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| 0345493184
| 9780345493187
| 0345493184
| 3.83
| 10,729
| 1949
| Sep 26, 2006
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really liked it
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Genre: Junior, Science Fiction Summary: In a fantastical tale of life on Mars, the story centers on the escapades and daring lives of Jim Marlowe and h Genre: Junior, Science Fiction Summary: In a fantastical tale of life on Mars, the story centers on the escapades and daring lives of Jim Marlowe and his “pet” Willis. In a futuristic world where the Company controls life on Mars, a frontier mentality takes hold as the residents attempt to fight for freedom and liberty. In multiple encounters with the Martian inhabitants, the migrants to Mars, and Jim and his friend Frank, blunder through a difficult relationship, attempting to peacefully coexist. After learning of impending treachery, Jim, Frank, and Willis set off to report their discovery and protect their families. As they journey home the boys and Willis develop a connection with the Martians and each other, setting the stage for the negotiations with the Martians that eventually ensue. In learning how little they know, the Mars migrants gain greater understanding about the planet’s original inhabitants and more importantly the creature Willis and “her” importance for the future. Critique: In describing a world that does not exist in reality, the author creates a magical background of ice, hibernating cabbages, monstrously large aliens and the trappings of an alternate, intelligent society. As the Martians are entirely different from humans, their very presence is cause for wonder and the source of many imaginative depictions. Without the rules of reality to confine him, Heinlein conjures up creatures of impossible size that fold and bend in mysterious ways, creating a very otherworldly sense. Positives/Negatives: The story, one of the downtrodden asserting their right to protest and defend themselves, plays out on multiple levels, as Jim and Frank fight the new headmaster, as the colonists resist the Company, and the Martians themselves against the unwelcome migrants. Although the Martians do not share the same disadvantaged status as the boys or the colonists, they are forced to deal with uninvited and offensive guests that do not or even attempt to understand them. Each situation is resolved differently, giving the reader three different opportunities to see the potential outcome of such conflicts. One outcome is resolved through ingenuity, perseverance, and curiosity, the second through armed conflict, and the third through peaceful negotiation. Examples: When one of the colonists, the Doctor, communicates with the Martians, his revelations are both startling and integral to the story. His ability to speak with them opens up avenues of understanding that had only been established through a small, critical relationship. “ ‘Jim should be credited for being the savior of it. It was directly due to Jim and Willis—Willis’s love for Jim and Jim’s staunch befriending of him—that the colonists are alive today instead of pushing up daisies. The ultimatum to get off this globe represented a concession made to Jim; they had intended to exterminate us.’ ” In an argument very similar to that of the founders of America, the colonists come to the conclusion that they would not stand for oppression and deception. “ ‘The question is not whether or not we can last out a polar winter; the Eskimo caretakers do that every season. It isn’t just a matter of contract; it’s a matter of whether we are going to be free men, or are we going to let our decisions be made for us on another planet, by men who have never set foot on Mars! ‘ “ Their decision to stand together in the face of difficult odds, mirrors that of this country, highlighting the willingness to sacrifice all for freedom. Curriculum Connection: The creation of an entirely ancient and foreign society on Mars represents, by the author, considerable creativity and imagination. Allowing students to construct their own society and creatures that inhabit other planets in our solar system can be a multi-tiered activity. Students can first research the characteristics of the given planet, determining its climate, terrain, gravity, and potential environments. Using this information they can then begin to design their populations. Students can also be walked through the process of determining what their creatures might look like, capabilities they posses, types of communication and movement, and the structure of their society. In first conceiving of the particulars of the planet and its inhabitants they will them have ample information and details to include in their writing. Students can write their own short story, including as much detail as they wish. Students can also graphically create their worlds, using paper or digitally based materials to bring their vision to life. In providing a visual representation students may also gain further insight into the words to use to create a vivid picture in the reader’s mind. Descriptive passages from the text can be used in class to illustrate an author’s use of language to construct mental imagery. ...more |
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not set
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Dec 08, 2011
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Dec 09, 2011
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Paperback
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| 0060515732
| 9780060515737
| 0060515732
| 3.94
| 443
| Dec 23, 2003
| Dec 23, 2003
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liked it
| Genre: Children's, Concept -Mother Goose Summary: Using photographs and overlaid illustrations the classic Mother Goose rhymes are told in the context o Genre: Children's, Concept -Mother Goose Summary: Using photographs and overlaid illustrations the classic Mother Goose rhymes are told in the context of authentic, real life settings. Rhymes from georgie Porgie to Hey Diddle Diddle are collected along with lesser known rhymes of equal whimsy and rhythm. Photographs that depict children living in the current time period bring these older stories into the present, giving the reader a fresh backdrop in which to conceptualize them. Critique: The use of updated photographs immediately alerts the reader to the translation into a modern setting, interpreting concepts that may not be familiar as they are antiquated and no longer commonplace in today's world. In reinventing their relevance the author allows children to access what can be confusing references with images they find familiar and easier to comprehend. Positives/Negatives: This is an extensive collection, covering a wide variety of topics. In providing the complete rhymes, children will hear them in their entirety not just those bits that remain today. The text is however sometimes quite difficult to read and not contrasted sufficiently with the photograph to highlight it appropriately. The use of multiple fonts accents portion of some rhymes, however if the text is not easy to read it may be skipped. The use of a variety of children from a wide range of ethnicities allows every reader to identify with the subjects at one time or another. Showing this diversity of children additionally moves the context beyond a single geography, socioeconomic level, or ethnicity. Examples: The well known classic Rain, Rain go away included with the final line that is often omitted in current usage gives readers the complete text and provides further reference to the boy pictured. "Rain, rain, go away. Come again another day. Little Johnny wants to play." To describe the Old Woman in a Shoe rhyme the photographs of children are cropped and reduced to appear as if they fit inside a shoe. They climb about the stairs and shoes showing perspective as well as activity. Curriculum Connection: Bringing this type of "old"rhyme into a current setting can be replicated in the classroom using other types of literature. Students can be asked to provide illustrations or photographs of classic stories, showing recent developments, clothing, and traditions. Each story can be put into a classroom collection to use as a literacy station or reading material. Students can also learn to create rhymes of their own, selecting a topic that they can illustrate. Students will learn to explore vocabulary, compiling a list of potential rhyming words prior to facilitate the writing process. After completion students can share their rhymes either in small groups or with the entire class. ...more |
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1
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not set
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Dec 06, 2011
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Dec 07, 2011
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Hardcover
| ||||||||||||||
| 0152002650
| 9780152002657
| 0152002650
| 4.17
| 16,166
| Jan 01, 1989
| Oct 31, 1995
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liked it
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Genre: Children’s, Concept - Color Summary: Three small mice discover the world of color and mixing colors as they delve into three jars of primary colo Genre: Children’s, Concept - Color Summary: Three small mice discover the world of color and mixing colors as they delve into three jars of primary colored paint. White to begin with they are a perfect canvas to adopt their color, red, blue, or yellow and then explore the colors they can make when combining them. They discover orange, green, and purple, using their creations to decorate their world. Critique: The introduction of the concept in a very repetitive fashion helps the reader to predict coming events after the first or second explanation. When the mice begin to mix the colors for the second time, even young readers will anticipate the outcome. By including the jars of the original paint that were combined to make the new color, the concept is again reinforced. Even without a full understanding of the text, the illustrations make use of ample white space and bright colors to illustrate the concept and allow even very young children to gain some comprehension. The lack of a background focuses the reader on the colors and their contrast to the white elements within each scene. Positives/Negatives: The illustrations are a nice complement to the text, particularly when the mice emerge from the puddle having made a new color. The feet remaining the new color contrasted with the original color of the mouse reminds the reader of the process and visually repeats the outcome. The text might be enhanced by coloring the color words to emphasize them and provide another reference to their meaning. By selecting another font, capitalizing them, and coloring them they are also highlighted along with the illustrations. Examples: The text supports the process of color mixing, explaining repeated times how to get one color from the two original colors. “His feet mixed and stirred and stirred and mixed until…Yellow feet in a blue puddle make green.” The concept of white as a removal of color is also included when the mice use the cat’s water dish to bathe and remove the paint. “So they washed themselves down to a nice soft white.” In returning the process to its first state the reader is alerted to a cycling back and anticipates the coming changes. Curriculum Connection: Using these colors in multiple art activities, mixing to create different combinations will allow students a kinesthetic experience to support the reading. They can use a range of implements, brushes, bottles, their fingers to repeat and observe the process firsthand. Students can design their own color animals showing each as white, then one primary color, then the new color. Students can also write their own color books, choosing a story that will provide an opportunity to show color mixing. They can identify a main character(s) that will provide the action and explain the process. Along with this the teacher can read additional color books to model multiple types of writing and concept stories. ...more |
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1
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not set
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Dec 05, 2011
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Dec 07, 2011
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Board Book
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| 0618147993
| 9780618147991
| 0618147993
| 4.12
| 308
| 2004
| Mar 23, 2004
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really liked it
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Genre: Junior, Informational, Scientists in the Field Series Summary: This explicit and informative text explores the study and particulars of the tara Genre: Junior, Informational, Scientists in the Field Series Summary: This explicit and informative text explores the study and particulars of the tarantula. Using the work of one scientist, Sam Marshall, as the basis for investigating the study of tarantulas, the book explores the habitat, anatomy, and habits of this often misunderstood spider. The text includes relevant information about other species that inhabit the tarantula’s environment and how a scientist goes about studying these arachnids in a methodical, careful manner. Critique: The extensive nature of the information in this text makes it a wonderful reference for anyone desiring to learn more or collecting research for a project. The explanation of key words, including phonetic pronunciation, and the addition of reference materials provides a wealth of resources. The thorough nature of the text allows the reader to explore multiple aspects of the people that study tarantulas and have an in-depth introduction to the spiders themselves. Positives/Negatives: The organization of the book, particularly given the vast amount of information, is created in such a way that the reader is first intrigued by the study of tarantulas and then transitions to more detailed information about them. The photographs are vivid and provide an additional dimension to the text, bringing the reader into the forests where these hairy creatures reside. The close up photographs allow the reader to see the minute aspects of these spiders, looking at a variety of species. The element of humor also personalizes the book, giving the reader an authentic and insightful look at the potential dangers and events that a scientist in the field might face. Including quotes from Sam Marshall invites the reader into a dialogue, giving another aspect of his life dimension. He is portrayed as an enthusiastic participant who finds satisfaction in his work. Examples: The humor that is sprinkled throughout the book is never more amusing than when Mr. Marshall is tumbling down the hill after an unfortunate encounter. “ ‘AAHHHH!!!’ When you hear this sound coming from a tarantula scientist, you know somethings really wrong. The next noise from Sam’s direction is equally disturbing. It’s the sound of 230 pounds of arachnologist rolling down a rainforest slope.” The text also treats a potentially scary topic lightheartedly but with accuracy to help the reader overcome an “ick” factor. “Actually, tarantulas can be downright gentlemanly and ladylike.” In attempting to reframe the potential reaction of fear and horror the text makes the spiders relatable and less intimidating. “Today is a bad day all around for this tarantula. Her hair is a mess. Her burrow’s a wreck. And there’s no getting away from Sam.” Curriculum Connection: The ability to use this text as a reference for a research project is unquestionable. The extensive information and the broad range of topics it covers make it a complete source. The included links and references in the back of the book also provide further jumping off points for more specific research. The study of science related careers can also be explored using this book. The detail that is prominent throughout includes personal anecdotes, professional requirements, larger scientific community implications, and particulars of conducting field research. Using other books in the series students can compare different careers, assessing the similarities and differences. ...more |
Notes are private!
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1
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not set
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Dec 03, 2011
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Dec 04, 2011
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Hardcover
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| 1599903962
| 9781599903965
| 1599903962
| 4.12
| 3,120
| Sep 01, 2009
| Sep 01, 2009
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Genre: Junior, Graphic Novel Summary: A band of three students find they have a common enemy and pursue him to secure the return of a valuable notebook Genre: Junior, Graphic Novel Summary: A band of three students find they have a common enemy and pursue him to secure the return of a valuable notebook he has stolen. In endeavoring to regain the notebook, the three set off on a wild set of adventures, helping each other along the way and creating fantastic inventions. Constructed as a graphic novel, this book is a colorful, action packed tale that gives the reader a wealth of dialogue and visual resources to interact with the story. Each of the three main characters is unique in their attributes and individuals that the audience can identify with and enjoy. Critique: The author creates a broad audience for this book in conceiving a group of main characters that represent disparate backgrounds. Their unique qualities add different humorous and vital elements to the story and allow the reader to see heroes of different shapes, colors, and sizes. In finding a connection with each other they support their friends’ weaknesses, adding their strengths to the mix making the whole stronger than the individual parts. The message of teamwork and cooperation is done with subtlety, making it effective without dominating the storyline. Positives/Negatives: The author’s vocabulary usage is quite sophisticated and humorous, elevating the level of this book beyond that of a struggling reader. Even though there are ample pictures and the context is well described, the words used are not typical for a child’s dialogue and stretch the reader’s knowledge and comprehension. They reflect the intelligence and broad education of the character they describe, Julian Calendar one of the main subjects of the story. The inset journal pages provide valuable insight into Julian’s thoughts and desires, adding an extra element of knowledge for the reader. The extensive detail the illustrations provide complement the text, describing in pictures what the story text would normally establish. In incorporating background elements, the action of the story, and supplementary characters the illustrations are a wonderful resource. Examples: Julian’s inventions are clever and funny, showing the creativity of a child. When attempting to distract his parents, Julian creates several inventions once of which, the Peeking Parents, is particularly clever. “1. Parent opens door, 2. Pulls wire, 3. Triggers clip of crying baby, 4. Real baby starts crying, 5. When parent checks on baby clip stops.” When the three main characters chase the villain, the dialogue that accompanies the pursuit is complicated, but chosen for a specific purpose. It accurately reflects the character speaking, adding further depth to the personality of each subject. “All your contributions to that notebook were so nauseatingly athletic, copying them was a chore.” Curriculum Connection: With three characters that are similar in age to the audience the ability to insert him or herself into the story choosing the character the student most closely resemble is a natural extension activity. Having students write another adventure with themselves as a character, inserting dialogue that mimics their own allows them to expand on the original story and make it more personal. The creative and colorful illustrations are detailed and informative. Students can use this type of storytelling in any content area, adding critical details in the pictures not present in the text or dialogue. The inset graphics and pages can be used to relate informational text that is not suitable for dialogue. In creating a story about normally non narrative content material, students can interact with the information in another format and recognize the ability of a story to make details more memorable. ...more |
Notes are private!
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1
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not set
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Nov 26, 2011
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Nov 28, 2011
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Paperback
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| 068983568X
| 9780689835681
| 068983568X
| 4.26
| 167,063
| 1989
| Aug 01, 2000
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it was amazing
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Genre: Children’s, Alphabet Summary: Using the letters of the alphabet and a mixture of rhyming and repetition, this book progresses from the letter A a Genre: Children’s, Alphabet Summary: Using the letters of the alphabet and a mixture of rhyming and repetition, this book progresses from the letter A all the way to the letter Z in a race to the top of the coconut tree. As they finally reach the top the letters come tumbling down to the ground, creating the refrain Chicka Chicka Boom Boom as they crash below. Critique: The addictive and simple refrain Chicka Chicka Boom Boom creates a foundation for the introduction of each letter of the alphabet and the illustrations reinforce this through large, colorful block letters. The simple and clean pages focus on the letters within the text, drawing the reader’s eye and through the use of bold typeface are again highlighted throughout. Positives/Negatives: While the text and the illustrations are deceptively simple, the catchy nature of this book makes it a wonderful addition to a lower elementary classroom. As students become increasingly familiar with the text they are able to predict coming passages and not be distracted by illustrations that draw attention from the main focus, the alphabet. The funny story gives each letter a purpose and a place as some are injured and others are talking, allowing them to become active and alive in the reader’s mind. Children will retain the story of each letter and upon rereading or rehearing the book anticipate the coming event. Examples: The rhyming element allows students to anticipate the coming word and feel pride in knowing what comes next. “M is looped. N is stooped. O is twisted alley-oop. Skit skat skoodle doot. Flip flop flee.” The silly story introduces the concept in a fun, easy to remember manner. “H is tangled up with I. J and K are about to cry. L is knotted like a tie.” Curriculum Connection: The use of fun language, embedded rhymes, and a playful, bright color scheme all create a book that is attractive to a younger audience and easily lends itself to read alouds and read alongs. As students become familiar with the cadence of the story they can chime in with ease as the alphabet is presented in sequence and with predictability. The class can create their own alphabet book giving each letter a unique quality that is then incorporated into the story. As the book is complied, students can suggest rhymes and text that complement the alphabet characters, using their increasing knowledge of suffixes and vocabulary to generate clever and memorable rhyming endings. ...more |
Notes are private!
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1
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not set
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Nov 15, 2011
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Nov 27, 2011
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Paperback
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| 1555917240
| 9781555917241
| 1555917240
| 3.54
| 2,567
| Jun 01, 2010
| Jun 01, 2010
|
liked it
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Genre: Junior, Graphic Novel Summary: This collection of Native American tales brings forth a wealth of history and knowledge, collected from the storyt Genre: Junior, Graphic Novel Summary: This collection of Native American tales brings forth a wealth of history and knowledge, collected from the storytellers that carry on the tradition of preserving the past in the present. Each story shares a different aspect of culture and belief, retelling the stories of the spirits and the people that interacted with them. In selecting the illustrator that would portray his or her particular story, the storyteller carefully chose the medium to present the tale. The choice of medium, rendering of the characters, and format all contribute to the feeling and presence. Some are more whimsical, while others are ethereal and cast in shadow. Critique: As the stories have not been altered to produce a happy ending or conform to Western tradition, they retain their original plot. The trickster, a common element in each story, is sometimes quite successful in fooling others and this less than pleasant ending is not changed to suit the audience. The trickster serves as a note of warning to be vigilant and respectful. The admonitions that some of the stories provide give insight into the perceptions of Native Americans as they sought to explain their world and create a larger meaning in human existence. In maintaining the character and original storylines, this collection gives a much more authentic view of those perceptions and relates the importance of nature and preservation of tribal ethics. Positives/Negatives: The variety of the illustrations brings an additional element of depth and insight into the stories. Dark watercolor drawings make the characters menacing or serious, while cartoon like renderings provide more whimsical, lighthearted views. Saturated color brings a sense of realism and vibrancy to natural settings, bathing them in moonlight or casting them in bright, living tones. The use of black lines in multiple thicknesses gives movement and definition to the illustrations. Some are used to enhance the text and others provide detail for fur, skin, and feathers, bringing the characters to life on the page. Examples: The story of the alligator and how he acquired his brown skin and coloring is cast in vivid, basic colors, using a limited palette to highlight the humorous nature of the tale. While the plot is intended to be quite real, the illustration intimates from the outset the comedic and fun nature on which the story relies. As some of the stories are intended to explain the natural world, additional details are included at the end to give greater context and explain the moral in detail. For example, the story of the raccoon and the crayfish ends with a look at the lesson learned. “And perhaps all of those who survived also taught their children that it is unwise to be too quick to celebrate their misfortunes of their enemies. For ever since then, no crayfish has ever been seen singing or doing a victory dance again!” Curriculum Connection: The relationship between the tribe’s beliefs and the natural world provide multiple stories to investigate. This could include learning about the tribe from which the tale originated, where they were located, and what event or occurrence they were seeking to explain. Gaining broader knowledge about the geography, history of the tribe and the environment in which they lived offers students the opportunity to establish connections between the stories they read and elements that made up the tribe’s world. In creating a story of their own to describe their world, the students can practice the techniques and writing style used in the book. They can then draw illustrations they feel enhance the character and meaning of the story. Students can first choose an aspect of nature to describe, create a graphic organizer to brainstorm details and elements of the story, and then write multiple drafts before illustrating the story. ...more |
Notes are private!
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1
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not set
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Nov 20, 2011
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Nov 27, 2011
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Paperback
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| 0547240031
| 9780547240039
| 0547240031
| 4.12
| 1,283
| Oct 04, 2010
| Oct 04, 2010
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really liked it
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Genre: Junior, Poetry Summary: Each season is introduced in the book and what follows are haiku pertaining to both that season and to the intended audie Genre: Junior, Poetry Summary: Each season is introduced in the book and what follows are haiku pertaining to both that season and to the intended audience, boys. The subjects of the haiku range from grasshoppers to helicopters, splashing your sister and sword fighting with icicles. In using the haiku format on each page the text is predictable, but centers of actions and concepts that are funny and entertaining for a young male reader. Critique: The chosen font is reminiscent of bamboo brush strokes, reminding the reader of the traditional form of haiku and its origin in Japan. The illustrations are simple, yet playful and provide an endearing look at each poem through the eyes of a young boy. The characters are engaged in their activities, bringing to life the words on the page. The illustrations provide ample detail about the setting and the activities; however, in traditional Japanese fashion they leave an element undefined, allowing the reader to incorporate additional aspects. The use of white space, very important in Japanese brush painting is used to offset the illustrations and the text, presenting a clean, effective image. Positives/Negatives: With the poems each consisting of only three lines they are easily accessible for an impatient reader and stay true to haiku in their central focus on nature. As the activities are familiar to young boys, they will easily identify with the subjects and be able to envision themselves playing in the same setting. In grouping the poems by season the concept is introduced in an obvious fashion but is not overdone in the poems themselves. In encapsulating many of the aspects of each season, the poems create a mental picture without needing to be overt. The change in the temperature, precipitation, and events typically associated with each season provide a map as the reader progresses through the book. Examples: The first haiku in Winter typifies one of the first harbingers of the season, seeing your breath in the cold air. “Winter must be here. Every time I open my mouth, a cloud comes out.” It describes a symbolic and exciting moment, prefacing the haiku to follow. In incorporating the silly musings and vocabulary of boys, the haiku create a very specific image in the reader’s mind. “Penny on the rail, you used to look like Lincoln before you got smooshed.” Curriculum Connection: The restrictions in writing haiku can seem difficult to students; however, this book provides multiple examples that can be models for their own writing. Students can pick a season they find most interesting and write a haiku about their favorite activity. After the class has completed their haiku they can be combined into a class collection for use in a literacy center. The simple nature of the drawings and the use of very little color can also be modeled in the classroom as students draw a picture to accompany their haiku. If possible students can be given bamboo brushes and watery black paint to try their hand at brush painting. A different series of topics can also be chosen for class haiku that allow students to choose a broader category on which to focus. The compilation of all of the students’ work can then create an instructive book for a larger concept. Categories can include: fur, feathers, and scales, or land, trees, and air, etc. to allow each student to select the focus for his or her haiku. ...more |
Notes are private!
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1
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not set
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Nov 18, 2011
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Nov 27, 2011
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Hardcover
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| 0152058397
| 9780152058395
| 0152058397
| 3.64
| 2,317
| Oct 31, 1995
| Nov 01, 2006
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really liked it
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Genre: Junior, Historical Fiction Summary: In tracing the creation and travels of a unique and exquisitely crafted rifle, the story incorporates element Genre: Junior, Historical Fiction Summary: In tracing the creation and travels of a unique and exquisitely crafted rifle, the story incorporates elements of history that are poignant and momentous in the development of the American nation. The craftsmanship and care with which the rifle is imbued play an integral role in its eventual impact and begin the story with an intimate look at the components and concern that can go into its makeup. After the rifle leaves the possession of the original creator, it follows a path of use and disuse, each of which plays an important role. The rifle follows a course that is like that of destiny, bringing triumph and tragedy in equal parts. Although it is just a weapon and subject to the decisions of its owner, the story gives the rifle a uniqueness that makes it transcend a simple tool. Critique: Although a story about a weapon could be gratuitously violent, this book takes with great seriousness the consequences of use and misuse. As the rifle is used to defend and ensure survival it is equally destructive. Set in the backdrop of changing history, its purpose changes as well, reflecting the times and the priorities of those who live in them. Positives/Negatives: The author is careful to reflect current opinion, authentic to the time period and the function a rifle would have served. In doing so, the reader can picture it in the hands of each owner, and see how it is either cared for or neglected, as the story details the consequences of each choice. The path of the rifle is unexpected and well designed to allow the reader to follow its travels and learn from the context in which it is set. Examples: The pivotal events that become crossroads for the rifle depend heavily on the knowledge and experience of the owner. “But the rifle continued. One of the men who helped him to the dugout came back when he heard Byam was dead and asked after the rifle. A middle-aged lady named Sarah told him it was gone but she lied. She knew something of rifles. Her husband – before his death some years earlier – had run the woods like Byam, and she had heard of Byam’s rifle and what he had done.” The final owner makes a critical decision, either through ignorance or complacency that results in a life changing event. “…not once in the life of the rifle, did anybody ever think to check to see if it was loaded… The method is not widely known to people who have no experience with muzzle-loading weapons and so often it is not known if they are loaded or not.” Curriculum Connection: The historical time period in which the creation of the rifle is set offers multiple opportunities to explore the timeline of historical events, look at the artifacts of that time and how they would have been used for survival and protection, and expand the readers' understanding of the larger context. Using this book as a model for a writing topic, students can pick a particular item that is created by a human being and write about its origin and the path it takes from a time in the past to the present. They can construct a graphic organizer to collect and organize information about the time periods that transpired between the item's creation and the current one. Given the controversial nature of a weapon and the various opinions that exist on the use and regulation of guns, this book can be a starting point for a conversation. Each side of the argument can be presented and students can share their own feelings, as the teacher can provide a safe space to express opinions that may not be shared by all. ...more |
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1
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not set
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Nov 03, 2011
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Nov 27, 2011
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Paperback
| ||||||||||||||
| 030755709X
| 9780307557094
| 030755709X
| 3.88
| 12,031
| 1968
| Jun 24, 2009
|
liked it
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Genre: Children’s, Science Fiction Summary: After a large, mechanical creature arrives and wrecks havoc throughout a farm community, gobbling up metal a Genre: Children’s, Science Fiction Summary: After a large, mechanical creature arrives and wrecks havoc throughout a farm community, gobbling up metal at every turn, a young boy, Hogarth, uses his ingenuity to capture the monster and save his town. As time passes, however, the “Iron Giant” becomes a possible solution to a difficult problem and the young boy again uses his wits to devise another plan to save his home. Critique: The juxtaposition of very familiar and unfamiliar elements creates a quirky storyline that allows the reader to see a scene from Anywhere, USA besieged by an imposing, alien visitor. The common nature of the community makes the presence of the Iron Giant seem more odd and inexplicable, as life would have gone on without interruption or excitement in his absence. The strength of character and mind imbued in the young boy makes him both a hero and role model, as he creates plans that multitudes of adults have overlooked. His intuition into the inner workings of the Iron Giant allow him to be creative in his solutions and target his strategies to benefit all. Positives/Negatives: The story of the Iron Giant is told in a series of smaller vignettes, each one a story in itself. For a younger audience the ability to finish a story at the end of the chapter makes the reading more manageable. Each story builds on the next, creating a series of events that can be taken one by one or as a whole. There is a significant amount of background information about the Iron Giant that is not included in the book. Where he came from, how he got to Earth, and why he came in the first place are all left unanswered. This allows the reader’s imagination to fill in the gaps and envision a world of giants stomping and crunching on their home world. Examples: To describe the Iron Giant chewing up what he finds in the scrap yard, the author uses familiar food terms and images to help the reader envision the scene. “He picked up a greasy black stove and chewed it like a toffee. There were delicious crumbs of chrome on it. He followed that with a double-decker bedstead, and the brass knobs made his eyes crackle with joy.” To transport the Iron Giant to Australia he must be disassembled and reassembled. This clever capability included by the author adds one more interesting element to the giant, making him even more fantastical. “There was no time to be wasted. The Iron Giant allowed himself to be taken to pieces, arms, legs, body, head, all separate, so each part could be flown out to Australia on a different airliner.” Curriculum Connection: The nature of the setting makes it such that students can use their own homes and experience to write a story similar to The Iron Giant. The creation of an invading character can allow for creativity and imagination to be limitless as there is no need to have a basis in reality. Their main human character can be either male or female depending on the gender of the author and reflect the traits they themselves believe they possess. The story can be quite personal and include details from their own lives, showing students how to use their own lives as inspiration and a source of information. Rewriting the story using a series of what ifs also gives students the opportunity to reconceive the ending, writing their own ideas. Posing questions such as What would you have done differently from the boy? What if the Iron Giant had a space ship and offered to take you for a ride? What if the Iron Giant were just the first to come and more were coming soon, what would you do? Examining more closely the elements of a science fiction story informs students about those elements that make this genre unique. Looking at what assumptions are made about society or the natural world and rewriting them to be a fantasy world gives students the chance to critically evaluate their world and change certain aspects to suit their writing and storyline. ...more |
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1
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not set
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Nov 26, 2011
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Nov 27, 2011
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ebook
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| 0811837580
| 9780811837583
| 0811837580
| 4.25
| 1,482
| Sep 01, 2003
| Sep 01, 2003
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really liked it
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Genre: Children’s, Counting Summary: A skeleton named Senor Calavera arrives at the door of Grandma Beetle, thinking her to be an easy target. Using her Genre: Children’s, Counting Summary: A skeleton named Senor Calavera arrives at the door of Grandma Beetle, thinking her to be an easy target. Using her wits and clever thinking she manages to escape his invitation and solicit his help in completing the tasks for her birthday party. By delaying his departure, Grandma Beetle entertains Senor Calavera and so enchants him that he does not take her away and promises to return to enjoy future festivities. Using a combination of English and Spanish numbers, the tale incorporates each of Grandma’s activities in numerical sequence, counting from one to ten in both languages. As Grandma gets closer to the number ten, Senor Calavera gets more and more impatient until her purpose is clear and as the tenth guest at her party his attitude is altered. Critique: While the character of Senor Calavera, a skeleton, could be perceived as threatening, his character is drawn with a mild appearance of whimsy and his dialogue is carefully chosen to be demanding but not intimidating. For a young audience this concept of being taken away can be frightening, however, the author chose to bring in several aspects that are lighthearted and remove potential doom from the story. The transformation of Senor Calavera is done well, as Grandma Beetle increasingly manipulates his character. Her light attitude and apparently ignorant state of mind are contrasted with his rising frustration, building a sense of wonder for the reader. In not disclosing the ending until the last few pages the reader is kept in suspense wondering who will be victorious. Positives/Negatives: The warm tones used in the illustrations give a sense a comfort and make Grandma’s home welcoming and inviting. Her kind face and perceptive eyes make her character both gentle and clever, complimenting her actions in the story. The unity of the story and the drawings provide further elaboration and reinforce the numerical element by focusing on whichever aspect is being counted. The use of a larger font size for the numbers and an alternate font for the Spanish number clearly indicates for the reader, which words are important and allows for easy comparison between the two. Even if a reader could not comprehend all of the words on the page, the number words are effectively highlighted in both the text and the illustrations. Examples: At the end of the story as Grandma wraps Senor Calavera into her family gathering, making apparent the outcome, the text mirrors the welcoming attitude she uses as her tool to overcome. “’Now,’ Grandma Beetle said, ‘all my guests are here and together they make TEN.’ But the guests sitting at the table counted only nine. ‘Grandma,’ the children protested, ‘where’s guest number ten?’ ‘Here he is,’ she answered. ‘DIEZ. Number ten, of course, is Senor Calavera.’ “ As the story concludes, Grandma Beetle winks at the reader while the letter she receives from Senor Calavera is displayed on the opposing page. Her ingenuity is made clear in both the illustrations and the text. “Dear Grandma Beetle, Your birthday part was a scream! I had fun like never before. I wouldn’t miss your next birthday part for anything in the world.” Curriculum Connection: The history of this folktale provides a wonderful opportunity to explore the culture and traditions of another society. Even if the tale itself is not based on an actual historical story, it combines characters that are iconic in Mexican culture and can be combined with other historical tales that persist even today for comparison and symbolic analysis. The element of numbers and counting from one to ten in both Spanish and English can make this book a wonderful read aloud. Inviting the audience to pronounce, echo, and point out the numbers while reading incorporates the students. In identifying each component of the story that is counted, students can say each number aloud in Spanish and English as the teacher points to the given item. The moral of the story also gives a teacher a topic for both conversation and writing. Students can discuss what they believe the book is trying to teach the reader and why. Following this, students can write their own story, including a moral they identify. As students write successive drafts, peer review can be used to evaluate the effectiveness of the character development and the text in delivering the message. ...more |
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not set
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Nov 22, 2011
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Nov 27, 2011
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Hardcover
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| 1844281647
| 9781844281640
| 1844281647
| unknown
| 3.99
| 424
| May 01, 2003
| Jan 01, 2004
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really liked it
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Genre: Children’s, Counting Summary: Using animals and people as the elements to count from one to one hundred, this book uses small numbers to first in Genre: Children’s, Counting Summary: Using animals and people as the elements to count from one to one hundred, this book uses small numbers to first introduce the concept and then through repetition and building on that concept teaches how to reach much larger numbers. In relying upon the foundation of one through ten, with each number being represented by a cute creature, the reader is taught how to build math skills in a fun, inviting format. Critique: The concept of using small skills to create a foundation for larger skills is done effectively in this book, using familiar animals and human attributes to allow the reader to see the math and math tools in any setting. The whimsical illustrations are simple, yet they give the characters a silly and relatable presence. With solid backgrounds, the main feature of each page is the item to be counted and the arrows used to highlight them reinforce this aspect. Positives/Negatives: The numbers are printed in a font size that is significantly larger than the text, cueing the reader to their importance. The use of multiple examples for the larger numbers also provides multiple avenues to understand how smaller groups are combined to form one larger group. The element of humor makes the learning fun and introduces math in a context that is meant to be silly. With one hundred snails finishing the story the original character is brought full circle and the connection between one and one hundred firmly established. Examples: In providing numerous ways to conceive of numbers, the text and the illustrations give the reader critical repetition. “”30 is three crabs…. or ten people and a crab.” The humorous nature of the story is presented in multiple settings with crabs in a pyramid, crabs in a conga line, and crabs headed to the shore with their inner tubes. While they only have two small eyes and a simple mouth this provides ample expression as one crab is left behind with ten spiders, looking rather uncomfortable. Curriculum Connection: The mathematical focus of the story and the use of everyday items that students recognize can be recreated in the classroom using a variety of tools. Any manipulative from food to marbles can be combined from smaller sets to larger sets, modeling the process within the book. Students can work in teams to create their own book, choosing creatures and items to represent each number. As they identify a creature they can develop an illustration and a setting in which that character might be found. After each team has completed their book they can be shared with the class. ...more |
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1
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not set
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Nov 21, 2011
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Nov 27, 2011
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Paperback
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| 068817485X
| 9780688174859
| 068817485X
| 3.96
| 382
| 2001
| Jan 01, 2003
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really liked it
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Genre: Junior Book, Biographical Summary: A Japanese teenager becomes stranded on an island many miles off the coast of Japan after a violent storm and Genre: Junior Book, Biographical Summary: A Japanese teenager becomes stranded on an island many miles off the coast of Japan after a violent storm and the course of his life is permanently altered. Due to the severe restrictions regarding leaving the motherland and contact with outsiders, Manjiro (the boy) is cast into the world of an American whaler and adopts his new community with passion and vigor. His story as it unfolds takes him across the globe and eventually to American shores where he pursues his fortune. Despite his fear of punishment in returning home, Manjiro never loses his desire to see his family and is willing to risk his very life to see them again. As he makes this goal a reality, he faces his worst fears and survives to become a pivotal and important figure in Japanese history. Critique: Given the significant historical differences between the United States and Japan during this time period, the author does an excellent job of presenting the contrasts both in the story and through the illustrations. This understanding is critical to appreciate the significant adaptations that Manjiro had to make to thrive in his new environment. In gaining some small vision of Japan during the 1800’s the monumental task Manjiro accomplished can be more fully comprehended. The inclusion of the Japanese wood block prints lends an air of authenticity and allows the reader to glimpse the Japanese conception of their own world and those of outsiders. This sense of remaining apart is apparent, as the art is unique and developed devoid of almost all outside influence for centuries. Positives/Negatives: The lists that are included provide a glimpse into the many contrasts between the two societies, highlighting very specific observations that were the most surprising and revealing. They are an interesting commentary both about Japanese life and Western life, some resting upon misconceptions held about foreigners. The explicit and thorough background provided gives a dimensionality to the story that allows the reader to imagine the time in which it took place. Having this broader context, Manjiro’s actions and successes are enhanced as the barriers he faced become larger. Had this been simply the story of a boy getting lost and finding his way home, it would have been moving, however, the impact on two cultures and the significance of his contribution cannot be extracted from the setting. They are integral to it and the author does an admirable job informing the reader. Examples: Several lists pepper the text as Manjiro takes in the world around him, noting the major differences he perceives. He finds when he lands in America that a multitude of things are entirely unknown and fascinating to him. “Glass windows – not translucent paper windows. Separate rooms for sleeping, eating, lounging – not one all-purpose room. Sold interior walls – not sliding screens made of paper. Chairs – not found in Japanese homes.” Several items on the list show the values upon which Japanese society was built. “‘When a young man wants to marry, he looks for a young woman for himself without asking a go-between to find one for him, as we do in Japan.” This practice of arranged marriages continued well into the 1950’s in Japan, clearly signifying its integral role in families and marriage. Curriculum Connections: This biography is an excellent example of the way in which a person’s life story can be retold and put into a larger context that clues the reader in to critical elements. Students can write a similar biography of a person they admire and spend thoughtful time placing that person in a setting that is authentic and detailed. In researching the information necessary to do a quality biography, the students can be coached to learn what is necessary for the story and what can be discarded. Given the ample evidence of differences between the two societies, compiling a complete list from the text and doing additional research to enhance it will give students an opportunity to critically analyze this type of literature. They can do fact checking with their own research and learn how to determine quality historical sources. In more explicitly addressing the differences, students can build a mind map with each branch indicating a major value or tradition. In identifying each one, the students can then look at the further implications within the society of each one. If they share their individual maps, students will be able to gain insight from their classmates’ maps as well. ...more |
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1
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not set
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Nov 04, 2011
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Nov 07, 2011
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Paperback
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| 0385323069
| 9780385323062
| 0385323069
| 3.97
| 112,681
| Jan 01, 1999
| Sep 07, 1999
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really liked it
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Genre: Children’s, Historical Fiction Summary: Bud Caldwell is the downtrodden main character on a journey to find his father, overcoming challenges tha Genre: Children’s, Historical Fiction Summary: Bud Caldwell is the downtrodden main character on a journey to find his father, overcoming challenges that would dissuade any other young boy. Despite the significant obstacles that stand before him, Bud is resolved to find the man he believes is his father, holding to it as the last legacy left behind by his long dead mother. Bud maintains a steadfast belief in the outcome of his journey, putting himself at physical risk to make it a reality. As he moves toward his goal Bud shares his own personal insights, giving the reader a unique look into his past and his thinking. The eventual outcome, not exactly as Bud conceived, brings a satisfying resolution to the story, helping Bud to find his place in the world. Critique: Set against the backdrop of an economically depressed Ohio, Bud is a very likeable character, portrayed with ingenuity and persistence in spades. His humor and willingness to believe in the potential for reunification with his father are both touching and childlike in their seeming impossibility. Bud’s need to hold on to his dreams make his character someone you want to be successful, and his dialogue and actions are consistent and in keeping with his personality. The people Bud meets are exemplifications of some of the best and worst traits of human beings, some created with compassion and empathy while others are harsh and brutal. As he navigates through relationships with each, Bud’s personality is revealed and the foundation of love he received from his Mother becomes clear. Positives/Negatives: Bud’s resilient spirit is one of his most endearing attributes and provides a continuous theme throughout the book. His ability to move beyond obstacles and continue on his path relies directly on this strength of character, making his decisions, while surprising, consistent throughout. The reader can find inspiration in Bud even though he may at times seem naïve, despite his childhood experiences. The feel good ending may seem a bit implausible, but you want to believe it and see it as an inevitable consequence of a destiny achieved. Bud’s perspective on life and people is peppered with cynicism and survival tactics, but you cheer for his victories and hope that in finding his way home he will finally achieve the peace he so longs to find. Examples: Bud’s rules are often funny, however, they betray a child’s difficult, lonely upbringing in their intention and self-protective nature. “Rules and Things Number 118: You Have to Give Adults Something That They Think They Can Use to Hurt You by Taking It Away. That Way They Might Not Take Something Away That You Really Do Want. Unless They’re Crazy or Real Student They Won’t Take Everything Because if They Did They Wouldn’t Have Anything to Hold Over Your Head to Hurt You with Later.” Bud’s imagination is critical in allowing him to persist despite overwhelming evidence that would deter others. His ability to become afraid in the dark and still continue are poignantly captured by the author. “Out here in the country the sounds were loud too, but what I was hearing was the sound of bugs and toady-frogs and mice and rats playing a dangerous, scary kind of hide-and-go-seek where they rustle around and try to keep away from each other…” Curriculum Connection: The setting of the book in the Depression provides a topic for study and research so that students can achieve a greater understanding of the context. Learning about the economic situations individuals and families faced and the reality of life during these times will help students to better comprehend how and why Bud ended up in the position he did. Bud’s rules to live by are a thoughtful insight into his character. In allowing students to write about what they think the rules accomplish and why Bud might have developed them will give students a way to explore Bud’s personality and history. In extending beyond analysis, students can create their own rules to live by, compiling a class list. Creating a timeline of events will help students to conceptualize the order within the book, particularly given the history that is discovered at the end. In tracing the events back to Bud’s mother’s childhood, students can gain a clearer picture of the passage of time and appreciate the long periods of isolation, commenting on the effects that resulted from them. ...more |
Notes are private!
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1
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not set
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Nov 2011
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Nov 06, 2011
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Hardcover
| ||||||||||||||
| 061858546X
| 9780618585465
| 061858546X
| 3.24
| 17
| 2002
| Jul 24, 2006
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really liked it
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Genre: Children’s, Informational Summary: Through the lens of three individual scientists, the study of sounds and the different applications for techno Genre: Children’s, Informational Summary: Through the lens of three individual scientists, the study of sounds and the different applications for technology and research regarding them is explored in depth within this single text. The three main areas of focus are whale song, elephant calls, and bird calls with the common thread in each the use of technology to record and learn from each. Each section highlights the history, work, and habits of the scientist responsible for collecting the sound data and gives valuable insight. The reader is afforded an in depth look at how each scientist came to study what he or she does and the implications for that research in the future. Critique: The information within the text is presented in a technical format while also providing personal notes about the scientists themselves. The scientific context for their research is well documented and the personal aspect gives the reader a more casual look at their lifestyles. In making the reader better able to imagine what life might be like as one of these scientists, children can envision themselves as scientists and open up the possibility as a future career. The comparison of three different types of animal studies all utilizing some aspect of the same technology brings the stories together in a meaningful way. Although they might seem to be very disparate, the methods, tools, and goals are the same, to learn and gain understanding. In presenting them together that similarity is highlighted and explored. Positives/Negatives: The educational nature of this text is clear as the information provided is extensive and the multiple uses of similar technology are quite apparent. The incorporation of documents, graphics, and pictures brings another dimension to the text, showing each scientist out in the field working. This real life element to each story gives the text authenticity and personal interest. The photography also makes the reader familiar with the more technical aspects of the research, showing tools used and information collected. While textual descriptions can provide detail, the photos bring the words to life and place them in a realistic setting. Potentially never having seen such remote locations, the reader is treated to a small window into another world. Examples: The comparisons between the three scientists are a key element to the text, focusing on the individual uniqueness of each type of research while maintaining a common theme. “While Christopher Clark and Katy Payne seek sounds close to the ground or under water, Bill Evans is looking to the sky.” The comparison runs throughout the text, making multiple connections. “Katy Payne, knew that elephants, like whales, live in family groups and have complex behaviors…” In bridging the gap between whales and elephants, the reader is prepared to look for other similarities in the stories. Finding more comes as no surprise as the research areas overlap. Curriculum Connections: The scientific nature of this text lends itself to a host of projects based on this content area. Projects could focus on sound, each individual animal, the practice of research in science, or the technology they use to conduct their research. Exploring in greater detail each of those areas will allow the students to deepen their understanding and make larger connections. If students are challenged to find a scientific field they might like to pursue when they get older, they can share each of their possibilities with their classmates’ and build a repository of careers. Students could create a poster advertising their chosen field, or write an ad to entice people to join their career field. In doing so they would need to find out the specifics of the job, how it is done, and who usually performs it to adequately inform themselves and their audience. Writing a comparison piece will also provide an alternate means of processing the multitude of information within this text. If the students first create a graphic organizer, write an outline, and then make continual revisions they will be able to follow a quality writing process while using a science content area as a topic. The final product can be designed to reflect the informational nature of the text, using the vocabulary correctly and referring to technical terms with accuracy. ...more |
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1
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not set
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Nov 05, 2011
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Nov 06, 2011
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Paperback
| ||||||||||||||
| 0689807880
| 9780689807886
| 0689807880
| 3.90
| 204
| 1996
| May 01, 1996
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really liked it
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Genre: Junior, Poetry Summary: The author thoughtfully combines the interplay of her heritage, Korean, Chinese, and American into a collection of poems Genre: Junior, Poetry Summary: The author thoughtfully combines the interplay of her heritage, Korean, Chinese, and American into a collection of poems that provides insight into the unique environment in which she grew up. Her perspective, from the point of view of child, lends itself to humorous observances and wistful memories. The incredible diversity of her experience provides a wealth of resources on which to base her poetry and lends an intuitive element to her writing. Larger values and ethics playfully interact with small moments to give a momentary window into the author’s childhood. Critique: The poems often focus on everyday events that outside of the author’s home might seem odd or not very “American”, however, taken in the context of her family are commonplace and worthy of further investigation. The author uses such occurrences to highlight the differences she came to accept and embrace. Her language and phrasing bring attention to exactly those aspects she wishes and inform the reader admirably about the exceptional nature of her varied background. Positives/Negatives: As the poems are divided into three sections, their focus reflects the particular heritage the author is stressing. In turn, her personal insights are tempered with the viewpoint of a child, observing the decidedly Asian nature of her parents and grandparents. Her community outside of her home, which is very American, gives the author an alternate viewpoint from which to draw her thinking. The poems then combine each of these elements, giving depth and feeling to the words. Examples: Even one of the shortest poems in the book is very Asian in nature, using iconic Asian food ingredients to represent personality traits. The poem “Sisters” encapsulates the author’s varied heritage. She calls me tofu because I am soft, easily falling apart. I wish I were tough and full of fire, like ginger – like her.” In a classic rendering of the expectations Asian parents often have for their children, the poem “Straight A’s” goes directly to the author’s unspoken rules from her parents. “My parents and I don’t talk about grades. It’s understood. I will get A’s. They never say what they want me to do. I wish they would – I wish I knew.” Curriculum Connection: The countries from which the author’s parents come are rich in culture and tradition that is mentioned throughout the poems. Exploring the particulars of Korean or Chinese culture provides greater context for the poem and allows students to compare and contrast the cultures with their own. As the poems are varied in form, allowing the students to select their favorite type of poem and create works of their own is an opportunity to expand their reading into a writing exercise. Students could also be asked to model more than one form to enhance their understanding and experience. Students can investigate their own heritage, learning about the traditions and culture that makes up their own family background. They can construct a book either of poetry, images, writing or a combination to explain and detail their own family tree. In creating sections for each piece, the students will be able to organize their research and thoughts. ...more |
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1
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not set
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Sep 15, 2011
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Nov 06, 2011
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Hardcover
| ||||||||||||||
| 0152056769
| 9780152056766
| 0152056769
| 3.33
| 227
| Jan 01, 2007
| Oct 01, 2007
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Genre: Children’s, Counting Summary: The authors have brought together a delightful collection of commonly known and less well-known rhymes from Mother Genre: Children’s, Counting Summary: The authors have brought together a delightful collection of commonly known and less well-known rhymes from Mother Goose. The rhymes are accompanied by vibrant and whimsical illustrations, offset by a bright white background. Each rhyme has some mention of numbers, usually as a pivotal part of the story and the rhyming structure. Positives/Negatives: The dancing numbers and endearing characters that accompany each rhyme bring it to life, giving an added dimension to the stories. The illustrations capture the silly and impossible situations the rhymes describe, portraying animals in full possession of human qualities that enable their interaction with humans and each other. The use of the ordinal numbers within the text and their alternate color gives greater emphasis to their presence within each rhyme. Each page contains at least one reference to a number, many repeating single numbers. Examples: The repetition of the numbers in the text and in the illustrations such as that used in “1,2,3 the bumblebee, the rooster crows, and away he goes” provides clear contextual clues. Even before attempting to read the text, the child is alerted to the number subjects and can anticipate their presence in the words. Additionally the numbers are drawn in sequence to further support accurate prediction. Curriculum Connections: As the text of this book might be a bit too difficult for a young child, reading aloud with an adult would provide the necessary support. Allowing the child to fill in the words for the number during the reading gives them an interactive purpose and keeps them looking at each page for clues and words they might know. Given the history of these rhymes and their long use, conducting research about their country and time of origin would provide an opportunity to expand the children’s knowledge. Introducing each rhyme with a small piece about when and why it might have been written gives them some background knowledge prior to the reading. They can be asked to look for clues in the rhyme itself that tie it back to its origin and share those after the read aloud. Children can be given a copy of the book and go on a number hunt, finding the numbers in both the text and illustrations on each page. In keeping a tally they can then make a table showing the usage of each number and its frequency. They might also be asked to create a rhyme of their own, highlighting the use of a number or a sequence of numbers. In creating their own illustrations, the children can then find creative ways to incorporate “number characters” into their drawings. ...more |
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not set
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Nov 06, 2011
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Nov 06, 2011
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Hardcover
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| 0140561269
| 9780140561265
| 0140561269
| 3.72
| 286
| Jan 01, 1994
| Apr 01, 1997
|
liked it
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Genre: Children’s, Folktale Summary: In this slightly altered retelling of the Cinderella tale, Cinder-Elly is the main character suffering at the hands Genre: Children’s, Folktale Summary: In this slightly altered retelling of the Cinderella tale, Cinder-Elly is the main character suffering at the hands of her two sisters. Set in a modern time, Cinder-Elly wishes to attend a basketball game rather than the ball. All of her accoutrement match the current setting, a house in the city, a glass sneaker, and the “prince” as a star basketball player. Using rhyme to tell the tale, each page moves with a cadence that is familiar and conducive to reading. Narrators set in the margins interject thoughts and insights similar to those the reader might have him or herself. The running side dialogue personalizes the tale and invites readers to form opinions and make comments themselves. Positives/Negatives: The rhythm of the text and the rhyming of the second and fourth sentences lend themselves to readers intuiting the words, particularly given the fact that the words often have similar roots. The sentences are short enough to allow a still developing reader to decode most of the words and determine the rest with relative ease. The variety in the backgrounds and drawing styles lends a sense of whimsy to the illustrations and keeps the story feeling more like a fairytale. With the details in the margins contributing to the flow of the story, the drawings found there are simple and childlike, further enhancing the feeling of the story. Examples: In a pivotal moment in the story, Cinder-Elly loses her glass shoe. Although the language is simple, it communicates the message quite effectively. “She got up and ran, It’s sad, but it’s true, a lace came undone and she lost a glass shoe.” The humor of the narrators adds an extra element of perspective to the story not in the original tellings. “But she couldn’t stop now so she hurried on. All she saw was a trash can – her bike was gone.” “I was afraid this would happen” comments the narrator, voicing the same concern the reader might hold. Curriculum Connection: Retelling this classic fairytale in a modern setting provides a wonderful example or the way in which literature can be rewritten for a different purpose. Allowing the children to select a favorite fairytale and then helping them to rewrite it in an alternate setting provides a literary exercise that develops both writing skill and language arts awareness. The modifications in this version also provide a wonderful opportunity to compare the similarities and differences between the classic tale and this modern tale. In looking at the details of each version, the children will begin to appreciate the small aspects that make the tale what it is. This can be conducted before the writing exercise to allow their awareness of what details make each version unique and how to modify them for their own story. ...more |
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1
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not set
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Nov 05, 2011
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Nov 06, 2011
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Paperback
| ||||||||||||||
| 0060286245
| 9780060286248
| 0060286245
| 3.86
| 507
| 2000
| Oct 03, 2000
|
it was ok
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Genre: Children’s, Fairytale, Graphic Summary: In this collection of slightly altered fairytales, each story is rendered as a comic strip with each ca Genre: Children’s, Fairytale, Graphic Summary: In this collection of slightly altered fairytales, each story is rendered as a comic strip with each cartoon reflecting the respective author and illustrator. The tails are reminiscent of the original, however, their perspective changes the outcome and provides a new story altogether. Humpty Dumpty, The Princess and the Pea, and other classic tales accompany search and find and what’s wrong with this picture games. While on the surface this might appear to be a book geared entirely for children, there are more adult aspects that warrant consideration before introducing it to a young audience. Positives/Negatives: The variety in the types of stories and the accompanying illustrations provides a continual source of entertainment and a contrast from one tale to the next. Some of the cartoons are drawn in a simplistic; two-dimension style while others are more realistic and multi-dimensional. The dialogue is also distinct within each cartoon and the language varies depending on the subject matter and the author. While the collection offers multiple tales, some storylines include language that seems less appropriate for a younger audience. The vocabulary is beyond that of an elementary school student who would be drawn to this subject matter. The first cartoon portraying a father and son unclothed and pretending to be roosters is tastefully done, however, I would not recommend it to children without an adult to provide perspective and context. Examples: In one cartoon about Rapunzel, the point of the story is to provide the reader an opportunity to discover the oddities and abnormalities in the picture. There is a whimsical picture of Rapunzel flying by her hair as it is caught in an airplane. The title of the story “Rapunzel’s Daring Escape!” is both appropriate and humorous. The classic story of The Gingerbread Man is shown in its original form providing a nice contrast to the other more modern illustrations and dialogues. The literary tradition that the later tales were based on is established through the inclusion of this particular story. Even the cream colored background lends an antique appearance and visually cues the reader to its creation in the past. Curriculum Connection: The broad range of cartoons within this book provide the opportunity to contrast the varying styles, dialogues, subject matter, and illustrations. In looking at each literary component the students can assess which they like best, why they believe the author chose that particular style, and how they might create a cartoon themselves. Given the diversity of examples, students can pick a style of cartoon and write one themselves, patterning their content and drawings after the inspirational story they choose. All of the children’s cartoons can then be assembled into a collection similar to the book and the class can comment on the differences between their own creations. ...more |
Notes are private!
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1
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not set
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Nov 05, 2011
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Nov 06, 2011
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Hardcover
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| 037595838X
| 9780375958380
| 037595838X
| 3.78
| 3,963
| Jan 07, 2009
| Jan 13, 2009
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really liked it
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Genre: Junior, Contemporary Realism Summary: In an attempt to save the family farm, Tyler’s parents decide to hire illegal migrants to work the farm af Genre: Junior, Contemporary Realism Summary: In an attempt to save the family farm, Tyler’s parents decide to hire illegal migrants to work the farm after his father is injured. The family has a daughter of similar age to Tyler, Mari, who writes letters throughout that provide insight into the past, and give an in-depth look into her thoughts and experiences. As both families struggle with the implications of the political situation and the reality of life in the US as a non-citizen, the relationship between Tyler and Mari develops into a true, honest friendship. Both families establish a growing understanding and respect for one another as they overcome the challenges that continually plague their complicated lives. As they learn about one another the reader is introduced to the nuances of life for those not living in the country legally and the people that care for them, becoming invested in their welfare and the outcome of their lives. Critique: While the somewhat disjointed narrative that results from Mari’s letters could be disconcerting, their insight into her life and thoughts more than compensate for the lack of a chronological storyline. This feature brings Mari to life, giving her an additional dimension, introducing many background events that are critical to understanding her families’ values and decisions. The friendship between Tyler and Mari is based on trust built through time and experience. While it could have been superficial, it is integral to the story, highlighting for the reader the need to delve further into the lives of those we do not know before making assumptions and judgments. The benefit to each for having taken the time to become truly friends is evident as they both become important members of each others families. Positives/Negatives: The author tackles a difficult and confusing topic, introducing a very human element to the story. The relatable nature of the characters personalizes a political issue, exposing the reader to the very real side of government policies. In seeing the issue played out in the lives of people it becomes a more significant topic, one that deserves deeper investigation and thought. The potential for change the author instills in each character makes the book a hopeful narrative despite the sometimes frightening aspects of the story. The transformation of the oldest generation, despite rigid beliefs, incorporates change at every level from the youngest to the oldest. Examples: Mari's letters are an intimate look at her thought process and fill in gaps in her past, providing the reader with a different point of view to consider while reading. "As for me, Mama, it is the place where I have been waiting. Waiting for you to return. Waiting for the laws to change so I can visit my birthplace in Mexico and be able to come back into the United States again." The narrator serves as the window into Tyler's thoughts giving important details that add depth to his character and further insight into his personality. "How's he supposed to make three girls feel welcome? He should have borrowed a clown costume from Aunt Roxie and Uncle Tony. Furthermore, Tyler hopes his mom is not suggesting that he has to be friends with three girls just because their father works on the farm." Curriculum Connection: The discussion of a controversial topic that affects the lives of so many is well done in this book. Using the events in the book as the foundation for a series of classroom discussions will allow students to process the information and gain a better understanding of the larger context. In allowing students to reflect and create questions they would like to bring to the class for dialogue, they will think critically about the issues and also identify those areas in which they desire more conversation and thought. The literary use of the letters to change the point of view and incorporate a unique perspective can be successfully modeled and replicated in the classroom. Students can write letters from the perspective of different characters in the book, including appropriate detail to show proficiency in writing and searching the text for critical details. Students can also share their letters with their peers, using a rubric for specific constructive feedback. ...more |
Notes are private!
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1
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not set
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Oct 11, 2011
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Oct 15, 2011
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Library Binding
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my rating |
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|---|---|---|---|---|---|---|---|---|---|
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| 3.83
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really liked it
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Dec 08, 2011
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Dec 09, 2011
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| 3.94
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liked it
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Dec 06, 2011
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Dec 07, 2011
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| 4.17
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liked it
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Dec 05, 2011
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Dec 07, 2011
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| 4.12
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really liked it
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Dec 03, 2011
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Dec 04, 2011
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| 4.12
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Nov 26, 2011
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Nov 28, 2011
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| 4.26
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it was amazing
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Nov 15, 2011
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Nov 27, 2011
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| 3.54
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liked it
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Nov 20, 2011
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Nov 27, 2011
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| 4.12
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really liked it
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Nov 18, 2011
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Nov 27, 2011
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| 3.64
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really liked it
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Nov 03, 2011
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Nov 27, 2011
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| 3.88
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liked it
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Nov 26, 2011
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Nov 27, 2011
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| 4.25
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really liked it
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Nov 22, 2011
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Nov 27, 2011
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| 3.99
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really liked it
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Nov 21, 2011
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Nov 27, 2011
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| 3.96
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really liked it
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Nov 04, 2011
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Nov 07, 2011
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| 3.97
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really liked it
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Nov 2011
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Nov 06, 2011
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| 3.24
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really liked it
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Nov 05, 2011
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Nov 06, 2011
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| 3.90
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really liked it
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Sep 15, 2011
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Nov 06, 2011
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| 3.33
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Nov 06, 2011
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Nov 06, 2011
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| 3.72
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liked it
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Nov 05, 2011
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Nov 06, 2011
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| 3.86
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it was ok
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Nov 05, 2011
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Nov 06, 2011
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| 3.78
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really liked it
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Oct 11, 2011
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Oct 15, 2011
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