RAPUNZEL’S REVENGE by Shannon and Dean Hale. Illustrated by Nathan Hale.

BIBLIOGRAPHY

Hale, Shannon and Dean Hale. 2008. RAPUNZEL’S REVENGE. Ill. by Nathan Hale. New York: Bloomsbury. ISBN 9781599900704

PLOT SUMMARY

Plagued with a feeling of loneliness and curiosity, Rapunzel scales the villa wall on her twelfth birthday to see what is on the other side.  After an amazing revelation of her birth, Rapunzel is imprisoned in a tree tower for four years before escaping with the help of her long, red hair.  What follows is a series of wild adventures that lead to freeing her birth mother from the slavery of Gothel.  Oh, and there is even a bit of romance.

CRITICAL ANALYSIS

A fractured fairytale, Rapunzel’s Revenge is set in the Wild West.  Many settings are encountered as the plot winds its way but each location is given detail both in writing and in artwork to give the reader a clear vision of Rapunzel’s quest.  The protagonist, Rapunzel, is sixteen years old when the action-packed part of the story begins. The reader can relate to her as she is about the same age and deals with feelings of her place in the world, family, tragedy, love, and the need for adventure. 

The plot is a bit wild with weaponized hair and outlandish creatures.  It is constantly moving and involves frequent action.  The authors write with a modern style.  The story, previously written in a damsel in distress-prince saving version, is converted to a story of a powerful girl focused on being the hero herself.  She and her outlaw accomplice, Jack, must overcome much to overtake Gothel.  While the story itself is appealing, the artistic comic-like pictures are an amazing addition.  They move the story along and invigorate the eyes with bold colors and dramatic details. Illustrator Nathan Hale (no relation), spent over a year on the artwork and it is easy to see the hard work and dedication he put into the entire piece. 

REVIEW EXCERPTS

Publisher’s Weekly Starred Review – “With its can-do heroine, witty dialogue and romantic ending, this graphic novel has something for nearly everybody.”

Kirkus Reviews – “A dash of typical fairy-tale romance, a strong sense of social justice and a spunky heroine make this a standout choice for younger teens.”

CONNECTIONS

*Read the original version of Rapunzel, this version, and even another twisted version and compare the contrast the two or three versions.  What elements remain in each story?

*Have students choose fairy tales from the library and create a fractured version of the story.  Then, have students illustrate them in a way that is similar to this story.

*Divide the class into groups and assign each group and different section of the story.  Have the group analyze the elements of that part of the story.  Create a different setting for the story and have the group rewrite their part so that it fits the new setting.  For example, instead of Wild West, the new setting might be westward expansion/Oregon trail/pioneer type of era. 

THE UNDERNEATH by Kathi Appelt. Drawings by David Small

BIBLIOGRAPHY

Appelt, Kathi. 2008. THE UNDERNEATH.  Ill. by David Small. New York: Atheneum. ISBN 9781415950585

PLOT SUMMARY

Ranger, a hound dog chained and living underneath a porch, befriends a cat and her kittens.  Ranger must keep the cats hidden from his cruel master, Gar Face.  After Gar Face finds the kittens and attempts to drown them, one of the kittens remains.  Puck, now located further down the river, must take on an incredible adventure to return to Ranger.

CRITICAL ANALYSIS

This story is an unwanted adventure by a stray kitten named Puck.  His quest to return and free a dog named Ranger, motivate him to complete the journey with all of the difficulties along the way.  Another storyline, one about an old snake spirit looming beneath the waters of the bayou, takes shape and weaves its own story throughout the book.  Both stories have fictional elements such as magic, spirits with long-life, and talking animals.  For example, the mama cat has a conversation with a hummingbird about the burden she placed on Puck to return and free Ranger.

The reader quickly connects to Puck, the main character as well as Ranger and Sabine.  The heart strings are tugged by their circumstance and the mean Gar Face.  The reader is captivated by the expedition and longs for the reuniting of the unlikely family.  Finally, “All night they had snuggled right next to the old dog’s chest, just under his ears…Ranger hovered.  He could feel the scratchy tongues of his kittens.  Nothing had ever felt finer.”  And it is here that the storyline between the cats and Ranger, Grandmother Moccasin and the Alligator come together to end the story. 

The setting of this story is very vivid and intricate.  The reader can visualize the bayou, animals, the bone-covered yard, and the dark safety of the Underneath.  Themes such as friendship, family, persistence, tragedy, sacrifice, and hope are displayed throughout the journey.   David Small’s drawings are playful examples of the themes going on.  The alligator in chapter 115 is creepy but exhilarating.  The family towards the end of the book is precious and full of happiness and hope that they are finally free… and together.

REVIEW EXCERPTS

Kirkus Reviews – “Appelt intricately weaves these animals’ ancient stories into Puck’s survival saga to produce a magical tale of betrayal, revenge, love and the importance of keeping promises.”

Booklist – “But most children will be pulled forward by the vulnerable pets’ survival adventure and by Small’s occasional, down-to-earth drawings, created with fluid lines that are a perfect match for the book’s saturated setting and Appelt’s ebbing, flowing lyricism.”

John Newbery Honor Book

CONNECTIONS

*This would be a great book to do a brown bag activity.  You could include animals, fake of course, like a snake in a jar, a cute kitten and big loveable dog, a hummingbird, and an alligator. A chain and animal bones would be cool too.

*Research bayous.   Most kids will not be familiar with that geographic location. 

*Write a story of your own from one or many animal’s perspective. 

*Use predicting throughout the story.  Have students stop and predict what will happen next.

*Have students get into groups and have each group take a character.  The group must create an exhibit of that character including its habitat, drawing or objects to represent it.

 

SPEAK by Laurie Halse Anderson

BIBLIOGRAPHY

Anderson, Laurie Halse. 1999. SPEAK. New York: Penguin. ISBN 9781428737761

PLOT SUMMARY

Melinda Sordino begins high school as an outcast but she has not always been that way.  Her former friends, people she has grown up with, they all stare at her and talk.  But what did she do?  This story takes you through a misunderstood teenage girl’s difficult journey as a rape victim and how she speaks out and finally comes to terms with what happened.

CRITICAL ANALYSIS

Melinda Sordino is a modern, young high school student.  She understands being popular and having a social life but quickly whirls into a lonely and depressed outcast.  The reader follows Melinda’s journey as she grows and works through her issues to become an average teenager again.  For much of the story, we wonder what happened to Melinda.  Details are revealed throughout the story, informing us as Melinda deals with them.  We finally learn that she drank alcohol at a party and was raped by a senior guy from school.  Desperate for help she called 911, ending the party and everyone else’s fun.  No one knows the truth.  The plot, completely believable, draws you in and keeps you wondering. 

The story is aimed for young adult readers who are going through the same transitions into adulthood.  The story incorporates feelings, emotions, and issues that this age group will understand.  Parties, alcohol, sex, friendship, depression, and isolation are themes found in the story that all readers can expect to face as they grow older if they have not already. 

Anderson uses symbolism throughout the book to convey the themes to the reader.  Young adult literature is often geared toward higher-thinking students and the symbolism offered is an extra bonus for these readers.  Melinda faints during the frog dissection in class.  The dissection is how she feels about being raped; vulnerable, helpless, and revealed.  Other examples include her art class project and her last name, Sordino, which means “mute” in Italian.  Anderson also writes in short sentences.  This adds to the dramatic tone of the story.  SPEAK is a true to life story with believable characters, plot, and themes. 

REVIEW EXCERPTS

Kirkus Reviews - “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.”

Publishers Weekly Starred review – “…the book's overall gritty realism and Melinda's hard-won metamorphosis will leave readers touched and inspired.”

Publishers Weekly Best Book of the Year Award

CONNECTIONS

*There are many discussion questions and journal prompts that you can find online for Speak.  Questions such as:

How would you describe Mr. Freeman?  What qualities does he possess that make him a good teacher?  Have you ever known any teacher similar to Mr. Freeman?

or

In what ways do you conform to what is expected of you?  In what ways do you rebel against what is expected of you?

 *Problem-solving questions are also online:

Melinda reads the graffiti in a school’s bathroom.  Then she adds her own graffiti to what she sees there.  Your school has a problem with inappropriate graffiti in the bathrooms.  How could you figure out a way to end the problem?  

http://www.viterbo.edu/perspgs/faculty/GSmith/LessonPlanforSpeak.htm

*Students could also choose an inanimate object and draw or create this object out of “stuff” in order to represent themselves.  Example:  Student could choose to make a clay replica of a beautiful nature scene that represents their feelings of being happy, alive, joyful, calm, or whatever emotions the student wants to express.  Also important - presenting it to the class and explaining the connection.

ONE CRAZY SUMMER by Rita Williams-Garcia

BIBLIOGRAPHY

Williams-Garcia, Rita. 2010. ONE CRAZY SUMMER. New York: HarperCollins/Amistad. ISBN 9780329859367

PLOT SUMMARY

Three sisters, Delphine, Vonetta, and Fern, travel to Oakland, California to visit their mother who left them after Fern was born.  Set in the summer of 1968, the girls struggle to understand the mother they have never known as well as encounter new experiences.

CRITICAL ANALYSIS

The historical aspects of this story are well-established and accurately portrayed.  Though intended for young readers, the plot’s heavy civil rights theme is honest and bold.  Cecile, the girls’ mother depicts the typical characters at the Black Panther meeting center, as “nothing but black folks in black clothes rapping revolution and a line of hungry black kids.”  The story also references a shoot-out and Little Bobby being in his underwear, surrendering and shot anyhow by the police.  Language in the story supports the time and the ethnicity.  “I don’t like him. Surely don’t.” and “We made it down sure ’nuf” are a couple of examples.  The girls call their Grandma, “Big Ma” and many well-known names are used such as Cassius Clay, Huey Newton, Bobby Seale, Tina Turner, and the Supremes. 

The story is told through the eyes of Delphine who is eleven.  She keeps a constant, watchful eye on her two younger sisters and must deal with trying to understand her mother and sorting her feelings about the Black Panther party.  Delphine is the same age as the intended reader and she is relatable.  Readers can imagine adjusting to a difficult situation and the innate desire to be loved and held by a mother.  Many African-American readers will be able to relate to her ethnicity and role with the Black Panthers. 

Author Rita Williams-Garcia has won many awards for her work in children’s literature.  She also researched many books, articles, and interviews in order to get the time period correct.  In addition, she cites using David Hilliard’s The Black Panther Intercommunal News Service.  

REVIEW EXCERPTS

Publisher’s Weekly – “Delphine's growing awareness of injustice on a personal and universal level is smoothly woven into the story in poetic language that will stimulate and move readers.”

Starred Kirkus Review - “The depiction of the time is well done, and while the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page.”

Newbery Honor Book

Coretta Scott King Award

National Book Award Finalist

CONNECTIONS

*Also available in audiobook form, students might enjoy listening to the story.

*After learning about civil rights, students could read the story as well as research the role of the Black Panthers party during the 60s and 70s.

*In small groups where trust has been established, students could identify and share a difficult relationship that they have been a part of or have witnessed.  This would be a good pre-reading activity.

*Students could watch a movie about kids in the same time period and compare and contrast the movie’s character with Delphine or any other character from the book. 

*Listen to music from the time period.

PENNY FROM HEAVEN by Jennifer L. Holm

BIBLIOGRAPHY

Holm, Jennifer L. 2006. PENNY FROM HEAVEN. New York: Random House. ISBN 037583687X

PLOT SUMMARY

Penny is an eleven-year-old girl living in New Jersey in 1953.  Though her father died mysteriously when she was young, his large Italian family remains close to her.  Penny spends the summer working with her favorite cousin Frankie, listening to the Dodger’s games, and dealing with her mother’s new boyfriend.

CRITICAL ANALYSIS

The main character in this story, Penny, most young adults can relate to as she deals with typical dysfunctional family members, a mother who drives her crazy at times, and the usual qualms of growing up.  She seems believable and if they have not already figured out, readers will learn at the end that Penny was a real person who dealt with similar happenings. 

The language of the Italian family, the New Jersey location, and the post WWII era can be found throughout the book in phrases like, “how ya doin’ doll?” and “I tell ya, if I ran into a Jap or a Nazi, I’d use a bazooka gun on him! Bam!”  Names like Nunzio, Paulie, Dominic, Ralphie, Frankie, Joey, Angelo and others are indicators of the family heritage as well. 

Newbery Honor- Winning Author, Jennifer L. Holm, has additional awards to her name.  For this story, she gathers information from her own family and Italian community.  Holm also consulted associations (National Italian American Foundation and others) and historian Lawrence DiStasi for information for this book.    

REVIEW EXCERPTS

Kirkus Review - “Holm has crafted a leisurely, sprawling period piece, set in the 1950s and populated by a large cast of offbeat characters.”

Publisher’s Weekly – “Holm includes telling historical details, including information about WWII Italian internment camps and how Penny's mother will not allow her to swim in a public pool or visit a movie theater because of the risk of polio. Readers will enjoy observing Penny's growth, how she mediates a peace among her family members and offers a glimmer of heaven.”

Newbery Award Book

CONNECTIONS

*In the story we are given a reason for why the character is called Penny and at the end in the Author’s Note we are told the true newly-realized reason.  Students could conduct a name study of their own on their own name and find out why they were named that, where the name comes from, what does it mean, and how it would be said in other languages.  In a class I took in high school, we had to choose a name other than our own that we would have liked to have been named if our current name was not the choice.  This was a lot of fun!  Students could do this as well and find a name that is reflective of their own heritage and ethnic roots.  It is also fun to illustrate it in some way.

*Create a classroom blog and post critical-thinking questions related to the story and/or your content and have students reply to the questions.

THE MIDWIFE’S APPRENTICE by Karen Cushman

BIBLIOGRAPHY

Cushman, Karen. 1995. THE MIDWIFE’S APPRENTICE. New York: Clarion. ISBN 0395692296

PLOT SUMMARY

Set in the early fourteenth century, a girl named Brat, with a past worth forgetting and no prospect of a better future, finds herself taken in by a Jane, the town midwife.  When circumstances change, so does the girl until she finally finds a place where she’s needed. 

CRITICAL ANALYSIS

The main character in this story, Brat, is a young adult with a difficult situation.  She is alone, poor, dirty, and unwanted but she is also kind, hardworking, and curious.  This story evokes empathy and the reader will want to befriend her.  The setting of the story is the early 1300s and the language and details are consistent with the time period.  Language such as “wimple,” “spat,” “bedevil,” “this wag grows boresome,” and “Walpurgis Night” are examples of the time period.  Details early in the story also support the time period; Brat sweeps the cottage floor, sprinkles it with water, and stamps it to keep it packed. 

The history within the plot is an accurate depiction.  Animal and human labor was done at home (or in the barn), with the help of home remedies and things like “goose greese ointment.”  Electricity was not available and homes had dirt floors.  This was also a time when unusual occurrences were thought to be caused by witches or the devil, “the priest decided that Wat’s gluttony and deceit were the fault of the Devil.” 

While sources are not cited, author Karen Cushman’s reputation from previous work and awards stand for the authenticity of the story.  Though few young people are assisting midwives, the theme of the story is something most readers can relate to; finding a place in this world and learning who you are in it.        

REVIEW EXCERPTS

Starred Kirkus Reviews - “From the rebirth in the dung heap to Brat's renaming herself Alyce after a heady visit to a medieval fair, this is not for fans of historical drama only. It's a rouser for all times.”

Publisher’s Weekly – “The force of the ambience produces more than enough momentum to propel the reader from start to finish in a single happy sitting.”

John Newbery Medal winner

CONNECTIONS

*Have students write a modern day version of this story being sure to focus on current language, events, and dress in order to show the time period.

*Read the story with other picture books or nonfiction books from that time period.

*Write a character analysis on Brat.

BOOTLEG: MURDER, MOONSHINE, AND THE LAWLESS YEARS OF PROHIBITION by Karen Blumenthal

BIBLIOGRAPHY

Blumenthal, Karen. 2011. BOOTLEG: MURDER, MOONSHINE, AND THE LAWLESS YEARS OF PROHIBITION. New York: Roaring Book Press. ISBN 9781596434493

PLOT SUMMARY

In this historical attention getter, Blumenthal explains the sequence of events leading up to prohibition, the activity during that time, and our nation’s return to being “wet.”      

CRITICAL ANALYSIS

Karen Blumenthal is a journalist whose books have been noticed and awarded over the years.  Credible reviewers from The Horn Book, School Library Journal, and additional publications have added to her popularity with reviews for this book as well as several others.  A bibliography of source notes and source notes by chapter are available at the end of the story as well as an index and a glossary of terms related to the topic. 

The story is written in nine chapters and a contents page is located at the front.  The pages are full of text and geared more towards a young adult reader.  Though heavy with content, the pages of text are spaced and give the reader the freedom to read and comprehend.  The story is written in a way that the reader can be drawn in with topics like “gangsters,” “illegal liquor,” and “massacre of seven men.”  The story, so well researched, is full of higher-level vocabulary and sentence structure.  It's readability may be difficult for the average reader to comprehend.  The photographs are the real thing which adds a sense of novelty.  The photos are amazingly vibrant and each one, with its caption, holds a period of time and a piece of priceless history. 

REVIEW EXCERPTS

Starred Kirkus Review - "When Congress passed the 18th Amendment, prohibiting the manufacture and sale of alcohol, supporters were convinced it would create a stronger, more moral nation. Instead, it ushered in an era of corruption and lawlessness, here brought to life with a fast-paced, gripping narrative and period photographs."

The Horn Book - "With an ambitious scope that includes anecdotes, quotes, statistics, photographs, and illustrations to complement the larger story, Blumenthal makes the subject matter relevant for modern readers."

Goodreads Review - "Filled with period art and photographs, anecdotes, and portraits of unique characters from the era, this fascinating book looks at the rise and fall of the disastrous social experiment known as Prohibition."

CONNECTIONS

*Students can read the book and take a stance by conducting philosophical chairs.  Students can take turns persuading others to join their side.

*Similarly, students can take a stance on whether alcohol should currently be illegal or remain the way it is.  Students can make a case in the form of an essay, philosophical chairs, speeches, or other projects.

*A local small county has been trying for years to become “wet” again.  The class could compare and contrast the benefits of remaining dry and could even conduct local research on accidents and events that have occurred as the result of alcohol abuse.

*Students could read an article about the banning of candy or cokes on school campuses.  Some articles highlight the establishment of student and even parent bootleggers of candy to schools with the ban.  Students could then compare and contrast the two situations.  For schools where students talk openly about the desire for marijuana to be legalized, this topic could also be brought into discussion… especially for older students. 

CHARLES DARWIN by Kathleen Krull

BIBLIOGRAPHY

Krull, Kathleen. 2010. GIANTS OF SCIENCE: CHARLES DARWIN. Ill. by Boris Kulikov. New York: Penguin. ISBN 97806700633352

PLOT SUMMARY

A biography about scientist Charles Darwin, this story personalizes him by revealing who he was as a child, a young man, and his battles and victories throughout adulthood.   

CRITICAL ANALYSIS

In this story about Charles Darwin, Krull immediately personalizes him as a little boy curious about worms.  She continues to highlight interesting tidbits, funny stories, quirks, ailments, family, education, travel, tragedy, and scientific findings as she journeys through his life.  “He rode another one [tortoise] like a horse, rapping on the shell to get it going” is just one unusual event associated with Darwin.  Krull sites her sources in a bibliography, both books and websites, at the back of the book.  The sources are credible and most are related to research, museums, history, and science.  Krull has received many honors such as 2011 Children's Book Guild Nonfiction Award and many of her books have received multiple awards such as ALA Notable Book, Outstanding Science Trade Book, Booklist Editor’s Choice, and Parents’ Choice Award. 

She makes it clear to the reader that his theories have never been proven.  She also adds that Darwin and other scientists with similar thoughts had supporting details to back up their theory.  While studying animals of all sorts including rabbits, turtles, gorillas, worms, ducks, cattle, and more, he concluded that, “There must be some law that whatever organization an animal has, it tends to multiply and IMPROVE on it.”    

This biography is written in sequential order as the story begins with Darwin’s birth and continues with his death.  It goes on to the events and controversy that continue today.  The text is easy to read and can be read in one or a few sittings.  While the text is interesting and informative, it is not an overload of facts.  It includes a table of contents as well as sources and an index in back.  The cover and other illustrations are peculiar and grab the reader’s attention. 

REVIEW EXCERPTS

School Library Journal – “Krull does a fabulous job of making Darwin real, from boyhood to adulthood.”

Children’s Literature – “In this presentation, Darwin is a kind, curious misfit.  Born to privilege but a non-conformist, the brilliant scientist struggles until he finds his calling.”

CONNECTIONS

*In a private Christian school setting, students could study controversial figures such as Darwin and this book would be a good introduction to the subject.

*In schools where teaching evolution is permitted, students could read and follow up with a lesson on natural selection and the-strongest-survive theory [my title]. 

*For 10^th grade World History, the teacher could read this story before learning about Lucy – the humanlike, fossilized skeleton.  Students could discuss the impact that finding Lucy had to Darwin’s theory.

 

QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA by Sy Montgomery

BIBLIOGRAPHY

Montgomery, Sy. 2006. QUEST FOR THE TREE KANGAROO: AN EXPEDITION TO THE CLOUD FOREST OF NEW GUINEA. Photographs by Nic Bishop. Boston: Houghton Mifflin. ISBN 9780618496419

PLOT SUMMARY

In this delightful story about Matschie’s Tree Kangaroos, a research team sets out to explore the cloud forest of Papua New Guinea.  Scientist Lisa Dabek takes this trek through the forest every year in order to learn more about her favorite animal and encounter some others as well. “Here you’ll find birds that grow as tall as a man. Cassowaries remind you of dinosaurs.  They sport helmets of bone growing up from their blue and black heads.”  Author, Sy Montgomery, and Photographer, Nic Bishop, follow along the difficult but rewarding and exciting journey.

CRITICAL ANALYSIS

The first impression for readers is a large book with a cover of color and a fuzzy creature.  Upon opening the book, one sees large and small colorful photos of the native people, the jungle, the animals, and so much more.  Each photograph ties in with the text.  They are so alive and intriguing that they really leave you begging for more.  Their placement on the pages is inviting and has good use of variety as far as size, color, and photo bleeding.  Though entrenched with good material, the text is not overly small and the headings are large and colorful.

The text follows a sequential order.  It is dynamic and includes interest, personal stories, and factual information. The book also includes a list of words from the local language of Tok Pisin.  Readers can refer to the list of “Tree Kangaroos near You” in order to experience the joy of seeing one in person. The author and field researcher are both women with credible backgrounds.  Montgomery is an award-winning author who experiences her writing first-hand by traveling around the world.   Dr. Lisa Dabek worked at Roger Williams Park Zoo in Providence, Rhode Island as the zoo’s director of conservation and research. 

This story can be read by people of many ages and is interesting to all!  The text is clear, readable, and lively.  As you begin the story, you will be immediately drawn into the events and you will celebrate when Lisa and the team make the discoveries that they do.  “That is the miracle of doing work here,” Lisa says. “They are so elusive.  And then you finally find them.  The whole field season is riding on these moments.”

REVIEW EXCERPTS

STARRED KIRKUS REVIEW – “From the maps in front to the concluding suggestions for young enthusiasts, information about the language, and index, this is another commendable title from an experienced team.”

CHILDREN’S LITERATURE REVIEW - “Much information is provided about the singular island of New Guinea with beautiful photographs of parrots, snakes, waterfalls, and tropical flowers. Yes—the team finds the tree kangaroos, way up high at 80 feet in the forest canopy.”

Received “The Robert F. Sibert Honor Book” Award.

CONNECTIONS

*View video of Dabek by national geographic at the following site:

http://www.nationalgeographic.com/field/projects/bioblitz/bioblitz-kangaroos/

*Incorporate critical thinking questions:

What question or issue is the researcher investigating?

What challenges does the researcher face?

What tools are researchers using to gather geospatial data?

What impact might the researcher have on the issue being researched?

*Conduct a field study of your own.  Have the class make flip books with each page having an area of study such as habitat, food, body parts necessary for their environment, and other categories.  Choose animals available in your area to study and arrange for students to leave the classroom in order to do this.

*This book could be an activity to lead into endangered and extinct animals.  Lists of these can be found online.

*For language arts classes, have students write about what they can do to help.  How can they help protect animals from becoming endangered?  How can they help Dr. Dabek with her work?

COME SUNDAY by Nikki Grimes

BIBLIOGRAPHY

Grimes, Nikki. 1996. COME SUNDAY. Ill. by Michael Bryant. Michigan: Eerdmans. ISBN 0802851088

PLOT SUMMARY

COME SUNDAY is a book of poems describing a young girl’s typical Sunday at church.  By the end of her day, our character views the day as “long” but is thankful for her day in “Paradise – Paradise Baptist Church.”

                                                              

CRITICAL ANALYSIS

The poetry included in COME SUNDAY incorporates the use of rhyming sounds but does not require it.  “At the Altar” begins with the first two lines ending in rhyme: open and hopin’.  The third line ends with place and the poem never ends with rhyme again.  Other poems, one for example “Ladies’ Hats” utilizes rhyme throughout.  Elements such as repetition and alliteration are used as well.  One selection, “Baptism” begins with the repetitive words, “Down, down, down into the water” and continues with “Gone, gone, gone,” “Up, Up, Up,” and “Joy, joy, joy.”  The language could best be described as descriptive.  The reader can envision exactly how things looked, felt, and happened based on the author’s words.  The reader can picture the blue-haired ladies pinching her cheeks, and the movement during Rock-a-my-soul like clapping, swaying, and dancing.  One can even picture her anxiety for lunch as she dreams of fried chicken and pumpkin pie.  Not only does the reader imagine the events but can also feel them.  As a reader, you sense the excitement as she runs to church, her delight in wearing white gloves like her Mommy, and the “shiver” that takes over as she listens to the lady preacher in the afternoon.  The emotions are natural and relatable.  The watercolor illustrations by Michael Bryant are vivid and support the stand-alone poetry.  The arrangement of poems is sequential and allows for young readers to walk-along with the girl through her day.  The cultural component is enticing for students who can relate but also gives other readers a look into what an African- American Sunday might be like.  It is a book with captivating pictures and language that speaks to the senses. 

                                                      

REVIEW EXCERPTS

KIRKUS REVIEWS –“While some of Bryant's watercolor paintings are more skilled than others, the overall effect is one of exaltation tempered by serene faith. Whatever their religious background, readers will smile at the jubilation.”

Starred review by Publishers Weekly – “Reverent, funny and wildly energetic all at the same time, this is a wonderful book for introducing children to church life.”

                                                                                      

CONNECTIONS

*Compare to SIDEWALK CHALK: POEMS OF THE CITY by Carole Boston Weatherford

*Plan on reading another Nikki Grimes book on another day and have students bring their favorite snack to share with everyone like a potluck. 

*With various common materials, have students create a hat like one that the main character would see at her church.

BLUE LIPSTICK: CONCRETE POEMS by John Grandits

BIBLIOGRAPHY

Grandits, John. 2007. BLUE LIPSTICK: CONCRETE POEMS. New York: Clarion. ISBN 0618568603

PLOT SUMMARY

BLUE LIPSTICK is a book of concrete poems which utilize shape and art to make things interesting.  The book is written from the perspective of a teenage girl, Jessie, who writes about her experiences with school, family, and fitting in. 

                                                              

CRITICAL ANALYSIS

In this compilation, each poem tells a story and leads into the next.  The reader is captivated and pulled in by the elements and is able to easily read from poem to poem.  Each individual poem has its own rhythm.  “Zombie Jocks” is written in four-line stanzas and includes repetition and rhyming at the end while “Pep Rally” is not in equal stanzas and does not have any rhyming qualities.  However, “Pep Rally” does flow nicely and provides dramatic pauses.  The book of poems incorporates sound elements such as onomatopoeia in the poem, “Talking to My Stupid Younger Brother…” which uses the words burp and achoo. The language is reflective of a teenager girl and incorporates words like duh, jeez, jerk, road kill, whatever, uh-huh, and bummed. 

There are over thirty poems and each is written in a shape that reinforces the message of them poem.  “Bad Hair Day” is written in the shape of crazy hair and “Happy B*Day, Mom” is in the shape of a hot air balloon.  In this poem about her mother’s birthday wish of flying in a hot air balloon, Jessie ends the trip by barfing and the word barf is repeatedly seen in the shape of cascading barf from the sky.  Though written by Grandits, an older man, the reader falls right into the events Jessie is writing about as if the author has lived them. 

One selection, “Silver Spandex” is a poem written about a conversation with Andrea, a cheerleader who is also a guitar player.  Jessie finds that Andrea is just a regular person, though “annoyingly pretty” and that they might have more in common that she originally realized.  The poem is shaped like a guitar and a cello. 

REVIEW EXCERPTS

KIRKUS REVIEWS –““All My Important Thinking Gets Done in the Shower,” possibly the best selection, features gentle streams of blue words emerging from a showerhead, each forming a sentence completely unrelated to the one next to it.”

ReadKiddoRead – “How John Grandits, a man, has gotten under the skin of a ninth grader with such resonance, honesty, and humor, I can't fathom, but if you were ever a ninth grade girl, you'll marvel. And if you weren't, you'll learn a lot.”

CONNECTIONS

*After learning about shape poems and assigning students to write their own, read/show BLUE LIPSTICK to give students an example. 

*Have students get into groups and choose one of Jessie’s poems to discuss.  Students can discuss how they can relate to her and how she can solve the problem [if there is one].

*For personal character-related units, have students pick a poem of Jessie’s that they can somehow relate to and create a similar poem identifying how they relate and the importance of being themselves.

ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES by Sonya Sones

BIBLIOGRAPHY

Sones, Sonya. 2004. ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES. New York: Simon and Schuster. ISBN 0689858205

PLOT SUMMARY

Ruby is a teenage girl who suddenly finds herself uprooted from the life she has always known and separated from her Mother, friends, and boyfriend.  After her mother dies, Ruby is sent to live with a father that was never there for her before and to attend school with other privileged teens.  Determined to be bitter, Ruby is reluctant to acknowledge her father’s efforts but finds she can relate to him.  When she learns the truth of his absence, her relational walls begin to fall and she slowly opens up to her new father, friends, and even Wyatt, the “Brad Pitt wannabe” from her dream interpretation class.       

                                                              

CRITICAL ANALYSIS

A novel in poetic free verse, this story is an easy read and utilizes both short lines and long lines. The rhythm requires times of sentence-long speech as well as dramatic pauses suitable to any young girl’s life story.  As Ruby journals through her experience, the novel incorporates intrapersonal and interpersonal dialog, letters, and even conversations with her dead mother. Different fonts are used to emphasize the battle and confusion going on in her head as well as for the letters from back home.  The language Sones uses is reflective of the typical teenager, especially when Ruby expresses her feelings.  For example, Ruby said “She’ll die when she sees yours,” “I swear to God,” and “it made me feel like such a moron.”  The language also provides the reader with a mental picture of her new over-the-top and dramatic life: her father’s name, “Whip,” and her new bedroom being “literally the room of [her] dreams.” Throughout the verses, the reader can feel the sense of desperation in Ruby through the language.  “I just give up,” “I’m not that depressed,” and “You traitor, you deserter” are just a few of the lines that Ruby expresses.  As she works through her new venture, the language, emotions, and feelings change.  “Wow… And I fling my arms around both of them,” “and the three of us crack up.” Emotions of depression, anger, and sadness are replaced with excitement, joy and anticipation… and the verses shout it to the reader.

REVIEW EXCERPTS

KIRKUS REVIEWS – “It’s a hugely artificial form, but its free acknowledgment thereof (“my life better not turn out to be like one of those hideous books where the mother dies and so the girl has to go live with her absentee father . . . ”) allows the text, and Ruby, to explore the possibilities behind the fantasy.”

Publishers Weekly - "winning portrayal of a teenage girl's loves and losses."

Iowa Teen Award

CONNECTIONS

*Read the novel with other similar poetic novels such as JINX by Margaret Wild and KEESHA’S HOUSE by Helen Frost.  Students can compare and contrast the novels.

*Discuss first impressions: hers on her father and friends.

*Have students write a similar poem about themselves.  They could include intrapersonal thought as well as dialog and letters. 

*Identify language that shows imagery and provokes emotion.

*Students could write the next poem that would come after the ending.  What happens next?

RAPUNZEL retold by Paul O. Zelinsky

BIBLIOGRAPHY

Zelinsky, Paul O. 1997. RAPUNZEL. New York: Dutton Children’s Books. ISBN 0525456074

PLOT SUMMARY

With an appetite that could kill her, a pregnant woman sits by her window desperately wanting a taste of the rapunzel in the sorceress’ garden next door.  To keep her alive, her husband sneaks the herb from the garden for his wife. Day after day he does this until one day he gets caught.  The sorceress demands a deal that in order to return alive to his wife with the rapunzel, the baby must be turned over to the sorceress when delivered.  Without much choice, the husband agrees and the sorceress raises the child as her own and names her Rapunzel.  When the girl is older, the sorceress takes her to a high tower to live with no entrance except the window at the top.  The only way for the sorceress to visit Rapunzel is to climb up her hair.  So she cries out, “Rapunzel! Rapunzel! Let down your hair!” and then climbs up.  A handsome prince, traveling near the tower hears Rapunzel singing and after spying on the sorceress, he realizes how to see Rapunzel.  The two fall in love, are married without a ceremony, and Rapunzel becomes pregnant.  As her dress grows too tight, the sorceress learns of her affair and in a frantic rage, cuts off her hair and banishes her to a wild country where she gives birth to twins.  After learning of Rapunzel’s fate, the prince falls from the tower and is crippled with blindness.  He stumbles and wanders for a year until eventually reaching the wild country where Rapunzel and the twins are living.  He hears her singing and is reunited.  Her tears of joy flood his eyes and his sight returns.  The prince gazes at his newfound family and realizes he is in the land where he reigns.  From there, the family lives joyfully in his kingdom. 

                                                              

CRITICAL ANALYSIS

RAPUNZEL is a conflicted and action-filled journey through time for its characters.  Rapunzel and her husband represent the good and decent while the sorceress is symbolic of evil in the world.  The conflict resonates throughout the story and the reader shares in the family’s joy at being reunited and overcoming the evil of the sorceress.  A garden and beautiful homes set the stage for the story as well as the tower which comes later.  According to Zelinsky and his illustrations, the time of his version of this story is the Italian Renaissance era.  His pictures are reminiscent of paintings from this era and encompass strong colors, architecture, and dramatic effects such as “billowing drapery” and “light falling on tree leaves.” 

Though a children’s story, the story of events are quite grotesque. For instance, the pregnant mother dying from not eating the rapunzel she craves. Other events such as the sorceress taking the baby, then locking her up in a tower sheltered from all are also disheartening.  Later her hair is chopped off, she is banished from all, and the prince falls to what should-have-been his death.  These happenings could all be upsetting for children of certain ages.  It’s a large plot with definite relief in the happy ending.  With an assortment of variations of this story, Zelinsky’s tale is carefully researched, thought-out, and executed according to his professional opinion.  He states that his story embodies, “the most moving aspects of the story with the most satisfying structure, and brings out its mysterious internal echoes.”  The repeated elements are kept in place with the sorceress and prince calling out to Rapunzel to let down her hair.  A captivating story for readers of assorted ages, Rapunzel encapsulates the true essence of folktales, culture, and unity with illustrations.   

REVIEW EXCERPTS

KIRKUS REVIEWS – “Exquisite paintings in late Italian Renaissance style illumine this hybrid version of a classic tale.”

PUBLISHERS WEEKLY - "A breathtaking interpretation gives the fairy tale new art-historical roots, with illustrations that daringly—and effectively—mimic the masters of Italian Renaissance painting."

CONNECTIONS

*Teachers can order rapunzel (in America) or Chiltern Seeds (type of rapunzel) from England to be tasted or planted.

*Read RUMPLESTILTSKIN and conduct an author study or compare the two traditional stories.

*Read another variation of RAPUNZEL and compare.

*Discuss the step-mothers in other stories such as CINDERELLA, SNOW WHITE, and other tales. 

*Have students rewrite their own variations of the story. 

*Have a Renaissance exhibit showcasing clothing, armor, weaponry, and incorporate books from this era. 

THE FIRST STRAWBERRIES: A CHEROKEE STORY retold by Joseph Bruchac and illustrated by Anna Vojtech

BIBLIOGRAPHY

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

PLOT SUMMARY

The first couple, created by the Creator , were happy until one day they quarreled.  The woman, upset with her husband’s harsh words, left on foot.  The regretful husband went after her but was unable to catch her quick steps.  The Sun, having watched the events unfold, felt sorry for the husband and chose to help him.  He sent raspberries first but they did not catch the eye of the wife.  The Sun then sent blueberries and then blackberries but neither caught the eye of the wife.  Finally, the Sun sent strawberries that “glowed like fire.”  The wife saw the berries and was amazed at their sweetness.  She began to pick them to give to her husband.   The two reunite at the strawberries and forgive each other for their quarrel.  According to the Cherokee story, this is when strawberries were created on Earth and they will always be a reminder “to be kind to each other” and “that friendship and respect are as sweet as the taste of ripe, red berries.”

CRITICAL ANALYSIS

The story of THE FIRST STRAWBERRIES maintains its early integrity and is simply retold by Bruchac.  The two main characters reflect common human qualities of anger and quarreling.  The story is set in the beginning of time, far away from here and includes an outside moving setting.  The woman travels away from her husband in a very short amount of time and events happen quickly.  The primary purpose of this story is for moral teaching.  It supports a universal lesson of treating each other kindly.  This final realization by the couple is rewarding to the reader.  Bruchac’s story contains cultural references such as the husband being the hunter and gatherer while the wife should be at home cooking the meal.  The Cherokee also commonly refer to nature and in this story it is the Sun that brings them back together.  The illustrations showcase their way of dressing and looking.  The illustrations also keep the story going as some pages do not have any text.  The literal picture of the wife walking away helps the reader grasp the feeling the wife has and her determination to leave.  The pictures are mainly neutral colors which provide a somber and calm mood.  This also allows the strawberries to jump off the page with their bright red color.  The bright, cheeriness of the strawberries encourages the excitement of the reader as the couple reunites.  The simplicity of the story and the illustrations makes it easy to uphold the moral of the story and repeat the story without having the book.    

REVIEW EXCERPTS

Kirkus Review – “Quietly luminous watercolors capture details of dress, dwelling, implements, flora, and fauna against an open landscape of rolling hills.”

Publisher’s Weekly – "Spare text, an uncomplicated story line and gentle illustrations keep this quiet but resonant tale accessible to even the youngest child…"

CONNECTIONS

*Compare to the following books:

"The Legend of the Strawberries." In Chiltoskey, Mary Ulmer. Aunt Mary, Tell Me A Story: A Collection of Cherokee Legends and Tales. Ed. Mary Regina Ulmer Galloway. Cherokee, NC: Cherokee Communications, 1990.

*In doing study of the Cherokee Indians, students can read one of many Cherokee –tale books. The Librarian could pull a cart of them, set them up and have students pick one.

*Ask questions about how the characters felt and what the moral of the story is and then follow up with self-concept lessons and the power of speaking kindly to others. 

*Use playdough as your self-concept and have the students say something negative about you and rip off a part of the playdough and keep it in their lap.  Show them how your self-concept is diminished and hurt and broken-down by their words.  Then have the students replace their playdough and say a positive comment about you.  Discuss the importance of building other’s up.