Walt Whitman: Words for America

Bibliographic Data: 

 

Kerley, Barbara. 2004. Walt Whitman: Words for America. Ill. Selznick, Brian. New York: Scholastic Press.

ISBN 9780439357913

Plot Summary:

Most of us probably know Walt Whitman for his poetry. However, his involvement with the Civil War might be somewhat unknown to many. The book Walt Whitman: Words for America presents children with a simple story of Walt Whitman’s life and poetry, particularly focusing on his strong emotions against the civil war and his love for America. The book begins by focusing on Whitman’s influences and passion for what makes America great, including its landscape and people. With the Civil War dividing the nation, Whitman sees America differently. He begins to devote his time caring for the wounded soldiers and comforting the dying. His poetry begins to reflect what America is enduring during this time period and captures Whitman’s compassion for his country and fellow man.

Critical Analysis:

Walt Whitman: Words for America is made up of simple and clear text, with vibrant illustrations throughout. An additional author’s note, illustrator's note and sources section is included. The design is visually appealing and the text readable without being overwhelming to the younger reader. Kerley presents the information concerning Whitman’s life in a straightforward manner and includes brief, applicable poem excerpts. Selznick enhances each stage of the book, presenting colorful illustrations with meaningful content. The text follows a story-telling approach that is interesting and informative.

Walt Whitman’s empathy towards America and the people who have helped shape the country is an evident theme throughout the book. Whitman’s sympathy for the soldiers suffering during the Civil War is a great example of how Kerely emphasizes this throughout a large portion of the writing. One example in particular being his devotion to those dying: “…he sometimes stayed in the hospital late into the evening, keeping close but quiet company so that a young soldier would not have to die alone.” Whitman was also known to write letters to the families of those he comforted before death. A letter is included in the story and is a strong testament to Whitman’s devotion to his country.

Awards:

New York Times Best Illustrated Children’s Books of the Year, 2004

Robert F. Sibert Informational Book Medal Honor, 2005

 

Review Excerpt(s):

Kirkus, September 2004:

“A cultural force rendered with power and immediacy for a new generation.”

 

School Library Journal, Starred Review:

“Libraries will want to add this unabashedly glowing tribute as well for the infectious zeal both author and illustrator bring to their subject and his writings, excerpts of which can be found woven seamlessly into the text and the art.”

 

Connections:

*There is an excerpt within the text of the poem O Captain! My Captain! The complete poem is located in the back of the book. Have students read the full version and talk about the individual lines and how they compare with Lincoln’s assassination.

*Other works about Walt Whitman and books showcasing his poetry:

Levin, Jonathan. Poetry for Young People: Walt Whitman. Ill. Burke, Jim. ISBN 9781402754777

Whitman, Walt. When I heard the Learn’d Astronomer. Ill. Long, Loren. ISBN 9780689863974

Inside the Alamo

Bibliographic Data: 

 

Murphy, Jim. 2003. Inside the Alamo. New York: Delacorte Press.

ISBN 9780385325745

Plot Summary:

There are many myths and tales associated with the fall of the Alamo. Inside the Alamo does a thorough job of debunking many of the myths passed down and confirms those truths associated with the key figures affiliated with the famous battle. The book begins with the first day of battle between Mexican and Texan forces, Texans being very outnumbered. Murphy's historical account progresses in a storytelling fashion to describe the events and people involved.  

Critical Analysis:

The attack on the Alamo unfolds slowly over the seven chapters highlighting each important event and the figures associated with the battle along the way. Murphy does a great job telling the story of the Alamo while incorporating accurate historical information. The Notes and Bibliography section at the end of the book provide the reader with detailed account of where the information and facts originate. The design allows for a visual and clear reading complete with black and white paintings, primary sources, biographical profiles, and quick facts in the margins. Murphy’s storytelling approach enhances the historical aspect and makes the reading enjoyable and memorable rather than textbook bland.

Murphy describes many possible theories to the details of the Alamo. Though some are highly controversial in the eyes of many historians, Murphy does a great job balancing the possible and the impossible. For example, the death of Jim Bowie is explored and four theories are given. Murphy agrees with most historians in concluding Jim Bowie’s life with a quote from his mother: “So Jim is dead? I’ll wager they found no wounds in his back”. There is no definite answer to many questions like how Jim Bowie died, however Inside the Alamo gives relevant arguments and circumstances in order for the reader to formulate and an opinion and understanding.  

Review Excerpt(s):

Booklist, Starred Review:

”…not only a valuable addition to American history units but also a great introduction to the historical writing method.”

 

School Library Journal, 2003:

“Murphy gives it his best shot and the result is an absorbing, interpretive, highly readable account of a two-week period in American history in which a couple of hundred independent Texans (Anglo Texians and Hispanic Tejanos) played a major role in U.S. expansionism.”

 

Connections:

* This is a great document full of activities to correspond with the reading of Inside the Alamo:

http://www.thealamo.org/resources/4thGrade.pdf

*Other books about the Alamo:

Garland, Sherry. Voices of the Alamo. Ill. Himler, Ronald. ISBN 9781589802223    

Lemon, Mark. The Illustrated Alamo 1836: A Photographic Journey. ISBN 9781933337180

Jakes, John. Susanna of the Alamo: A True Story. Ill. Bacon, Paul. ISBN 9780152005955

 

 

Balloons Over Broadway: The True Story of the Puppeteer of Macy's Parade

Bibliographic Data: 

 

Sweet, Melissa. 2011. Balloons over Broadway: The True Story of the Puppeteer of Macy's Parade. New York: Houghton Mifflin Harcourt Publishing.

ISBN 9780547199450

Plot Summary:

Watching the Macy’s Thanksgiving Day parade is a tradition in many households across America. Balloons over Broadway takes the reader through the history of the Macy’s parade, specifically focusing on the creator of its iconic balloons.  Anthony “Tony” Frederick Sarg began his career as a puppeteer at an early age, progressing puppet design and ultimately creating the Macy’s Thanksgiving Day parade that we know today. The book begins with Sarg’s childhood and follows his progression as a marionette performer and puppet maker. He is petitioned by R.H. Macy’s department store to create puppets for the store’s holiday windows and eventually is asked to create a parade for the employees of Macy’s. The parade begins to grow in popularity and Sarg’s puppet designs evolve into the balloons that are still used in the parade to date.

Critical Analysis:

With the use of vibrant colors and various materials utilized for illustration, Balloons over Broadway composes the perfect progression of Tony Sarg’s artistic approach to puppet making and the many inventions that lead to the creation of the giant balloons that make up the Macy’s Thanksgiving Day parade. Sweet provides the reader with a well-organized and accurate account of the parade’s creation. She provides an interesting note with additional facts and a thorough bibliography including sources and quotations. The story is organized sequentially beginning with the reader being introduced to an inventive 6 year old with a passion for creativity.  Sweet incorporates several visual aids including drawings of designs and diagrams of the thought processes associated with Sarg’s inventions.

Not only is the story one that is interesting and enjoyable, but the overall design is phenomenal.  Sweet incorporates various mixed media including cloth cut outs, tiny dolls, buttons,  and thread among other materials and colorful illustrations. There is a definite correlation between the author’s visionary style and the inventions she is describing. Balloons over Broadway is a fantastic example of how history can be fun and colorful.

Awards:

                               Orbis Pictus Award for Outstanding Nonfiction for Children, 2012

                                          Robert F. Sibert Informational Book Medal Winner, 2012

 

Review Excerpt(s):

Booklist, Starred Review, 2011:
“A joyous piece of nonfiction that informs and delights in equal parts.”

 

Kirkus, Starred Review, 2011:

“This clever marriage of information and illustration soars high.”

 

School Library Journal, Starred Review, 2011:

“Sweet tells this slice of American history well, conveying both Sarg’s enthusiasm and joy in his work as well as the drama and excitement of the parade. . .This one should float off the shelves."

 

Publisher’s Weekly, Starred Review, 2011:

“Tony Sarg, the man who invented the giant balloons of the Macy’s Thanksgiving Day Parade, has found a worthy biographer in Caldecott Honoree Sweet. The rush that comes from inspiration, the cliffhanger moments of creation, the sheer joy of building something and watching it delight the multitudes—Sweet captures it all in what is truly a story for all ages"

 

Connections:

* Create your own puppets. Include various materials that are in the book. Use cloth, buttons, sticks, and other fun materials. Here are some websites for making puppets:

http://www.daniellesplace.com/html/puppets.html

http://www.ehow.com/how_5022557_make-hand-puppets-children.html

http://www.ateachermom.com/2012/06/22/10-homemade-puppets-that-will-make-any-kid-play-creative/

* Portable Document Format (PDF) with lots of activities and ideas to correspond with Balloons over Broadway:

http://www.hmhbooks.com/kids/resources/BalloonsOverBroadway_ActivityKit.pdf

*Other books that pair well with Balloons over Broadway:

Corey, Shana. Milly and the Macy’s Parade. Ill. Helquist, Brett. ISBN 9780439297554   

Pease, Pamela Macy’s on Parade: A Pop-Up Celebration of Macy’s Thanksgiving Day Parade. ISBN 9780966943320

 

 

Wicked Girls: A Novel of the Salem Witch Trials

Bibliographic Data: 

Hemphill, Stephanie. 2010. Wicked Girls: A Novel of the Salem Witch Trials. New York: Blazer + Bray Publishing.

ISBN 9780061853289

Plot Summary:

Through this novel told exclusively in verse, the reader is introduced to a vindictive group of young girls. The novel is set in Salem during the infamous Salem witch trials and gives a fictitious account of the trials through the eyes of the girls who accused more than 220 people of witchcraft. Three main girls’ dialogue is explored throughout including Mercy Lewis, a servant, Margaret Walcott, a middle class citizen, and Ann Putman, Jr., a 12 year old who comes from one the most prestigious families in Salem. We see the act of accusing escalate through their individual perspectives and see a few possible indications of why the girls accused who they did whether it was solely for attention, revenge, or jealousy.

Critical Analysis:

Wicked Girls follows an organized format beginning with an introduction of each girl involved in the trials, and follows a back and forth of dialogue between the main three throughout the novel. Free verse is utilized and lines are rythmic and flowing to effectively tell the story quickly and smoothly. There are sections that indicate date and give a brief interlude of seasonal changes or major events taking place. Overall, the story line is easy to follow and gives the reader an early indication of the main character’s personalities and emotions. We see the hierarchy of class and how this may have had something to do with the tragic events that took place in Salem.

Hemphill does a fantastic job analyzing the mental state of the girls. By allowing the reader to see the happenings through the minds of the girls involved, the reader is given a clear image of who the girls are and their reasoning behind the accusations. We see the wanting to belong by each girl whether it is Mercy’s longing to be more than a servant, Margaret’s lust for a boy in the village, or Ann’s desperate attempt for attention from her family.  The struggle for power is evident from each girl and the evil that surrounds the baseless accusations is apparent. There is a definite parallel with the events of the time and the mean girls of today. Many young girls can relate, being given such vivid depictions of the deep thoughts and torment that the characters in the story experience. The verse format is simple to follow once one gets accustomed to reading it. The novel is expertly written and takes the reader through an emotional tale of tragedy, fear, and the need for acceptance.

*Side Note: At the end of the novel there are several sections with historical notes relating to the actual accusers, those they accused and an author’s note explaining how she came to write the book. These should not be missed and serve as a great accompaniment to the novel.

Review Excerpt(s):

Booklist, Starred Review, June 2010:
“An excellent supplementary choice for curricular studies of Arthur Miller’s The Crucible, this will also find readers outside the classroom, who will savor the accessible, unsettling, piercing lines that connect past and present with timeless conflicts and truths.”
 

Kirkus, Starred Review, June 2010:

“In this superbly wrought fictionalized account of the Salem Witch Trials, Printz Honor winner Hemphill offers a fresh perspective on an oft-told tale by providing lesser-known Salem accusers with a variety of compelling motivations that will resonate deeply with contemporary teens.”
 

School Library Journal, 2010

“The verse format is fresh and engaging, distilling the actions of the seven accusing girls into riveting narrative.”

 

Connections:

* Create a list of parallels between today’s society and those in Salem. Ask students what “mean girls” today do that are similar to the Wicked Girls of Salem.

* Have students create their own poems that reflect their thoughts on the book.

*Some websites to explore concerning the Salem witch trials:

http://salemwitchmuseum.com/education/faq.php

http://www.nationalgeographic.com/features/97/salem/

http://school.discoveryeducation.com/schooladventures/salemwitchtrials/

*Further reading on the Salem witch trials:

Aranson, Marc ; Ill. Anderson, Stephanie. Witch Hunt: Mysteries of the Salem Witch Trials ISBN 9781416903154

Speare, George Elizabeth. The Witch of Blackbird Pond. ISBN 9780395071144  

Rinaldi, Ann. A Break with Charity: A Story about the Salem Witch Trials. ISBN 9780152046828

 

 

Please Bury Me in the Library

  

Bibliographic Data: 
 

Lewis, Patrick J. 2005. Please Bury Me in the Library. Ill. Stone, Kyle M. New York: Gulliver Books/Harcourt, Inc.

ISBN 9780152163877

Plot Summary:

This book of poems is a tribute to books and the joys of reading. Each poem represents a different aspect of literature ranging in topics such as optional books names, picture books, summer reading, and even the pleasure of finding letters in a bowl of alphabet soup. Various forms of poetry are explored including Haiku, rhyme, and acrostic. Poems vary in design and layout while conveying a love of books and literature through wit and humor.

Critical Analysis:

Please Bury Me in the Library offers the reader fun, witty poetry that observes the magical world of literature and books. The overall format of the book is kid-friendly and includes bold headings, a contents page and an illustration to accompany each poem. Lewis uses various forms of poetry within this collection of sixteen poems. Sixteen poems if you include his clever “acknowledgments” which pays homage to his influences “Shel and Jack, and Myra Cohn”.  The first fifteen poems are rhythmic collaborations that invite the reader to explore topics such as optional book titles like “Furious George/Goodnight Noon/Babar the Beaver” in the poem What if Books Had Different Names? The poem that gives the book its title, Please Bury Me in the Library, describes a desire to stay “Where the Kids’ Books dance/With true romance”.

Stone’s illustrations capture the quirkiness of the poetry by contributing odd depictions of animals and characters using acrylics and mixed media. For example, the illustration that accompanies the poem “A Classic” includes a strange, blue furry figure with a top hat. Inside the hat sits a funny, little rabbit reading a book. Most of human depictions are exaggerated figures, as well with odd shapes and peculiar facial expressions. The colors are vibrant. Children will definitely be drawn to each poem due to the fantastic combination of Stone’s eccentric images and Lewis’ rhythmic humor and figurative language throughout.

Review Excerpt(s):

Booklist, February 2005:
“Lewis' poetry is continually clever, whether pithily summing up children's classics (a book that is excitedly read by a kid of 6 to another kid of 63) or capturing the thrill of reading in the dark.”

 

Kirkus, Starred Review, April, 2005:

“Stone debuts with broadly brushed, page-filling acrylics to match: Children in pj's rest beneath or teeter atop piles of books; mice and owls peruse large volumes by moon- and candle-light; an elderly, rather Seussian creature listens contentedly to a young reader."
 

Children’s Literature, 2005 

“What a joy to find, in our technological instant communication age, a book about books and words and pleasure! From the deliciously polite title through the ab-so-lu-tas-ti-cal final acknowledgement the author tickles the funny bone as he plays with words and ideas designed to delight and intrigue the discerning reader.”

Connections:

* Have students write an acrostic poem like the one Necessary Gardens using their favorite book title.

* Students can create their own silly book titles to correspond with the poem What if Books had Different Names?

*A great site with activities for individual poems. TEKS connections are included: http://www.roundrockisd.org/docs/please_bury_me.pdf

*Another poetry book about books and literature:
Purdie Salas, Laura; Ill. Bisaillon, Josee. BookSpeak: Poems about Books ISBN 9780547223001

 

 

Red Sings from Treetops: A Year in Colors

 

Bibliographic Data: 

 

Sidman, Joyce. 2009. Red Sings from Treetops: A Year in Colors. Ill. Zagarenski, Pamela. New York: Houghton Mifflin Harcourt Publishing.

ISBN 9780547014944

Plot Summary:

Sidman explores each season by assigning appropriate colors to each, beginning with the spring season which is represented by red, green and yellow to describe the bright, newness the season offers. The colors that surround summer include green for the leaves on trees, blues to represent cool ocean waters, and purple to represent the summer sunsets. Next, fall is explored using brown, yellow and orange just to name a few. Winter begins with pink, blue and white as other vibrant colors like orange and yellow fade from sight leaving gray and brown behind. Red rounds out this collection of verse and is mentioned once again as it was in the beginning by accenting the seasonal landscape.

Critical Analysis:

The colors not only show through Zagarenski’s vibrant illustrations, but also are evident in Sidman’s vivid, descriptive language. As the reader goes over each verse, they are given fantastic descriptions of objects and landscapes associated with the four seasons. In most instances the objects and seasonal attributes are not even mentioned. For example, in the fall, red is said to “splash” over everything from the trees to the leaves. Red is described as “crisp” and “juicy”, naturally allowing the reader to imagine a bright, red apple. The word ‘apple’ is not written; rather it is meant to be distinguished through descriptive wording. While the bright, animated illustrations allow the reader to visually interpret each season, each section of the poem is able to describe season characteristics verbally by evoking feelings and images associated with color.   

The book has a cyclical design. The reader is taken through a series of seasonal characteristics that begin with the color red and end with red, only in a different season. The poem begins with the color red highlighting various points of spring as it “sings from the treetops” and “squirms on the road after rain”.  The poem closes with red highlighting winter as it “glows in the strengthening sun” and “hops to tree tops/ fluffs its feathers”. Many colors are mentioned in more than one season and tend to conjure somewhat different emotions and images. The illustrations enhance the reading and include a combination of illustration media including paint, as well as collage.

Awards:

Randolph Caldecott Medal, 2010

Cybil Award, 2009

Claudia Lewis Award, 2010

 

Review Excerpt(s):

Booklist starred review, 2009:
“The changing seasons have been the subject of many a picture book, but this one has a particularly unique take on the topic. Each season is explored in terms of how it encompasses colors.”

 

Kirkus starred review, 2009: 

“Fresh descriptions and inventive artistry are a charming inspiration to notice colors and correlate emotions. Details in the artwork will invite repeated readings and challenge kids to muse about other color icons.”

 

Connections:

* Children will list (individually or in groups) colors they associate with each season before the class reading. After, they will compare which colors from their list were in the book and why they originally chose those colors. Were they the same as those described in the book?

*A great site full of book activities: http://www.juniorlibraryguild.com/images/9780982296493/StudyguideStudent/Red%20Sings%20Treetops_JLGGuide.pdf

*Joyce Sidman’s website with activities and reading guides: http://www.joycesidman.com/

*Other poetry books by Joyce Sidman:

Sidman, Joyce; Ill. Krommes, Beth. Butterfly Eyes and Other Secrets of the Meadow ISBN 9780618563135

Sidman, Joyce; Ill. Zagarenski, Pamela. This is Just to Say: Poems of Apology and Forgiveness ISBN 9780618616800

 

 

Rumpelstiltskin

 

Bibliographic Data: 

 Zelinsky, Paul O. 1986. Rumpelstiltskin. New York: E.P. Dutton.

ISBN 9780140558647

Plot Summary:

Rumpelstiltskin is a retelling of the Brothers Grimm tale. A miller, in an attempt to impress the king, claims his daughter can spin straw into gold, though she cannot. The king orders that the girl come to the castle where she is placed in a room full of straw and expected to spin all the straw into gold by morning. Distraught, the miller’s daughter begins to cry until a strange little man appears in the doorway. He says he will spin all of the straw into gold in return for the young girl’s necklace that first night. She is expected to do the same the second night and the little man take the girl's ring.The king presents the girl with even more straw the following night and says that she will become queen if the straw is spun into gold by morning. This time the girl has nothing to bargain, but the little man says he will spin the gold if the girl promises that when she is queen, her first born will belong to him. She agrees and becomes queen. A year later, the queen has a baby boy and the little man returns. The queen begs the little man not to take the child and the man agrees that if she can recite his name within three days, he will not take the child. The next day the queen guesses all the names she can think of, but the little man only responds with “that is not my name.” The second day she poses strange and unusual names, but still does not guess correctly. The queen sends her servant to find the little man and the servant is able to hear his name. When the little man confronts the queen on the final day, the queen reveals his name to be Rumpelstiltskin and the little man flew away and was never heard from again.

Critical Analysis:

This retelling of Rumpelstiltskin is one that is simplistic with storytelling and meticulous and detailed with illustrations. The story follows a basic, cumulative pattern where the miller’s daughter is consistently confronted by Rumpelstiltskin. The illustrations are impressive oil paintings full of vibrant colors and exquisite detail. The dress and setting are authentic to the time period. The character’s themselves, particularly Rumpelstiltskin, are portrayed imaginatively accurate to the classic tale.

Awards:

Randolph Caldecott Medal, 1987

Parent’s Choice Award, 1986
 

Review Excerpt(s):

Children’s Literature review, 1986:
“Based on the Grimm brothers' earliest version, Zelinsky's beautifully detailed oil paintings depict the medieval time period wonderfully and add a creative element to this well-known tale.”

 

Publisher’s Weekly review, 1986:

“Rumpelstiltskin is a tour de force by an immensely talented artist. Zelinsky is that rare practitioner who can create sophisticated work that adults will marvel at, and that children will joyfully embrace.”

 

Connections:

* Some great lesson plan ideas via Paul O. Zelinsky’s website: http://www.paulozelinsky.com/rumpelstiltskin_lessons.html

* Ask students to create their own illustrated versions of Rumpelstiltskin.

*Other versions of Rumpelstiltskin:

Grimm, Jacob; Grimm, Wilhelm. Rumpelstiltskin ISBN 9780893751180
Green, Robyn; Bronwen, Scarffe; Ill. Roy, Helen. Rumpelstiltskin. ISBN  9781572550001
Powell, Martin. Rumpelstiltskin: the graphic novel. ISBN 9781434207685