos, the Manhattan project or the people who were involved in it, but I could have learned about this from any book. What really stands out as special about Klages’ novel is the very practical and matter of fact nature of her storytelling. While Dewey's relationship with her father is particularly poignant, Klages doesn’t employ emotional tricks to earn the reader’s sympathy. She very realistically portrays two young ladies as unique individuals who are trying to find their place in the world that they find themselves in. Her attention to historical detail is evident in her re-creation of a child’s world in the 1940s—comics, Nehi soda, LIFE Magazine. The reader experiences this world through the eyes of the heroines as they learn that “bad stuff happens” but there is also friendship and beauty to be discovered. The author’s note is brief, but offers some very concise resources for readers who may want to learn more about the history that inspired this captivating story.

Awards and Reviews

Scott O’Dell Award, 2007
New Mexico Book Award, 2007
Judy Lopez Award, 2007
Finalist, Quall Awards, 2007
Finalist, Northern California Book Awards, 2007
Finalist, Locus Award for Best First Novel, 2007
Children’s Picks List, BookSense, 2006/2007

Starred Reviews
Horn Book Guide (Spring 2007)
VOYA (February 2007)
Horn Book (November/December 2006)

“Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of the kids and their families. Dewey is an especially engaging character, plunging on with her mechanical projects and ignoring any questions about gender roles.”—Steven Engelfried, School Library Journal (November 2006)

“Klages evokes both the big-sky landscape of the Southwest and a community where ‘everything is secret’ with inviting ease and the right details.”—The Horn Book Magazine, Nov/Dec 2006

“…the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”—John Green, Booklist (November 15, 2006)

“…the view of the Manhattan Project through the eyes of two out-of-the-loop children is an intriguing entrée to this somber piece of history.”—Bulletin of the Center for Children’s Books (January 2007)

Lesson Extensions


The historical tie-ins for this book are obvious. I would have students research old copies of LIFE Magazine, the Saturday Evening Post, and other magazines contemporary to the times. Many artifacts from this time are also available in local antique shops and “junk” stores. It would be interesting for collaborative groups to create a History Box surrounding this era.

Students in science could study more about atoms and nuclear energy through the lives of the scientists who researched it. It’s also a good book for discussing the ethics of scientific research. Students could watch the movie Fat Man and Little Boy to learn more about the feelings of the people who created the world’s first weapon of mass destruction.

For Grade 5 or 6 Literature Circles, Scholastic offers a Literature Cirlce Reading Guide with Questions and Extension Activities.
The Rebecca Caudill Young Readers Book Award (Illinois) has a website with activities and resources to accompany books which have received this award. Resources for The Green Glass Sea include links to the history of Los Alamos, the Manhattan Project, the Trinity Test Site, a biography of Robert Oppenheimer, videos of nuclear explosions, and information about Trinitite (the mineral behind the name The Green Glass Sea).

Vital Statistics

Klages, Ellen. (2006). The Green Glass Sea. New York: Viking. ISBN 0670061344



Sunday, November 13, 2011

Ain't Nothin' but a Gold-digger--a review of THE BALLAD OF LUCY WHIPPLE by Karen Cushman

Our Physical Science Classes are in the Media Center today researching Rocks and Minerals. When I was pulling books about gold, I just happened to see a photograph of Deadwood Gulch in the Black Hills of South Dakota circa 1876. In the shadowy, blurred black and white, I see men…some jaunty looking and fresh, others rather scraggly, bearded. And though I can’t be sure, there is one woman. The text reads, “Gold strikes still happen in modern times. But the stampedes of the nineteenth century are gone forever. The places where gold is easily retrieved have, for the most part, been found” (48). How fortunate for us that we have historical fiction writers who bring those "gone forever" places back to us in living color. And what greater fortune that Karen Cushman has recreated the time and place in a coming of age story of a young, teenage girl in The Ballad of Lucy Whipple.

The Ballad of Lucy Whipple by Karen Cushman

California Whipple’s parents always dreamed of moving West. Even after California’s father dies, her mother is determined that she will move the family to Lucky Diggins, California, at the heart of the Gold Rush. California is less than thrilled, and in a series of letters home, declares that she is now to be called Lucy. In Lucy Whipple, Cushman has created a plain-spoken character who doesn’t pull any punches, and Cushman’s book doesn’t either. She does a particularly adept job at dealing with the harsh realities faced by settlers such as battling sickness, hunger, and the forces of nature. The death of Lucy’s brother Butte is touching without being maudlin. Cushman balances the difficulties of pioneer life through humor, humanity and the sheer natural beauty of California in the 1800s. The picture of Clyde the preacher, who is so tall, his feet touch the ground when he rides into camp on a donkey is only one example of the ballad-like exaggeration Cushman subtly works into the writing.

There is a lot to love in this book. Cushman’s partial use of Lucy’s letters to tell parts of the story add to the authenticity of the work, as they allow the author to share details about the Gold Rush era in a very natural way. Though some of Lucy’s language seemed stereotypical at first (the use of the words tarnation and dag diggety! had me expecting the phrase What the Sam Hill?), I came to love Lucy more and more as I experienced her delights and disappointments. Lucy’s world is so well-developed that I found myself wishing that the lesser developed stories of her friends in Lucky Diggins could be told as well (an escaped slave named Bernard, the old coot Amos Frogge, Lucy’s courageous mama). Lucy’s search to belong, thus creating her own identity, are themes readers in any time and place can appreciate; but Lucy’s story is what they will enjoy.

Awards and Reviews
Booklist Editors’ Choice
School Library Journal, Best Books of the Year
New York Public Library, 100 Titles for Reading and Sharing
Booklinks Lasting Connections Selection
Notable Children’s Trade Book in the Field of Social Studies
Notable Children’s Book in the Language Arts
IRA Teachers’ Choice
Texas Lone Star Reading List Selection
School Library Journal, Best Books of the Year
Booklist Editor’s Choice
John and Patricia Beatty Award
ABC Children’s Booksellers Choice Award

“Cushman’s heroine is a delightful character, and the historical setting is authentically portrayed. Lucy’s story, as the author points out in her end notes, is the story of many pioneer women who exhibited great strength and courage as they helped to settle the West. The book I full of small details that children will love.”—Bruce Anne Shook, School Library Journal (August 1996)

“Many readers will recognize their own dislocations in Lucy’s reluctant adventure.”—Hazel Rochman, Booklist (August 1996)

Lesson Extensions

Personal Connections. Paula Laurita at Bella Online uses Lucy’s struggle in her difficult circumstances as a way for teenage girls to reflect on the struggles of their own personal experiences. She has created a journal writing activity, based on Lucy’s letters.

Historical Connections. Students studying any era can benefit from writing letters from the point of view of any character in history. Using Lucy’s letters as an example, students could create a series of three letters incorporating historical facts about any given era (Civil War, Revolutionary War, World War 2, etc.). In addition, students could research historical photos or artifacts from the time, and include them in a portfolio assignment.

Social Studies. Teacher Jill Esquivel has developed a 5th Grade lesson plan incorporating Geography and History standards. Students work in cooperative groups to plan a journey along the Wilderness Road or Oregon Trail and write a “post card home.” She cites the book as one resource for helping make pioneer journeys real for students.

Vital Stats
Cushman, Karen. (1996). The Ballad of Lucy Whipple. New York: Clarion. ISBN 978-0395728062.

References
Hellman, Hal. (1996). The Story of Gold. New York: Franklin Watts.

Monday, October 31, 2011

Sharing Is Caring--Someone Else's Review

I've never linked to another blogger's post before, but there's a first time for everything.  Abby, aka Abby (the) Librarian, just posted an excellent review of a new nonfiction picture book, Balloons Over Broadway: the True Story of the Puppeteer of Macy's Parade by Melissa Sweet.  The book and the review are too good to pass up.  Since it is the Season, enjoy.  I can't wait to get my hands on a copy.  And then I think I'll watch Miracle on 34th StreetLet the Holidays begin!


Book Info
Sweet, Melissa. (2011). Balloons Over Broadway: the True Story of the Puppeteer of Macy's Parade.  New York: Houghton Mifflin.

Sunday, October 30, 2011

THEY CALLED THEMSELVES THE KKK: THE BIRTH OF AN AMERICAN TERRORIST GROUP by Susan Campbell Bartoletti

Teachers of history often go to great lengths to locate resources that are balanced and offer a well-documented historical account of race relations of any sort.   Imagine how much more difficult it would be for teachers to piece together a chronological account gleaned from primary documents from a past that is quickly slipping away.  Author Susan Campell Bartoletti proves she is up for the task.  Her book, They Called Themselves the KKK: the Birth of an American Terrorist Group is an unapologetic and enlightening read covering the formation of the Ku Klux Klan during Reconstruction-era America.


This book is more than just an account of the beginnings of the KKK, however. Bartoletti’s retelling sheds light onto the history of America after the Civil War and before Jim Crow. What is crucial to her retelling is the notion of balance. Using primary accounts from veteran Confederate soldiers as well as Freedmen, the name for emancipated slaves, Bartoletti highlights the concerns and fears on parties of both sides, never telling the reader where her sympathies should lie. Augmenting her text, images from pictorial newspapers such as Harper’s Weekly and Frank Leslie’s Illustrated Newspaper depict viewpoints from all walks of life of the time.


Of particular interest were the stories of northern teachers who travelled south to establish schools for the Freedmen, especially the story of Canadian William Luke, who was eventually hanged for his efforts in Patona, Alabama. Another chapter, “Forced by Force, to Use Force” shares the concerns of whites in York County, Virginia, at having armed Freedmen in their midst. Bartoletti’s first-hand account of her travels and her attendance at a KKK meeting prove the extent to which she is willing to go to understand her subject. She has a knack for letting history speak for itself, even down to the chapter titles which are not her words, but phrases excerpted from historical sources. She also shares quote attributions and her bibliography and source notes for those who would like to advance their studies.

Augmenting the balanced text, the book is graphically balanced, with no two pages going without an illustration or a text block to break up the monotony of the regular text. Slave narratives are shared using photographs and pullouts, which draw attention to their importance. The pictures of the early KKK costumes were fascinating, as well as her description of early rituals and the meanings of titles within the Klan.

The only element I found that wasn’t balanced throughout the entire history was the subtitle of the book itself, They Called Themselves the KKK: the Birth of an American Terrorist Group. There just wasn’t enough evidence or conversation in the book to merit the use of the extreme word, “terrorist.” It seems to me that this book is a history of a defined period in America rather than a discussion of the modern notion of terrorism. It would be better subtitled, “the Birth of an American Hate Group.” Perhaps editors didn’t feel that title would sell.

Truly complex issues worth consideration will never be resolved. Really good books do not answer all of our questions. They make us ask better, deeper questions, and help us examine ourselves in a new light. This is precisely what this book does. My final criticism is that I wish she had kept going up through the entire history of Civil Rights. I want to know more.

Awards and Reviews

YALSA Excellence in Nonfiction Finalist
Junior Library Guild Selection
Publisher’s Weekly Best Children’s Book of the Year, 2010
School Library Journal Best Children’s Book of the Year, 2010
Kirkus Best Books for Teens, 2010
Horn Book Magazine Fanfare List, 2010
Booklist Top of the List Winner, 2010
Booklist Editor’s Choice, 2010
Washington Post Best Children’s Book of 2010
Chicago Public Library, Best of the Best
ALA Notable Title
CCBC Choices, 2011


“Bartoletti effectively targets teens with her engaging and informative account that presents a well-structured inside look at the KKK, societal forces that spawn hate/terrorist groups, and the research process.”—Gerry Larson, School Library Journal (August 1, 2010)


“Bartoletti…writes in admirably clear, accessible language about one of the most complex periods in U.S. history, and she deftly places the powerfully unsettling events into cultural and political context without oversimplifying.”—Gillian Engberg, Booklist Starred Review (August 1, 2010)


“Both libraries and classrooms should acquire this outstanding reference book that deals with such a difficult subject so well.”—Mary Ann Darby, Voice of Youth Advocates (October 1, 2010)

Extensions

Note: Having taught high school journalism for six years, I would highly caution teachers to be aware that there are some well-meaning but risk-taking students who might find it exciting to emulate Bartoletti’s visit to a KKK rally. Misunderstandings and mob mentality have killed and will never stop killing, and I would hate for students to get involved in serious adult matters which are out of their control. Legally protesting KKK rallies which are held in daylight when police protection is highly visible is one thing, but going to an undisclosed location at night in hilly territory when you are a stranger is entirely different. At the beginning of the book, Bartoletti has included a quote by WEB DuBois: “The method of force which hides itself in secrecy…dares things at which open method hesitates…. It shields itself in the mob mind and then throws over all a veil of darkness which becomes glamour.” This is still true.


The book includes a “Civil Rights Timeline.” Students could choose an event on the timeline to research in depth. Collaborative groups could present their findings in order of the timeline in order to piece together some Civil Rights history, creating a class timeline. PBS has a fabulous interactive timeline on the website “African American World” to use as a starting point for research. The part of the timeline directly related to Reconstruction years can be found here.


This book does an excellent job of highlighting the psychological reasons that someone might become a member of a hate group. Students could compare the social and historical settings surrounding the formation of the KKK to social and historical settings today to see if Americans are still susceptible to forming these groups and why. “Roots of Hate,” published by the Southern Poverty Law Center may help get the discussion started.

Mike Hollis has posted a simple, yet significant activity, entitled “The Resurgence of Hate” on Teaching Tolerance that examines why its members believe the way they do and learn what can be done to stop hate groups from returning to their historic levels of power and influence. The lesson includes links to a National Geographic video clip about the KKK as well as a magazine article.

Bartoletti describes the origins of the KKK’s infamous white hoods. Mother Jones Magazine has published a photo essay by Anthony Karen, a former Marine who has spent several years photographing members of the Ku Klux Klan. The essay includes audio of interviews with Karen and Ms. Ruth, a seamstress who makes KKK robes and hoods. Mature students can compare KKK regalia of past and present to see what, if anything has changed, and examine how the costumes, and the anonymity they provide, have shaped the identity of the Klan.

For more Klan pictures to use as an entry point for writing, see the Library of Congress Prints and Photographs Online Catalog.

Vital Stats
Bartoletti, Susan Campbell. (2010). They Called Themselves the KKK: the Birth of an American Terrorist Group. New York: Houghton Mifflin. ISBN 978-0618440337.







Monday, October 24, 2011

The Last American Dreamer (?)--a review of MR. SAM: HOW SAM WALTON BUILT WAL-MART AND BECAME AMERICA'S RICHEST MAN by Karen Blumenthal

One summer on a visit to my grandparents’ house, my sister needed a belt.  My grandpa took her to a recently opened store in rural Monticello, Kentucky, to buy one.  The store was Wal-Mart, and my sister met Sam Walton that day.  He signed her new belt.  This was back in the mid-80s, and, according to Blumenthal’s book, Walton was on the threshold of becoming America’s Richest Man.    And, yet, in typical Sam Walton fashion, he was personally visiting his store wearing jeans and a cowboy hat.

Mr. Sam: How Sam Walton Built Wal-Mart and Became America's Richest Man by Karen Blumenthal

One’s political views of Wal-Mart aside, this biography is fascinating for its insights into the changing retail landscape of Cold War America. The competitive nature of Walton is portrayed through his competition with other retailers to become number one, beginning with a five and dime in small-town Arkansas and continuing until his domination of retailers K-Mart, JC Penney (where he once worked), and Sears. Blumenthal does an excellent job of giving a straightforward account of Walton’s life—which was Wal-Mart—while guiding us through American history as Walton reinvents himself over and over again as a “big man on campus,” a Ben Franklin owner, and finally the richest CEO in America. She explains his successful and unsuccessful forays into other areas of retail sales—superstores, craft stores, and grocery stores—some which failed because they were ideas before their time. In true journalistic fashion, she gives a fairly balanced account, including criticisms of racism and sexism within the company, of his “buy American” campaign (did you know the Clintons were involved?), and of how company strategies caused the downfall of small-town America. Humanizing elements include Blumenthal’s accounts of his early business failures, details of his wife (who is portrayed as saint-like in her longsuffering), and the story of his favorite hunting dog and moniker for Wal-Mart store brand dog food, ‘Ole Roy.


The book is an attractive package, beginning with the jacket illustration by Paul Szep, a caricature of a kindly Walton pushing a cart of Wal-Mart products, wearing a company vest and nametag. (He looks like a Greeter). Although they don’t give a hint at what is contained within the chapters, the chapter titles are enthusiastic—“Win! Win! Win!,” “Sell! Sell! Sell!”—much like the man himself is portrayed. The black and white photos are well-chosen and have interesting details that demand a second look. Interesting side-bars explain concepts such as retail markup, fiscal years, and other pertinent information. Chapter Notes and a Bibliography reveal the extent of her research.

I don’t normally gravitate toward books about business figures or CEOs, but there is a bit of Everyman in Blumenthal’s Walton that appeals to the all-American in me. Without telling the reader what to think, she has delivered a story of the American dream, one that is still worth having in this cynical world of foreclosure and financial failure. Turning dreams into reality requires hard work, sacrifice, and dedication, something young people always need to learn. Warts and all, there is something about Walton to be admired in Blumenthal’s work. I wish my sister had kept that belt.

Reviews

“Businessmen don’t seem like natural biographical subjects for young readers, but Blumenthal has done a splendid job of not only introducing Sam Walton but making his story relevant and timely.”—Jonathan Hunt, The Horn Book Magazine (July/August 2011)

“Blumenthal is a deft hand at explaining stock market splits, markups, and the niceties of planning for profit in the world of discount marketing…. Plenty of black-and-white photos document the morphing retail landscape, and sidebars and insets offer fascinating asides on topics from shopping carts to charges of racism in the early days of the company.”—Elizabeth Bush, Bulletin of the Center for Children’s Books (July/August 2011)

“What is promoted as a biography offers much more in the form of a history of Wal-Mart and the evolution of sales and merchandising in American stores over the second half of the 20th century.”—Janet S. Thompson, School Library Journal (July 2011)

Connections
This book would be an awesome addition to any high school Business Department curriculum as a supplementary read, standing on its own, as it gives a fine account of retail and discount sales in America.

Students could learn to use databases such as Newsbank or EBSCOHost to locate primary sources, such as newspaper and magazine articles, about Walton. They could recreate the process of Blumenthal’s research by summarizing and comparing articles, working collaboratively to piece together a story of his life.

Macroeconomics classes could study globalization and the idea of “buy American” campaigns as they impact foreign and domestic economies, beginning with a study of Wal-Mart.

Introduction to Business students might benefit from Blumenthal’s excellent examples and explanations of basic economic principals such as stock splits, public ownership, and the theory of discount sales.

Vital Stats
Blumenthal, Karen (2011). Mr. Sam: How Sam Walton Built Wal-Mart and Became America’s Richest Man. New York: Viking. ISBN 978-06700011773


Nice Guys Get Biographies: a review of WALT WHITMAN, WORDS FOR AMERICA by Barbara Kerley


Walt Whitman was a nice guy. He liked things like words, democracy, nature, and friendship. It stands to reason, then, that any biography about his life should be nice, especially when the biography is a children’s picture book. And that’s just what Walt Whitman: Words for America, written by Barbara Kerley and illustrated by Brian Selznick, is—it’s nice in every way. Kerley does not set out to give young readers a watered down version of Whitman’s poetry. Rather, she focuses on the traditional defining events of Whitman’s life, his experience as a printer, his journey across America, his love of his brother and subsequent service to soldiers in Civil War hospitals, his sorrow over the assassination of Lincoln. While the delivery is choppy in the opening paragraphs, often lacking satisfying transitions, the story is still deftly told with great attention paid to the inclusion of well-documented primary sources such as Whitman’s poetry and letters. By the end of the book, the reader does gain a sense of the great humanity of Whitman and thus a sense of why Whitman deserves his title, “voice of the nation.”


Selznick’s illustrations are also nice. Set against a 12-point Scotch Roman type-face which an end note tells us was “Walt’s favorite,” they are a fine complement to the text. Readers may, at first, find the inclusion of several different illustrative styles and color palettes to be a bit discordant, until they realize that the illustrations are very much like Whitman’s life and poetry—vibrant, varied, enthusiastic, bold and soulful. Illustrator’s notes highlight Selznick’s careful study of Whitman’s life and attention to detail, down to the portrayal of African-American Civil War soldiers. A jaunty young Whitman greets you in an old-fashioned oval cutout in the front cover. Standout close-up portraiture of Lincoln and an aged Whitman have a remarkable, sculpted quality, and Selznick’s incorporation of Whitman’s poetry into three of the illustrations left me wanting to see much more of this treatment. Overall, the illustrations are stronger than the text, but are dependent on the text for their significance.

This book is a labor of love for Walt Whitman, a celebration of his life, offered by the author and illustrator. It would make a fine addition to any classroom or personal collection of biographies for children and adults.


Awards and Reviews
  • Robert F. Sibert Honor Book, 2004
  • New York Times Ten Best Illustrated Books, 2004
  • ALA Notable Children’s Book
  • Publisher’s Weekly Best Children’s Books
  
“Delightfully old-fashioned in design, its oversized pages are replete with graceful illustrations and snippets of poetry. The brilliantly inventive paintings add vibrant testimonial to the nuanced text.”—Marilyn Taniguchi, School Library Journal (November 15, 2004)

“Try this sophisticated offering on readers who won’t quail at the lengthy text and who will be less likely to skip the dense, illuminating end notes.”—Jennifer Mattson, Booklist (November 15, 2004)

Connections

According to the Teacher’s Guide on Barbara Kerley’s website, the Library of Congress has a collection of images of Walt Whitman’s original notebooks. Student’s could study the notebooks and make poetry notebooks of their own, as mentioned in the book.
Selznick mentions his inspiration for one of the most memorable inspirations in the book as being photographs of Civil War soldiers. Students could peruse the Library of Congress collection of Civil War Photographs as an entry point into the Civil War using visual, primary sources. The very extensive collection of Civil War Maps would also serve the same purpose as well as an opportunity to study selected Civil War battles in detail.
One final offering from the Library of Congress is a lesson plan on Whitman’s famous poem, “O, Captain! My Captain!” This plan comes complete with an image of Whitman’s handwritten corrections to the poem. This is a great cross-curricular connection between language arts and history.

Readwritethink has several lesson plans based on Walt Whitman, but one entitled “Varying Views of America” would be especially fitting for this book because Selznick’s illustrations enhance the idea of various points of view. In addition to Whitman’s “I Hear America Singing,” this lesson explores views of America from poets Langston Hughes and Maya Angelou as a multicultural connection. Selznick’s inclusion of African-American soldiers can be discussed as well.

Vital Stats

Kerley, Barbara (2004). Walt Whitman: Words for America. Illus. by Brian Selznick. New York: Scholastic. ISBN 978-0439357913




 

Tuesday, October 11, 2011

She Could Not Help Burning Herself from the Inside Out: a review of YOUR OWN, SYLVIA by Stephanie Hemphill

If poetry is born out of the depths of adversity in the human spirit, perhaps no other poet owes more to adversity than Sylvia Plath.  An outstanding beauty and incredibly talented writer, she was born during the Great Depression, lost her father when she was 8, hospitalized for depression at 19, and became a single mother of two by age 31.  Sylvia’s difficult life experiences, in particular, her struggle with depression, became the subject of her intensely personal and confessional poetry.  Now, Sylvia’s life itself has become the subject of Stephanie Hemphill’s verse portrait.

Your Own, Sylvia by Stephanie Hemphill

Critical Analysis
Hemphill has created a book of 152 separate poems that stand alone as solid, if not inspired, pieces.  This in itself is remarkable.  But what is incredible about this work is that she has managed to construct a straight-forward narrative by piecing together various points of view of major and minor characters in the actual life of Sylvia Plath--her mother, father, grandparents, childhood friends, lovers, therapists, nannies, editors, and benefactors.  Some of the pieces are written in the style of Plath's poetry while others allude to major motifs found in her work.  Hemphill has been masterful when constructing motifs for her book which resonate with motifs in Plath's own work.  One example is Plath's struggle to break free from the memory of her father,  symbolized by bees.  Early in the book, the poem "Beekeeper, Penny-Pincher, Professor, Master of the House," is written in the voice of Otto Plath, Sylvia's father.  In the poem, Otto refers to himself as the "long-reigning queen bee,/Aurelia,Sylvia, and Warren,/my workers buzz as I dictate,/...When I perish,/a new queen/will lead this little hive..."  Later in the book, this motif occurs again in a poem called "The Arrival of Poetry," written in Plath's voice in the style of her poem, "The Arrival of the Bee Box." This new poem establishes Plath as her own queen bee, in charge of her own life and her own writing: "she studies the page, astonished/At her maniac poems, buzzing real as an ear/...And she is their creator,/Standing alone in her laurel crown."  Careful attention to Hemphill's notes reveals that during one of Sylvia's most prolific periods, she wrote a series of "five poems she collectively called 'Bees.'  They deal--if not overtly, then inadvertently--with her father.  Otto had studied bees, was a beekeeper, and had authored Bumblebees and Their Ways."  This is only one example of Hemphill's careful weaving of her poetry with Plath's work and life.  

One of the most poignant nods to Plath's work comes in Hemphill's poem "Baby Girl," in which Hemphill recreates Plath's love for her daughter,  written in the style of Plath's "Morning Song."  Plath's poem begins, "Love set you going like a fat gold watch."  Hemphill picks up this theme in the first lines of her poem, "I have waited for you, your heartbeat/Inside me like the clock's ticking/Second hand.  I still feel your pulse when I sleep."  Hemphill's poetry is a fine tribute to Plath: "She could not know how long/Her luminary would map the sky,/Or where her dying would lead the lost./But for those who gaze heavenly/Or into the reflected pool of night,/She is fuel. She is dust. She is a guiding star."

This is a difficult book to read, due to the tragic nature of Plath's mental illness and death.  It is recommended for ages 15 and older, and I would suggest that guideline be followed.   In her letter to the Reader, Hemphill states that at age 15, she "had this dark, fierce place inside me that no one quite understood and I myself couldn't articulate."  As a teenager, she related to Sylvia in an "almost eerie way."  This book is important because it might speak to writers, especially young women caught somewhere in those angst-ridden years between girlhood and womanhood.  It might help them find a voice.  On the other hand, I worry about girls who may be depressed themselves and idolize Plath's tragic end.  The gravity of this book requires a reader who can handle its weightiness. 

Awards and Reviews
  • Michael L. Printz Honor Book, 2008
  • Myra Cohn Livingston Award, 2008
  • ALA Best Book for Young Adults, 2008
  • Kirkus Editor's Choice, 2008
  • Cybil's Finalist, 2008
  • Southern California Council on Literature for Children and Young People Award, 2008
  • New York Public Library Books for the Teen Age, 2007
"An intimate, comprehensive, imaginative view of a life that also probes the relationships between poetry and creativity, mental fragility, love, marriage, and betrayal. ...This accomplished, creative story may ignite new interest in Plath's original works."--Gillian Engberg, Booklist (February 15, 2007)

"Hemphill rises to the challenge of capturing the life of a poet through poetry itself; the end result is a collection of verse worthy of the artist whom it portrays."--Jill Heritage Maza, School Library Journal (March 1, 2007)

"Hemphill will immerse the mature student and many adults in Plath's life and work and motivate them to learn more about Plath and other poets."--Lucy Schall, Voice of Youth Advocates (April 1, 2007)


Lesson Extensions
This is a highly literary book, best suited for Junior or Senior English, as the recommended reading age is 15 or older, due to disturbing issues such as suicide.  However, it would have great value for students who are interested in poetry as a means of self-expression or for those who are interested in the literary canon, as Plath is a major 20th century poet.

Using the principal of poetry to describe events in an author's life, a literature teacher could use this book as a model for an alternative to a regular biography report.  Students could chose a poet, and then report on three major events in that poet's life in verse form.  An extension of that might be to have them replicate the poet's style, which could also be modeled from Hemphill's book.

Any of these poems would be well-suited as a springboard for crafting Sylvia's response to the people in her life.  For example, students could craft Sylvia's response to a poem her mother or to one by her male admirers or her husband Ted Hughes.  This would be a good exercise in understanding point of view.

Hemphill uses annotations within the text to tell the biographical story that sparked the occasion for the poem.  Students could study the circumstances surrounding the major poems of other famous writers and write annotations for those poems much as Hemphill has done, thus forming connections between the poem and the poet's life.

Vital Stats
Hemphill, Stephanie.  2007.  Your Own, Sylvia: a Verse Portrait of Sylvia Plath.  New York: Knopf.  ISBN: 0-7686-3863-9

Note:  I downloaded and read this book via Kindle Cloud Reader.  Thus, no pages are given for specific quotations referred to in the above review.  I found out the hard way that it is nearly impossible to conduct literary analysis of a complex piece of literature using an e-reader.  



Monday, October 10, 2011

Let All Creation Sing (Part 2)--a review of AT BREAK OF DAY by Nikki Grimes

A father and son create the earth, animals, plants and human beings out of nothing.  The project originates in the mind of the father and takes shape at the word of the son.  Ex-nihilo, something from nothing, springs forth in this vivid re-telling of the Biblical creation story.

At Break of Day by Nikki Grimes

The story of creation was originally transcribed from the oral tradition, and Nikki Grimes' version remains true to that tradition.  Much like the Genesis account, hers is a prose-poem, a creation story best read aloud in a sonorous voice that captures the rich timbre and cadence of the language.  In parts, the language is luxurious, such as in the creation of plants, "Let there be velvety mosses and/rose-covered meadows, lilacs and long trailing vines, hyacinths and honeysuckle/birch and beech, and hearty trees/whose branches are heavy with fruit."  Just read that aloud.  Right now.  It's stunning.  Grimes knows how to play with the symmetry of sound, alliteration, consonance and assonance, and the weights of words.  For example, read this aloud: "Let there be bulls and boars, lions and llamas,/jackals and jaguars, goats and sheep, and creatures/that crawl, and all manner of wild animals roaring and screeching, loping and leaping,/crouching and creeping upon the earth."  And move while you read it.  Elsewhere, the connectedness between the Father and Son is captured in their dialogue and in the joy they share over their creation.  "'Go on,' said the father, standing in the background.  'You're doing fine.'"  The language between them is warm and familiar, giving a sense of unity and comfort.  At the end of the story, Grimes leaves the reader feeling rested and satisfied in the goodness of the earth and in the goodness of the story, which bears repeating.

Paul Morin illustrates the book in very wide-sweeping, bold paint and fabric collage.  I want to touch these pictures and look at them in detail up close.  His use of color and texture reminds me of Chagall, where the various layers of the painting actually contain subtexts.  His depiction of angels as little sparks of light in the early stages of creation are outstanding in this regard.  He is at his best in the pictures of creation, where he opens his color palette and plays with layers of lace and paper fibre.  My two-and-a-half year old daughter audibly gasped when I turned to the page depicting the creation of plants.  The fish and birds of other creation days are colorful and alive.  There is a slight discordance, from time to time, in the style of the art.  The spread that portrays the creation of humankind feels flatter than his other paintings, and not as sensuous.  There is too much black, Adam's torso is skewed, and Eve's hair is stringy in silhouette.  The textures of the layers of painting have not transferred well onto the glossy page, and there is an distracting binding seam running through the middle of the illustration.  Overall, the format of the book cannot do justice to the paintings, as they are probably much more impressive in actuality. 

Awards and Reviews
  • CCBC Choices, 2000, Cooperative Children's Book Center
  • Not Just for Children Anymore, 2001, Children's Book Council
  • Award for Excellence in Poetry for Children to Nikki Grimes, 2006, National Council of Teachers of English
"A vigorous addition to the Creation canon."--Ilene Cooper, Booklist (October 1, 1999)

"This is illustration that might inspire a child artist."--Patricia Lothrop-Green, School Library Journal (January 1, 2000)

"Grimes captures the essence of a father/son relationship, with its mutual love and admiration, while also conveying the unique status of this particular father/son dynamic.  Her lyrical gifts are everywhere in abundance, set out with a deceptive simplicity that evokes an oral tradition; fittingly, Morin's (The Orphan Boy) mixed-media illustrations also evoke the art of oral cultures. . . . the graceful delivery of sophistocated themes and imagery will entice readers to delve for such deeper meanings."--Publisher's Weekly (November 29, 1999)

"A lovely and poetic reading of the Biblical creation story in a modern spirit from the versatile Grimes."--Kirkus Reviews (N.d.)

Resources
Poet Nikki Grimes was born in Harlem and wonders herself at the influence of her close proximity to the birthplace of the Harlem Renaissance in her work.  Using her poetry, and the poetry of Walter Dean Myers and other modern New York poets could be an entry point for the study of the Harlem Renaissance and its influence on subsequent writers of color.  It is especially fitting to use At Break of Day, a creation story, as renaissance means, "re-birth."

At Break of Day has the same tone as The Creation, a creation peom by a different African-American writer, James Weldon Johnson.  Students could compare and contrast both poems in terms of rhetorical style and word choice.

Nikki Grimes own website contains Teacher's Guides for the book, created by Tracie Vaughn Zimmer.
Finally, a video interview with Nikki Grimes is available via Reading Rockets.

Vital Stats
Grimes, Nikki. 1999. At Break of Day. Illus. by Paul Morin.  Grand Rapids, MI: Eerdman's.  ISBN: 978-0-8028-5104-8.