The House of the Scorpion, by Nancy Farmer

Bibliographic Data
Farmer, Nancy. 2002. The House of the Scorpion. New York: Atheneum Books for Young Readers. ISBN 0-689-85222-3

Summary
Matt is a clone of the powerful El Patron. Although most clones’ brains are purposely damaged at birth, Matt has escaped that fate, but is treated like an animal by most humans. When El Patron dies, Matt escapes death by fleeing the country but is immediately imprisoned in an orphanage. Once again, he escapes his captors, and this time, he returns to his home to take his place as El Patron.

Critical Analysis
From the moment Farmer’s novel opens in a cloning lab, the reader understands that this is a fantasy set in the future. These are not experimental clones, they are human clones, and the one that has just been born is special. Instead of having his intelligence removed, he is spared because he is a Matteo Alacran. We learn more about this new world in later chapters. Matt is a resident of Opium, a country created from Mexico to act as a buffer between the United States and Aztlan. It is a country run by the drug lord El Patron, also known as Matteo Alacran, the donor of Matt’s DNA. Other, smaller changes have also taken place, such as new weapons, and types of transportation.

The disconnect between our world and this world of the future is evident in the way that Matt is viewed. We see him as a human, recognizing his intelligence, musical ability, and feelings. His humanity is ignored by most characters, and he is viewed as no better than any other animal; physically a younger version of El Patron, but mentally and emotionally, a beast. Only Celia, Maria and Tam Lin understand that Matt is more than what everyone else believes. Even Matt begins to believe in the futility of his existence, until Tam Lin reminds him that he has the power to choose the man he becomes:
“El Patron has his good side and his bad side… When he was young, he made a choice, like a tree does when it decides to grow one way or the other. He grew large and green until he shadowed over the whole forest, but most of his branches are twisted.”

Matt is not the only clone in this story. El Patron has used clones for a hundred years as organ donors and servants in his home and fields. These clones are given a drug at birth that removes their intelligence, essentially making them robotic and easily programmed – or so we think. Matt’s interaction with his teacher lets us know that while the “eejits” certainly have limited intelligence, they still have feelings, such as fear and confusion.

While at first glance, Opium seems an improbable land, one begins to wonder. For many years, we’ve heard stories about how the dangerous the area just beyond our border is. The US is very concerned about drugs and people entering the country illegally – would our government agree to look the other way if they could be assured the problem would stop? Strides continue to be made in cloning – is it possible we would go this far? Farmer creates a world that is just possible enough to help us suspend disbelief.

Reviews
From Publishers Weekly:
“Farmer's (A Girl Named Disaster; The Ear, the Eye and the Arm) novel may be futuristic, but it hits close to home, raising questions of what it means to be human, what is the value of life, and what are the responsibilities of a society. ” – Copyright 2002, Cahners Business Information, Inc.

From School Library Journal:
“Fans of Farmer's work will seek out this title. Some readers may be put off by its length, but those who dive in will find it worth the effort.” – Susan L. Rogers, Chestnut Hill Academy, PA. Copyright 2002, Reed Business Information, Inc.

Connections
The "eejits" have limited intelligence and emotion. Is it acceptable to create and then use them as servants? Why or why not?

*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Hoot, by Carl Hiaasen

Bibliographic Data
Hiaasen, Carl. 2002. Hoot. New York: Alfred A. Knopf. ISBN 0-375-82181-3

Summary
Middle-schooler Roy Eberhardt is miserable over his recent move from Montana to Florida, until a mysterious boy catches his attention. Between standing up to the local bully, making friends with the toughest girl in school, figuring out who the mystery boy is, and helping to save the home of some adorable burrowing owls, Roy discovers that Florida isn’t so bad after all.

Critical Analysis
From the first page, this is a funny, fast moving novel that will appeal to both boys and girls in a variety of ages. For the most part, Roy is a realistically drawn character, not popular, but not completely an outcast (though he feels that way at times). He has an "everyman" persona that most students will be able to relate to. His friends are also multifaceted, not merely the athletic girl or the skateboarding dunce.

The only parts that don’t quite ring true are those that involve the class bully, Dana, and the mysterious boy, Mullet Fingers. No teacher or bus driver ever sees Dana’s harassment of Roy, even when the actions take place in full view. Roy, for that matter, doesn’t seem very concerned, and take every opportunity to torment Dana. While Dana serves as sort of a comic relief, Mullet Fingers’ role is quite different. He is obviously homeless, yet this word is never used, and negativity is not implied. Instead, his life is seen as an adventure, and rarely does he experience the hardships that would certainly befall a boy in his situation. Roy misses scenic Montana, but Mullet Fingers helps him appreciate the natural beauty of Florida. He is a fantastical figure that has a higher calling.

Though the novel is humorous, it deals with the serious subject that progress has on our environment. Roy and his friends aren’t old enough to vote, and don’t have money to support special interest groups. Instead, they do research to ensure they are well-informed, they spread the word, and they take action for the things they believe in. Children can feel very helpless at times, such as in the case of Roy, whose family has moved many times, and never by his choice. This novel is inspiring, in that it teaches children that they do have choices -- in how they react to what a bully does, how they protect their surroundings, and how they choose to make the best of a situation.

Reviews
From School Library Journal:
“Packed with quirky characters and improbable plot twists, Hiaasen's first novel for young readers is entertaining but ultimately not very memorable. Fans of the author's adult novels will find trademark elements-including environmental destruction, corrupt politicians, humorous situations, and a Florida setting-all viewed through the eyes of a middle-school student. ” – Miranda Doyle, San Francisco Public Library. Copyright 2002, Cahners Business Information, Inc.

Connections
The Walden Media Hoot website has activities and information for students and teachers at: http://www.walden.com/walden/teach/hoot/index.php One interesting activity is “To Build or Not To Build,” which asks students to research the feasibility of building a Mother Paula’s All-American Pancake House in their own town, then report on findings in a letter to the company’s president. This activity touches on science, social studies and language arts objectives.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

A Step from Heaven, by An Na

Bibliographic Data
Na, An. 2001. A step from heaven. Asheville, NC: Front Street. ISBN 1-886910-58-8

Summary
Young Ju is four years old when her family immigrates from Korea. Though she has been led to believe that America is heaven, she learns that it is not as easy or as wonderful as she had imagined. The novel follows Young Ju through her many trials on the way to adulthood.

Critical Analysis
The novel opens when Young Ju is four years old, still in Korea. The story is told from a first person limited perspective, so sometimes the reader must work to figure out what the young girl’s observations mean. The reader’s uncertainty mirrors Young Ju’s confusion as she moves to a new country and tries to figure out her surroundings. Just as she has a hard time understanding her teacher and the other students in her class, so do we:

“Ah ri cas, ca mo ve he,” the witch teacher says. She claps her hands and touches her cloud hair. All the other Mi Gook girls and boys come over fast like they are scared they will be eaten if they are not good children. They sit in a circle around me.

“Tees es Yung,” the witch teacher says.

“Wah ko um, Yung,” they say.

(p. 31)

Young Ju soon learns her teacher is kind after all, and she is determined that one day, she will know all the “Mi Gook words.” (p. 34)

As Young Ju grows older, the events in her life become clearer, both to her and the reader. Time moves steadily but quickly, with each new chapter advancing time about a year. Young Ju understands and becomes more comfortable in the US, but her family life deteriorates. Her father becomes increasingly unstable, with bouts of violence. As Young Ju matures, she starts to see her father in a new light, and while she begins to understand that she is not the cause of his temper, that realization doesn’t prevent her from being on the receiving end. There is suffering in Young Ju’s life, but Na has imbued her heroine with a composure and sense of hope that allows her to endure. This also helps the reader experience her pain with sympathy, but without fear.

In the end, Young Ju comes full circle. She is once again leaving a beloved home for a place of hope, this time college. We know that she is bound to face adversity again, but we also know that she will persevere and triumph again. While most students will not have experience with the hardships that Young Ju has to endure, everyone has hurdles to overcome. Her story can inspire them to succeed despite these hurdles.

Reviews
From School Publishers Weekly:
“The journey Na chronicles, in Young's graceful and resonant voice, is an acculturation process that is at times wrenching, at times triumphant and consistently absorbing. Told almost like a memoir, the narrative unfolds through jewel-like moments carefully strung together.” - Copyright 2001, Cahners Business Information, Inc.

From BookList:
“…the coming-of-age drama will grab teens and make them think of their own conflicts between home and outside. As in the best writing, the particulars make the story universal.” - Hazel Rochman2001, Copyright American Library Association.

Connections
This novel ends with a touching epilogue about Uhmma’s hands. Ask students to write a short essay describing a person, using a feature or activity as the thread that ties the characteristics together.

Ask students to write about a time that they or someone they know had to overcome adversity.

*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Cleopatra, by Diane Stanley & Peter Vennema

Bibliographic Data
Stanley, Diane and Peter Vennema. 1994. Cleopatra. New York: William Morrow and Company. ISBN 0-688-10414-2

Summary
Cleopatra is the story of her tumultuous twenty-one years as Queen of Egypt, as well her famous romantic relationships with Julius Caesar and Mark Antony.

Critical Analysis
The authors note at the beginning of the book that this information is more than 2000 years old, and that sometimes sources are hard to come by. Some records have been lost, and many others are likely to have been destroyed. In addition, some accounts are thought to be unreliable, such as accounts about Cleopatra written by her enemies. The most widely used source, Plutarch, is not without debate, including the fact that he lived 100 years after Cleopatra.

Though at first glance this is a picture book, it is not for younger students. The recommended ages are grades 3-6, but I would place that figure higher – perhaps grades 6-8. There are a lot of facts, unusual names, and relationships to follow, making it a more challenging read.

Though there is an abundance of information, the story of Cleopatra is well told. Stanley and Vennema take care to focus on Cleopatra’s great intelligence, charisma, and ambition, describing these as the true characteristics that attracted Caesar and Antony. They also take great care in describing her important relationships, and relevant background information, such as the assassination of Caesar and Octavian’s rise to power. Though these supplements seem to veer from the story, readers will see that they are in fact important to the era.

Stanley’s illustrations are magnificent. Created in jewel tones and drawn in great detail, the scenes and characters seem relevant and vibrant. It’s especially important for students to understand another era in a visual way, and this book makes it very clear.

Reviews
From BookList:
“An intriguing portrait.” – Carolyn Phelan, September 15, 1994, Copyright American Library Association.

Connections
This book is an interesting, quick read for young teenagers wishing to learn more about who Cleopatra. A related activity might be asking students their reaction to situations that the citizens of Rome and Alexandria did not like, such as placing a statue of Cleopatra in the temple, implying she was a goddess.


*****
Review found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Catherine, Called Birdy, by Karen Cushman

Bibliographic Data
Cushman, Karen. 1994. Catherine, Called Birdy. New York: HarperCollins. ISBN 0-06-440584-2

Summary
Catherine, a fourteen year old in the late 13th century, keeps a journal that details her day-to-day life, including her dreams and fears. Her main concerns are how to avoid her father, her needlework, and most of all, marriage.

Critical Analysis
Cushman’s novel offers readers a glimpse into what a fourteen year old in the middle ages might feel, say and do on a daily basis. This particular girl is quite modern in her thinking, because she is not interested in marriage, needlework, or most of the other things she is supposed to do. Catherine does love to play and explore, spend time with friends,

A recurring theme in this novel is that of freedom, or more specifically, the lack of freedom. Though Catherine has an enviable position as the daughter of a knight, they are not so wealthy that she can escape housework, or sharing her bedroom with a servant and houseguests. The most difficult freedom to give up, however, is choosing a mate. Her greedy father has decided that she must marry soon, and he begins to invite suitors to their house, not for her approval, but for theirs. This theme is echoed in Catherine’s nickname, Birdy, as well as the many caged birds she keeps in her bedroom, or the cocks she sets free in the market. Catherine chafes against the rules she must live by, and everyone can see it. Her mother asks her, “Why not cease your fearful pounding against the bars of your cage and be content?”(p. 53)

Catherine also contemplates the world around her, and her place within it. She thinks about what she will do to earn a living and dreams of traveling to exotic lands. She frequently questions the teachings of her church, especially when she meets a group of Jewish people. She is looking forward to seeing the wicked people with horns and tails, and is surprised to find they are like anyone else. Catherine’s close friendship with Perkin, the goat herder, is also noteworthy. Though she is high above Perkin on the social scale, she feels only great admiration for him. People she is supposed to respect, on the other hand, often turn out to be unworthy. Her father abuses Catherine physically and emotionally, and his greed drives him to offer her in an early marriage to whoever will offer the highest payment, no matter what her feelings on the subject or the groom.

Catherine’s struggle for freedom and finding her fate lead her to the conclusion, where she has an epiphany. She finally understands the words of the wise old Jewish woman who had told her that in the hereafter, God would not question why she did not do the things that others had done, but why she had not lived her own life. She chooses to accept her fate of an arranged marriage, but vows, “I cannot escape my life, but can only use my determination and courage to make it the best I can.” (p. 203) This revelation is followed by an ending that is a bit too neat given the events of the previous year, but forgivable.

Reviews
From School Library Journal:
“The 14-year-old daughter of a rustic knight records the events of her days in the year 1290, writing perceptive, scathing, and often raucously funny observations about her family, friends, and would-be suitors. A delightful, rebellious heroine, determined not to marry the man of her father's choice.” - Copyright 1997, Cahners Business Information, Inc.

From BookList:
“The diary format helps portray the tedium of life in the Middle Ages, the never-ending sewing, cooking, and other chores; the dirt and the illness; and, worse, the lowly role of women in medieval life. But this diary style also inhibits the ability of the characters to come alive. Birdy's is the only real voice. Fortunately, it's a sprightly voice, complete with its own brand of cursing ("God's thumbs!"), that moves the action. Kids can read this on their own or as a supplement to studies of the Middle Ages.” – Ilene Cooper, April 15, 1994, Copyright American Library Association.


Connections
Students can use Cushman’s novel to study the elements of characterization and setting. The following questions can be used in class discussions or for writing prompts.
· Which characters are well-developed, and which are not? Why do you think this is? Do any of the characters change?
· Setting is important to this novel. How is your life like Catherine’s? How is it different?

Though this book would probably appeal mostly to “tween” girls, the main character is independent, curious, and mischievous, which transcends gender.

The author adds a brief section at the end of the book that includes information about the period in which the book was set, as well recommendations for several books about or set in the middle ages.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

The Art of Keeping Cool, by Janet Taylor Lisle

Bibliographic Data
Lisle, Janet Taylor. 2000. The Art of Keeping Cool. New York: Simon & Schuster. ISBN 0-689-83787-9

Summary
Thirteen year old Robert moves to Rhode Island with his mother and sister when his father goes to fight in World War I. He and his cousin forge a friendship with each other, as well as with the mysterious German man who lives in the woods.

Critical Analysis
Lisle’s novel about young boys in the midst of WWII is hard to put down. Though we know how the war ends, what we don’t know is how the boys’ lives will be affected. Will Robert’s father come home? Is Abel Hoffman really a spy? Why does Robert’s father not keep in touch with his parents?

The author chooses to skip over minor details about daily life in the 1940’s, so while the setting is in another era, the reader isn’t confronted with this fact in any way other than the theme of war. This is less jarring to the reader, and along with the first person narrative, helps him feel as if the action could be happening right now. Though there are several facts sprinkled throughout the novel, it never feels as if the author is trying to force feed information. Instead, we are just as interested as the main character.

Abel Hoffman, a German painter who has escaped persecution and certain death in his homeland, is living quietly in the woods. The townspeople and local military, fueled by their fears, cannot help but suspect him of spying, and so once again, Abel is victimized. His story unfolds gradually, just as it might in real life, as Robert meets Abel in town, or hears about him from his cousin. By the end of the novel, we know more about Able, though not all, and we are touched by his tragic story. It is a reminder that one of the many horrors of that war was the deliberate loss of so many creative souls.

Reviews
From School Library Journal:
“… this is a heartfelt story about family dynamics and the harmful power of prejudice and hatred.”- Cyrisse Jaffee, formerly Copyright 2000 Cahners Business Information, Inc.

From Publishers Weekly:
“As apt at writing historical fiction as she is at penning fantasy, Lisle weaves together an intriguing web of family secrets and wartime fears while encapsulating the wave of patriotism sweeping the nation in the 1940s. The intimate first-person narrative brings universal themes of prejudice and loss to a personal level as the boys and their artist friend discover the destructive power of war on the home front.” Copyright 2000 Cahners Business Information, Inc.

Connections
This is an engaging book that will help readers understand more about the feelings of Americans during WWII, and a great introduction to discussions about prejudices that stem from fear, especially in light of current events.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

ER VETS: Life in an animal emergency room, by Donna M. Jackson

Bibliographic Data
Jackson, Donna M. 2005. ER Vets: Life in an animal emergency room. Boston: Houghton Mifflin. ISBN 0618436634

Summary
Donna Jackson’s ER Vets: Life in an Animal Emergency Room gives readers a chance to see the careers, equipment, and procedures that make up this exciting and worthwhile profession.

Critical Analysis
The book opens with a crisis: owners rushing their severely ill German Shepherd to the emergency room in the hopes his life can be saved. Jackson follows the dog’s treatment, from triage, to stabilizing the patient, to surgery and aftercare. It’s obvious right away that there’s a lot that goes into running an ER for animals.

This book is very thorough, though quite readable. Younger elementary students may have some trouble understanding all of the book, or staying focused with some of the more technical information (such as signs that urgent care is needed), but most older students will be fine, especially those who are interested in the subject. Jackson is careful to balance technical information, job descriptions and veterinary history with stories about real-life cases, as well as many pictures of animals in the stages of care. The photos are not disturbing.

One of the real-life cases concerns Lucy, a much-loved pet snake that develops hypothermia. Her owner brought her to the ER, but after almost two hours, Lucy is pronounced dead. With this non-cuddly pet, the author has gently introduced the subject of death, and goes on to discuss ways that pet owners grieve, and giving tips to get through the difficult time. She also discusses euthanasia, including a quote from grief counselor Bobbie Beach, who reminds patients, “we’re not killing the animal – the injury or disease is killing him. We’re helping him die so he doesn’t suffer” (p.66). While this is an important topic and given several pages in the book, it is not overdone, and is followed by a story of miraculous recovery that lightens the mood again.

The book concludes with resources for readers who want to learn more, a glossary, and even more photos, including a somewhat amusing picture of a mouse being anesthetized.

Reviews
From School Library Journal:
“Well-researched and well-written, ER Vets is an engaging book on a hot topic.” –Anne Chapman Callaghan, Copyright Reed Business Information, a division of Reed Elsevier Inc.

From BookList:
“Jackson doesn't sidestep the emotional and physical demands of working in an emergency clinic, but her sensitive, behind-the-scenes look at emergency care also clearly shows the rewards of the profession and the bonds between owner and pet. … [This is] not only intriguing browsing material but also an honest initiation to a worthwhile career.” – Stephanie Zvirin, November 1, 2005, Copyright American Library Association.


Connections
This book would fit in many units – those on professions, community helpers, or St. Francis, for those teaching in parochial schools. Science teachers might like to have this one on hand during biology lessons, to inspire students.

Keep in mind that sensitive children may have difficulty with the subject matter.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Biggest, Strongest, Fastest, by Steve Jenkins

Bibliographic Data
Jenkins, Steve. 1995. Biggest, Strongest, Fastest. New York: Houghton Mifflin. ISBN 0395697018

Summary
Biggest, Strongest, Fastest tells about fourteen animals that are the longest, smallest, or some other superlative in the animal kingdom.

Critical Analysis
If this book simply told readers he biggest, strongest, and fastest animals, that would probably be fine, but Jenkins takes care to make his book as superior as the animals he writes about. Each layout features the animal in question, charmingly yet carefully illustrated in paper collage, accompanied by a relevant fact, such as this one about the fastest animal, the cheetah:

“A cheetah can reach speeds of over 60 miles an hour, but only for a few hundred
feet. When it chases another fast animal, such as an antelope, the cheetah must
catch it quickly.”

However, the best part of each layout is the small visual aid that compares the animal to something that all children can relate to, usually the human figure. The biggest land animal, longest snake, and the smallest animal are all shown next to a human. The electric eel, which gives the biggest shock, is shown next to 5 light bulbs to illustrate the amount of voltage it emits. These descriptions are particularly helpful when you consider the ant. Knowing that it has the strength to lift five other ants doesn't seem like much. To help readers understand, the chart shows an ant lifting five other ants, next to a man lifting one man. The caption tells us that a strong man can usually only carry something equal to his own weight, and suddenly we understand why an ant was chosen to be the "strongest" animal!

One interesting note; the author was careful to use gender-neutral terminology in the book, not comparing the fastest, strongest, largest creatures to men except in the case of the ant. In the last illustration, the flea was contrasted with a woman, who could only match the flea’s skills if “she could leap to the top of a 65-story building.”

Reviews
From School Library Journal:
“The realistic, inventive, textured illustrations, mostly double spreads, flow smoothly from page to page. A helpful chart at the end contains further information about each creature, such as diet and habitat. An all-round superlative effort.” - Jan Shepherd Ross, Copyright 1995, Cahners Business Information, Inc.

From Booklist:
“The facts are amazing. Their juxtaposition makes you gasp, not just about size and speed but about comparative wonders. … Here's proof that power isn't just about size and that science can be a lot of fun.” - Hazel Rochman, March 1995, copyright American Library Association

Connections
Kids seem to love record books, so this one should be a fun one for students to peruse during free reading time. It will also be helpful when discussing animals in a geography unit, or when discussing comparison words. This is a book for a wide variety of age groups, easy enough for preschoolers to understand, but with facts interesting enough for older children (and even adults) to consider.


*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Earth: Our planet in space, by Seymour Simon

Bibliographic Data
Simon, Seymour. 1984. Earth: Our planet in space. New York: Macmillan Publishing Company. ISBN 0-02-782830-1

Summary
Elements of astronomy, such as planet, sun, and atmosphere, are explained and accompanied by satellite imagery.

Critical Analysis
This book is appropriate for all elementary students. The explanations are simple, yet thorough, giving just enough information so children will have a basic understanding of the concepts. For example, the Earth’s atmosphere is compared to “a blanket of air around it that keeps it from getting it too hot or too cold.” Though the writing is a bit stilted, it isn’t dull, and the writing corresponds to the photos and diagrams present on every page.

Newer versions of this book include full color photographs, but the 1984 text with black and white photos is still incredible, and worthy of use in the classroom. Most of the photographs are from NASA, and include phases of the moon, the surface of the moon, and Earth from space. There are also images that show certain land formations and cities from space, to illustrate changes made by humans as well as by the Earth itself, through erosion and other natural occurrences.

Reviews
Seymour Simon’s books on science are universally praised for their ability to help students comprehend as well as for their stunning photography. While I couldn’t find a review specifically for this book, here are some reviews about Simon’s other books in the series.

“Seymour Simon's series of children's books on the planets, the sun and the stars reminds you of the old joke about childhood being too good to be wasted on kids.… The latest, URANUS, like its companions, is beautiful, evocative, neat, simple, informative. “ – Holcomb B. Noble, New York Times Book Review, February 7, 1988

"Seymour Simon may have done more than any other living author to help us to understand and appreciate our planet and our universe" —Kirkus Reviews

Connections
This book would be an excellent introduction to a 2nd or 3rd grade study of the solar system, used during read-aloud time, or kept in the classroom library. Even younger grades would benefit from perusing this book, perhaps with teacher guidance to paraphrase the more detailed descriptions.


*****
Kirkus Reviews quote retrieved October 21, 2007 from http://www.chroniclebooks.com/seemore/

Noble, H.B. (1988, February 7). Room enough for 50 Earths. The New York Times. Retrieved October 21, 2007 from http://query.nytimes.com/gst/fullpage.html?res=940DE0DA153DF934A35751C0A96E948260&n=Top/Features/Books/Book%20Reviews

Danitra Brown, Class Clown

Bibliographic Data
Grimes, Nikki. 2005. Danitra Brown, class clown. Ill. by E.B. Lewis. Harper Collins Publishers. ISBN 0-688-17290-3

Plot Summary
This collection of poems is told from the perspective of Zuri, a girl who is having trouble in school. The bright spot in her days is her best friend Danitra Brown, who can make most problems seem small.

Critical Analysis
From the first pair of lines in the first poem, “School is in,” we know that Zuri is not a fan of school:

“School is in and I remember
How much I detest September...”

But on the very same page, we are also introduced to school’s saving grace:

“…But then Danitra hops in, grinning
and all my gloomy thoughts go spinning.”

Most of the fourteen poems in this book follow a similar pattern – Zuri is worried, and her fears are allayed, usually by Danitra. But while there is a pattern, the book never becomes formulaic. Instead, it reinforces Danitra’s role as Zuri’s guardian angel.

While Grimes uses rhyme in all of the poems, her patterns are varied. Some of the poems are a simple AB pattern, very predictable, but others are less so, such as “Hocus Pocus.” In the first two stanzas, Zuri tells the reader that Danitra calls her over and begins to cast a spell, and in the third stanza, the rhyme returns, as we realize that Danitra has worked her magic for Zuri again.

Of special importance are the charming illustrations by E.B. Lewis. The watercolor depictions of school life are detailed, and the children’s personalities and emotions really shine through. One or two of the illustrations of Danitra are so full of life that they practically dance off the page.

Review
From School Library Journal:
“Grimes's text, a running sequence of titled verses, neatly voices the critical self-examination of preadolescent girls. Lewis's detailed watercolor paintings create energy of their own, revealing the girls' emotions with visualization of both joyous expressions and thoughtful moments. Theirs is a friendship with the closeness of siblings, revealed for readers in a natural flow of events and Zuri's narration. “ – Mary Elam, Forman Elementary School, Plano, TX. Copyright Reed Business Information, a division of Reed Elsevier Inc.

Connections
This book is an enjoyable read, but also teaches powerful lessons about friendship, and would be a good supplement for any lesson on how small actions can make a big difference.

Swimming upstream: Middle school poems by Kristine O’Connell George is a enjoyable book of school poetry that will appeal to students getting ready to take the plunge into middle school.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Doodle Dandies

Bibliographic Data
Lewis, J. Patrick. 1998. Doodle Dandies: Poems that take shape. Ill. by Lisa Desimini. New York: Atheneum Books for Young Readers. ISBN 0-689-81075-X

Plot Summary
J. Patrick Lewis’ collection of poems address a variety of subjects interesting to children, such as animals, sports, and weather. The short poems become part of Lisa Desimini’s illustrations, making the physical act of reading part of the adventure.

Critical Analysis
This collection of poems doesn’t have a common theme, but is an enjoyable set of poems about subjects children will like and be familiar with, formatted in distinctive shapes that reflect those subjects. One lovely use of this formatting is seen in “Winter.” The text is slightly vertical, and each white word appears to be slightly drifting down the midnight blue background, until the final word, “snow,” rests on a rooftop.

Most of the poems are very, very short, and work hand in hand with the illustrations. “Big Cat,” for example, shows a detailed close-up of a tiger’s face, spread across two pages. The left side is well-lit, and the text rings around the eye, “day delights in jungle cries”; the eye on the darker right side is encircled by, “night ignites its tiger eyes”. This is the extent of the text, yet its meaning is clear.

At first the reader may wonder how he is going to decipher the layout of the poem, but most patterns become clear once reading has begun. Because of the close relationship of the illustrations and formation of the text, it’s students should be able to read along with the poem, either by reading the poems on their own, or having access to the book as it’s being read, perhaps through the use of a document camera. It’s important to remember that some students will have difficulty with this format, so be ready to offer assistance, perhaps by writing the poem in standard format, then letting the student compare the two.

Review
“This lively and outstanding collection, reflecting a wide emotional range, will intrigue young artists and wordsmiths with its surprising use of color and unexpected wordplay.“ – Publisher’s Weekly, Copyright 1998 Cahners Business Information, Inc.

“The very mixed media art is full of textures and dark, rich colors that repay close examination. A dandy way indeed to begin a journey to poetry.“ – Booklist, July 1998, GraceAnne A. DeCandido

Connections
Younger students might enjoy creating illustrations, and perhaps including special text placement in self-selected poems.

Good Mousekeeping: and other animal home poems is another fun book of poetry by the same author and illustrator team.

*****
Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

What My Mother Doesn't Know

Bibliographic Data
Sones, Sonya. 2001. What My Mother Doesn’t Know. New York: Simon & Schuster Books for Young Readers. ISBN 0-689-84114-0

Plot Summary
Fourteen year old Sophie is dealing with her parents’ troubled marriage, and her own confusing romantic life. The one constant in Sophie’s life is her relationship with her two best friends, but even they don’t know about her secret crush on the class loser. When her friends go on vacation over the winter break, Sophie’s feelings for Murphy quickly move beyond the crush stage, and she struggles with what to do when school is back in session.

Critical Analysis
What My Mother Doesn’t Know is a novel told in verse form. The story is told in a very linear fashion, with most poems illustrating an event in the main character’s life, similar to chapters in a standard novel, or entries in a journal. A few of the poems serve to give background information on the character, such as the story of how the girls became best friends in “It’s Been Rachel, Grace and Me Ever Since.” While each poem could stand alone, they work best as part of the overall novel.

This novel is all about Sophie’s emotions, which are sometimes a roller coaster. In “Deleted” and “Chat Room Chump”, Sophie’s emotions go from shock, disgust, anger and fear. In the following “When I Tell Them”, her best friends share in these emotions, and allow Sophie to move on. The most powerful poems in the novel deal with her romantic feelings for boys, and the passion Sophie feels is almost tangible, as “In the Movie Theater” shows:

Robin whispers something to me,
and when his lips
brush against my ear,
all the atoms in my body
start vibrating,

as though I’m a harp
and every single one
of my strings
has just been plucked
at the exact same time.

I don’t catch what he says.
But it doesn’t matter.
And when our fingers bump
in the popcorn box,
a shower of sparks flies out.

But while Sophie is clear and honest about many events, she is less so about the feelings brought out by her parents. Her father is cold, and her mother is distant and depressed. Sophie briefly touches on her feelings, but tends to shy away from too much introspection concerning her parents. This is an area of her life that is painful, but has been so as long as she can remember, and while there are occasional bright spots, there isn’t much room for hope.

The poems in this novel are free verse, and each poem has its own form. Most poems follow a pattern of verse size, for example three lines for each verse, or alternating three line and five line verses. Some of the poems use a standard verse size, and then end with one line for added emphasis.

Review:
“The poetry is never pretentious or difficult; on the contrary, the very short, sometimes rhythmic lines make each page fly. Sophie's voice is colloquial and intimate, and the discoveries she makes are beyond formula, even while they are as sweetly romantic as popular song. A natural for reluctant readers, this will also attract young people who love to read. “ -- Booklist, November 15, 2001, Copyright American Library Association

Connections:
This novel will appeal to most young adults, and while it is an easy, fast read, it is an excellent example of how poetry uses the fewest words to convey the most meaning, as well as the idea that poetry does not have to be lofty verses about nature. Students can use this novel as a starting point for their own free verse poetry, based on experiences meaningful in their lives.

What My Girlfriend Doesn’t Know picks up where this novel leaves off, and is written from the perspective of Sophie’s boyfriend, Robin.

*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Schoolyard Rhymes, by Judy Sierra

Bibliographic Data
Sierra, Judy. 1988. Schoolyard Rhymes: Kids’ own rhymes for rope skipping, hand clapping, ball bouncing and just plain fun. Ill. Melissa Sweet. New York: Alfred A. Knopf. ISBN 0-375-92516-3


Plot Summary
A collection of silly rhymes that children have sung on the playground in one form or another for longer than is remembered.


Critical Analysis
There are many rhymes in this book, but there is no indication of how they are often used or what some of the variations are. While some teachers and students may enjoy creating their own hand motions or activities for the rhymes, it might be fun to learn how other children use these rhymes in play.
Sweet’s illustrations are colorful and fun. They frequently interact with the text, such as the poem that is nestled between the bow-legged sailor’s legs, or the line of rhyme that becomes “Anna Banana’s” jump rope.


Review
From School Library Journal:
“Sweet's animated watercolor-and-collage illustrations fill the pages with expressive faces, thin lines of verse shaped into jump ropes and borders, and hilarious interpretive scenes from the rhymes. This is a definite winner, as it will be enormously popular with children.” –Lee Bock, Glenbrook Elementary School, Pulaski, WI ; Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.


Connections
Because there are so many concerns about the rise in children’s obesity rates, this book provides teachers with the perfect opportunity to introduce extra activity into their students’ day. Students can have jump-roping competitions, play badminton, or march while singing these fun songs. The book might also serve as a springboard for the teacher to introduce a unit on poetry.

*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Her Seven Brothers, by Paul Goble

Bibliographic Data
Goble, Paul. 1988. Her Seven Brothers. New York: Bradbury Press. ISBN 0-02-737960-4Plot

Summary
A girl who excels at needlework has vision of seven brothers. She creates a fine wardrobe for each of them, and leaves her family to become their sister. They happily accept her, and when their new family is threatened, they protect her by running away to the skies. This is the Cheyenne story of how the Big Dipper came into being.

Critical Analysis
Goble’s retelling of the Cheyenne story is calm, straightforward, and respectful. He does not embellish the tale or try to modernize it in any way. His illustrations, on the other hand, are detailed and rich in color.
This story will be a departure for students who are used to the excitement or lush drawings of newer stories, but is excellent for introducing Native American folklore.

Review
From Publishers Weekly:
“This is a spry telling, dignified but lively. Thickly applied watercolors give the pictures intense hues, and an earthy but bright palette is set off with sky tones: slate blue mingles with sage green, brick orange and rich brown.“ -- Copyright 1988 Cahners Business Information, Inc.


From School Library Journal:
“Goble's adaptation is distinguished by its restraint; he resists the temptation to dramatize the tale, choosing instead the quiet, matter-of-fact voice of the traditional Indian storyteller. The illustrations, by contrast, are boldly graphic, with dynamic patterns, brilliant color, and strong line dramatically imposed on the white of the page. While the elements are all from the natural world, Goble stylizes and idealizes them, creating fields of texture, merging from realistic foliage and animals to abstract, flattened shapes. Like the story, the characters are never particularized. Goble keeps the human characters at a distance and flattens their faces, removing all individuality. At the same time he lingers over the design of the clothing and the painted tipis. Once again Goble's admiration for the Plains Indians has been combined with his considerable gifts as a painter to produce a seamless whole.” -- Eleanor K. MacDonald, Palos Verdes Library District, Calif. ; Copyright 1988 Cahners Business Information, Inc.


Connections
This book would be a good read-aloud during a unit on Native Americans, but would also work well on a unit discussing stars and the explanations different cultures give for their presence.
On a piece of black construction paper, the teacher can randomly stick several metallic stars. Student can connect the stars with a white crayon, and then create their own legend about the constellation.

*****

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Bubba the Cowboy Prince

Bibliographic Data
Ketteman, Helen. 1997. Bubba the cowboy prince: a fractured Texas tale. Ill by James Warhola. New York: Scholastic Press. ISBN 0-590-25506-1


Plot Summary
Bubba is made to do all the work around the ranch by his stepfather and stepbrothers, and never gets to have fun, including going to Miz Lurleen’s ball. His fairy godcow saves the day by providing Bubba with fancy clothes and a white steed to take him to the dance. In the end though, it’s Bubba’s true self that win’s Miz Lurleen’s heart, and they live happily ever after.


Critical Analysis
As in any Cinderella tale, the main character of Bubba is fundamentally good, and is severely oppressed by his evil family members. He has no one to stick up for him, and he performs his chores without complaint. Unlike the traditional heroine though, this Cinderella is happy to perform his chores because he loves ranching. This is a modern, realistic note that will strike a chord with today’s children, who might wonder why Bubba would stay under such harsh conditions otherwise. This departure also provides a meaningful reason for Bubba and Lurleen to marry, because she too has a love for ranching.

Unlike most Cinderella tales, this one is funny! Ketterman doesn’t shy away from explaining just how bad a true cowboy smells, and the idea of a fairy godcow is extremely silly. She also uses a stereotypical Texas voice which would ring false in many stories, but in this fantastic context, it’s exactly right. Ketterman even answers the question of what would happen if the clock struck midnight before Cinderella leaves the ball. In this case, it proves to Miz Lurleen that she has fallen in love with a true cowboy, and she knows she must find him.

Ketterman’s story is entertaining, but Warhola’s illustrations are what makes this story click. Miz Lurleen’s big hair, the big Texas sky, and the sparkle of Bubba’s outfit are perfect, and if you look closely you’ll notice a romance brewing between Bubba and Miz Lurleen’s dogs. Most remarkable are the expressions on the characters’ faces, because Warhola has made it perfectly clear what they are thinking, even down to the surprise on the faces of the livestock when they meet the fairy godcow.


Review
From Publishers Weekly:

“While spoofing Cinderella is not a new idea, Ketteman and Warhola's (Aunt Hilarity's Bustle) well-matched flair for hyperbole gives both the narrative and illustrations a one-two punch. Just the ticket for buckaroos lookin' fer a good read.” --Copyright 1997 Cahners Business Information, Inc.


Connections
This book would be a fun read for students during a unit on Texas, but would also work well for discussing story elements, such as plot, characters, and setting.


*****


Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Flotsam, by David Wiesner

Bibliographic Data
Wiesner, David. 2006. Flotsam. New York: Clarion Books. ISBN 978-0-618-19457-5

Summary
A boy, spending the day on the beach with his family, finds an old camera washed up on the shore. When he develops the film, he discovers the wonders of undersea life, as well as a glimpse of the camera’s many previous owners. After securing his place in the camera’s history, he returns it to the sea, to again chronicle more adventures and captivate another child.

Critical Analysis
Though there are no words, this book clearly tells a story. Wiesner’s illustrations are amazingly vivid and realistic. He not only captures details in objects such as a crab or a pair of shorts, but his large scenes are just as detailed. This book is reminiscent of a comic book in its layout and the way that the eye flows seamlessly from one scene to the next. There is never any confusion about what the reader should look at next. More than once, Wiesner draws our attention to what he wants us to take note of, whether it is a clerk giving the boy a replacement roll of film to load in the camera, the boys impatience at waiting for the developing, or the boy’s amazement at what he sees in the photo of the camera’s previous owners.

Though there are beautiful and interesting pictures in this book, not all children are going to grasp what’s going on. I shared this book with my children, ages 8 and 10, and while my younger daughter thought the book was really “neat”, my older daughter was confused. I think she would have preferred the structure of text. Once we discussed the plot, she looked at the book again, and was then impressed by the story and art.

Reviews
From Publisher’s Weekly:
“Masterfully altering the pace with panel sequences and full-bleed spreads, [Wiesner] fills every inch of the pages with intricate, imaginative watercolor details. New details swim into focus with every rereading of this immensely satisfying excursion." - Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

From School Library Journal:
“Filled with inventive details and delightful twists, each snapshot is a tale waiting to be told. Pair this visual adventure with Wiesner’s other works, Chris Van Allsburg’s titles, or Barbara Lehman’s The Red Book (Houghton, 2004) for a mind-bending journey of imagination." –Joy Fleishhacker, Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.


Connections
This book is a great starting point for creating writing samples. Students can use the entire book to create a short story, or just one picture to practice writing descriptively.

**********

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Don’t Let the Pigeon Drive the Bus, by Mo Willems

Bibliographic Data
Willems, Mo. 2003. Don’t Let the Pigeon Drive the Bus. New York: Hyperion Books for Children. ISBN: 078681988X

Summary
When the bus driver takes a break, he asks the reader to keep an eye on things – and “don’t let the pigeon drive the bus!” The pigeon begs, bribes, tricks, and even throws a fit, trying everything he can think of to convince the reader to let him drive the bus. He’s dejected when he realizes the bus driver has returned and he’s lost his chance, until he turns and sees a big truck. A new dream is born!

Critical Analysis
The reader is immediately drawn into the book by the bus driver, and remains involved because the pigeon continues to address him directly throughout the book. The pigeon is very childlike, saying things such as, “No fair!”, which amuses both children and adults. Although we are used to seeing farfetched occurrences like animals driving cars in children’s literature, the device of bringing the reader into the text seems to also bring in a dose of reality, and highlights the silliness of the notion that a pigeon should expect to drive a bus. The dialogue is realistic enough, however, to allow us to suspend disbelief long enough to have this conversation. Parents and children alike are sure to recognize some of the words and behavior the pigeon uses to get his way.

Though Willems’ drawings are simple, he conveys the pigeon’s emotions well, primarily through changes in body language, but also by positioning and size. Willems’ illustrations also set the speed of the story, slowing down with negative space, and speeding up with multiple illustrations on a double-page spread. Because the entire book is in dialogue, this story begs to be read aloud, and Willems’ gives us clues on how to read the text, sometimes using bold print, other times using a wiggly line on the conversation bubble, or making the bubble very small. When the pigeon throws a temper tantrum, it’s obvious, from the feathers flying across the page, the way he throws himself around, his red, beady eye, and the very large, messy, yellow and black upper-case printing.

My youngest daughter and I first read this book four years ago, when it was published. She was four at the time, and we both laughed hard and thoroughly enjoyed this silly book. She recently read it again, as I was preparing for this review, and couldn’t resist reading it aloud, still laughing along the way.

Reviews
From Publishers Weekly:
“The premise of this cheeky debut is charmingly absurd. … Readers will likely find satisfaction in this whimsical show of emotions and, perhaps, a bit of self-recognition.” Copyright 2003 Reed Business Information, Inc.

From Booklist, 9/1/2003
"In his winning debut, Willems finds the preschooler in a pigeon: a cajoling, tantrum-throwing, irresistible bird. … Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage--action, remarkable expression, and wild humor captured with just a few lines. Preschoolers will howl over the pigeon's dramatics, even as they recognize that he wheedles, blows up, and yearns to be powerful just like they do.” - GillianEngberg, Copyright © American Library Association

Connections
This is such a fun book to read aloud, so I would highly recommend it when teaching students to read with emotion, or to use for fluency.

The pigeon’s behavior gives the teacher a springboard for discussing wants and needs or appropriate behavior. Should the pigeon be allowed to drive the bus? Why or why not? Did the pigeon act appropriately?

**********

Reviews found at the Carrollton Public Library website, http://cityofcarrollton.com/library/

Picture this: How Pictures Work, by Molly Bang

Bibliographic Data
Bang, Molly. 1991. Picture This: How Pictures Work. New York: SeaStar Books. ISBN 1587170302

Summary
In the first half of this book, illustrator Molly Bang analyzes the decisions she makes when creating illustrations for “Little Red Riding Hood” using simple geometric figures. As she uses different shapes in varying colors and sizes, she discusses the emotions each evokes within the reader, and how the choices add or detract from the story. The second half of the book is devoted to Bang’s ten principles relating to structure of illustrations, further explaining how size, placement and other style decisions affect how the reader interprets a picture.

Critical Analysis
This is the rare book that can be understood and appreciated by a variety of age and learning levels. While younger children may need the teacher to summarize lessons, older students can easily understand and still learn from the text. Bang’s conversational writing style draws the reader in, and we eagerly turn the page to learn the story of how she makes a red triangle turn into a scared little girl.

It’s clear that the star of this book is the pictures. In all but a few instances, the text takes less than half of the page, and is either balanced by a picture or a large area of negative space. All of the pictures are, with margins, half of the page, and are present on every two-page spread other than the first and last few pages of the book. The text portion is black, on a medium gray background. While the text is easily read, choosing a background in the same color family as the text slightly deemphasizes the words, and visually highlights the pictures.

Reviews
Journal of Aesthetic Education says “…its illustrations would be useful in opening up the formal aspects of art to those whose understandings are more or less limited to the content and context of masterworks. In that connection, Ms. Bang does more in a few pages of text and designs than I have achieved in whole chapters of exposition. So, it is with some envy that I recommend this tiny volume to anyone involved in the teaching or practice of graphic design or illustration.” - John Adkins Richardson
[Review refers to an earlier edition of this book.]


Connections
In a 1st grade classroom, the teacher can recreate some of Bang’s illustrations using shapes on a felt board, discussing with children how the different shapes make them feel. After the class discussion, the children can form small groups to use colored geometric shapes to illustrate a sentence the teacher has given them, such as, “Playing with my dog is fun!” or “I felt sad when my toy broke.”

**********

Bang, Molly. Picture This: How Pictures Work. New York: SeaStar Books, 1991.

Richardson, John Adkins. "Picture This: Perception and Composition [review]." Journal of Aesthetic Education 28, no. 1 (Spring 1994): 118-119.

Coming Soon

Coming soon... reviews of literature for childen and young adults.