Down Down Down

1. BIBLIOGRAPHY

Jenkins, S. Down, down, down, a journey to the bottom of the sea. Houghton Mifflin Books for Children, 2009.

ISBN 9780618966363

2. Evaluation

Jenkins really does a fantastic job creating a visually attractive, interesting, and informative book about the creatures of the sea from top to bottom. Each page is in full color and includes beautiful paper art, a condensed 2-3 paragraph informational block of text, and a scale on the right edge which lets the reader visualize where the inhabitance of each seal level live in relation to others (which I LOVED).

Jenkins’ research is based on several books, BBC presentations, and university websites. He includes more information about each of the creatures featured in his book in a glossary located in the back.

3. REVIEW EXCERPT(S)

“In this plunge into the deep, Jenkins displays his usual keen awareness of what is fascinating about biology and imparts it without sensationalism—the facts speak for themselves. Light becomes an impossibility only a tiny fraction of the way down into the ocean, and the deeper this book goes, the darker the palette and the scarier and stranger the beast encountered. Sophisticated cut- and torn-paper collage-work fit the alien qualities of the subjects well; it’s equally at home capturing the tiered needlepoints of lizardfish teeth as it is delivering an impressive and illuminating display of bioluminescence. The scale of just how staggeringly deep the ocean is, and how little we know of much beyond what happens at the surface, is conveyed by sidebars on each page that drop precipitously from sea level to the ocean floor many miles below. Thorough endnotes give greater detail on each of the featured creatures and help make this a most welcome introduction to the sometimes-surprising world of marine biology. Grades 2-4. --Ian Chipman”

-          Booklist

Caldecott Honor

4. CONNECTIONS

A lesson that I would suggest to go along with this book would be to have the students research a sea creature and create factual poetry based on their research rather than a paper. I think that would be an experience that the students may not have had before. As an option, you could also have the students create paper art of their animals to accompany the poetry as well.

Hitler Youth

1. BIBLIOGRAPHY

Bartoletti, Susan Campbell. Hitler Youth, Growing Up In Hitler's Shadow. Scholastic, 2005.

ISBN 9780439353793

2. Evaluation

What strikes me most about Bartoletti’s accounts of life during World War II and of Hitler’s Youth are the photographs that she includes. One of the main characteristics of nonfiction writings is that there are limited pictures; however she uses the photos as an important tool in telling about the young men and women’s lives. For me, these pictures brought the information to a whole new level that truly will resonate with readers of all levels.

Bartoletti walks the reader through the Second World War through the eyes of a lesser known participant in the war, Hitler’s Youth, by using oral histories, diaries, letters, and her own extensive interviews with Holocaust survivors, Hitler Youth, resisters, and bystanders to tell the history from the viewpoints of people who were there . She includes several photographs, biographies, and a timeline of the war and the youth’s envolvement.

3. REVIEW EXCERPT(S)

“The handsome book design, with black-and-white historical photos on every double-page spread, will draw in readers and help spark deep discussion, which will extend beyond the Holocaust curriculum.”

-          Starred review, Booklist

Newbery Honor

Robert Sieert Honor Award

4. CONNECTIONS

This book would obviously make a great addition to any Social Studies teacher. I also believe that using some of the information and photographs in the book would be a great starting point for journal entries or a variety of different paper styles in an ELAR classroom.

Blue Lipstick

1. BIBLIOGRAPHY

Grandits, John. Blue Lipstick. New York: Clarion Books, 2007. Print.

ISBN 9780618568604

2. Evaluation

Grandits has a very humorous and unique take on poetry with his book Blue Lipstick. He uses a type of poetry that many of us only use in the lower elementary grade levels to portray the life, ideas, and feelings of Jesse , a very spunky, opinionated teenage girl. The style of poetry Grandits uses is called concrete poetry, or shape poetry, and is poetry in which the typographical arrangement of words is as important in conveying the intended effect as the conventional elements of the poem, such as meaning of words, rhythm, rhyme and so on.

He does such a great job of making concrete poetry very intriguing and entertaining. You are immediately drawn into the poem with his use of texture, shape, and color. The book is short and reads quickly, but each poem lends itself to much discussion. The book is recommended for students aged 10 and up, but could easily be used up to high school because of Grandits’ wit and the topics covered.

3. REVIEW EXCERPT(S)

"This irreverent, witty collection should resonate with a wide audience." School Library Journal

4. CONNECTIONS

This book would go well in any poetry collection. The style of poetry that Grandits uses is often reserved for younger writers, but I believe that this style offers itself well to any grade level. Concrete poetry requires a different level of creativity that I believe some students who are reluctant to pursue poetry would really enjoy. This style can also be easily used in classes other than ELAR to help reinforce vocabulary, topics, or ideas.

Other concrete poetry books:  

Technically, It's Not My Fault: Concrete Poems by John Grandits

A Poke in the I: A Collection of Concrete Poems by Paul B. Janeczko  and illustrated by Chris Raschka

Your Own, Sylvia

1. BIBLIOGRAPHY

Hemphill, Stephanie. Your Own, Sylvia. New York: Alfred A. Knopf, 2007. Print.

ISBN 9780375837999

 2. Evaluation

Your Own, Sylvia is a collection of poetry that recounts the life and death of the famous poet Sylvia Plath. In this collection, Hemphill creates an autobiography told through poetry in which she includes both a poem and a short excerpt that inspired her poetry. This is very fitting because Sylvia expressed her feelings and life through poetry. The verses represent a variety of emotions from the humorous to the dark, with each being told through different people’s voices. While the collection is fiction, Hemphill brings life to the characters and situations she creates.

The poetry is presented simply, without frills or pictures for the most part. In the center of the book Hemphill included several photographs of Sylvia to accompany the story being told. The book is a bit lengthy at 240 pages, but reads very easily. The novel also includes several different forms of poetry. The book also includes an Author’s Note, a section describing the source material for each poem, and suggestions for further reading.

3. REVIEW EXCERPT(S)

“Rather than write in Plath's voice, Hemphill channels the voices of those who knew the poet in chronologically arranged poems, written from the perspective of family members, friends, colleagus, even Plath's doctor. Plath's own voice is evident in the poetic forms, though, with many of the poems written "in the style of" specific works. The result is an intimate, comprehensive, imaginative view of a life that also probes the relationships between poetry and creativity, mental fragility, love, marriage, and betrayal…Plath's dramatic genius and personal struggles, particularly the difficulties of reconciling the writing life with the roles of wife and mother, have long attracted teen interest, and this accomplished, creative story may ignite new interest in Plath's original works.” – American Library Association

 4. CONNECTIONS

I would suggest using this book for students in grades 8 and up because of some of the poem topics. Hemphill suggests several other selections that would accompany the novel well.

For this collection, I do not think I would share the entire book with a class. However, I would read selections to both introduce Sylvia Plath and to show that poetry may stand on its own or be part of an ongoing story. After reading a selection, I may ask students to compile a collection of poetry in different styles, from different perspectives that tell the story of their lives.

Things I Have to Tell You: Poems and writing by teenage girls

1. BIBLIOGRAPHY

Franco, Betsy. Things I Have to Tell you: Poems and Writing by Teenage Girls. Cambridge: Candlewick Press, 2001. Print.

ISBN 9780763610357

2. Evaluation

a perpetual struggle

between honesty and composure,

between realness and masks

a perpetual struggle

excerpt from Song For a Girl by Jessie Childress

Things I Have to Tell You is a collection of very real, very frank poems written by teenage girls. The poems are individually very striking and honest, but as a whole share the struggles, diversity, and honesty that each person feels.

The collection is put together in no particular order; much like a journal of poetry might be kept by a middle school girl. This lends to the collection’s authentic feeling, which brings more power to each of the poems. The collection consists of 31 poems. Because of this the book does not seem over whelming and becomes more approachable to young adult readers.

The poems are also accompanied by stunning black and white photography by Nina Nickles.  Her photography is very expressive and powerful without taking away from or over shadowing the poetry. She seems to shed a light on the emotions of the poetry and compliments the vehemence of the writer’s words.

3. REVIEW EXCERPT(S)

“The voices in this collection have so much to question, so much to grieve. They have so much to celebrate, so much to rage against. They’re ready to speak up and begin the conversation — with you and with the world. More than thirty uncensored poems are accompanied by Nina Nickles’s masterful photographs, which sensitively capture the moods and essence of adolescence. Here, painted in the words of teenage girls, is a portrait of their dreams and desires - a record of hope, disillusionment, anger, joy, sadness, and most of all, strength.” – Goodreads.com

"With more urgency than many YA novels,...many teens will recognize their search for themselves..." --Booklist

4. CONNECTIONS

This is a great book to use in any middle or high school ELAR classroom to introduce poetry and show students that people from all different backgrounds, experiences, and ages write poetry, not just adults.

Other books that could be included in a collection that emphasizes the importance of young adult poets:

You Hear me?: Poems and Writing by Teenage Boys   Edited by Betsy Franco

Paint Me Like I Am: Teen Poems from WritersCorps  by Bill Aguado and Richard Newirth

Falling Hard: 100 Love Poems by Teenagers edited by Betsy Franco 

Three Little Pigs

1. BIBLIOGRAPHY

Wiesner, D. The Three Pigs. New York: Houghton Mifflin Harcourt, 2001.

ISBN 0618007016

2. PLOT SUMMARY

We all know the story of the three little pigs; “Three pigs… Straw, sticks, bricks…Huffs and puffs…”. The story always goes the same, but who says it has to? In this light hearted retelling of the classic tale, the three little pigs escape the big bad wolf to a literature playground of sorts where they meet new friends. The pigs and friends explore other stories and end up back in the original, giving the typical tale a little twist.

3. CRITICAL ANALYSIS

Though I greatly enjoyed the humor and contrast to the original story, what really made me fall in love with this story was the art work. Wiesner’s clever use of traditional illustrations mixed with realistic drawings really set this version apart from others in my mind. His transition from the very typical story into the imaginative new world for the pigs brings in great opportunities for discussion.

Wiesner also creates great dialogue between the pigs and the new characters, even including the reader in the conversation with a direct comment to the reader, “I think…someone’s out there.” I think that anyone who enjoys fairy tales will enjoy the three pigs’ new lease on life!

4. REVIEW EXCERPT(S)

“Hold on to your hat and your home, but let your imagination soar! This masterly picture book will blow you away right along with the three little pigs’ houses. Satisfying both as a story and as an exploration of story, The Three Pigs takes visual narrative to a new level.” – HMHbooks.com

“Even the book's younger readers will understand the distinctive visual code. As the pigs enter the confines of a storybook page, they conform to that book's illustrative style, appearing as nursery-rhyme friezes or comic-book line drawings. When the pigs emerge from the storybook pages into the meta-landscape, they appear photographically clear and crisp, with shadows and three dimensions.”- Publishers Weekly

5. CONNECTIONS

This book would make a great addition to a collection of “three little pig” story variants. Collections like this would be great to help ELAR classes discuss how the stories are similar and how the author chose to diverge from the original story. Other great “three little pig” variants are The True Story of the 3 Little Pigs by Jon Scieszka, The Three Little Wolves and The Big Bad Pig by Eugene Trivizas and Helen Oxenbury, and Three Little Pigs by Steven Kellogg.

Swamp Angel

1. BIBLIOGRAPHY
Isaacs, Anne. Swamp Angel. New York: Dutton Children's Books, 1994. Print.

ISBN 0525452710

2. PLOT SUMMARY

When little ol’ Angelica Longrider was born there was little to suggest that this baby girl would grow up to be one of Tennessee’s toughest bear wranglers and best woodswoman. After all, she was barely taller than her mother when she was born and didn’t even build her first log cabin until she was two years old. However, this swamp angel grew up to become quite the settler saving, Thundering Tarnation tracking, brave backwoods bear-skinner. And friends, every one of those stories are true.

3. CRITICAL ANALYSIS

This tall tale is chalk full of humor which makes it quite the enjoyable read. Isaacs’ writing is entertaining and playful. She does a great job of incorporating the elements of a tall tale effortlessly into a whimsical story that kids of all ages will enjoy reading and re-telling. She also adds several references that create great talking points throughout the story. While this story is great to read alone, it Isaacs writing in Swamp Angel was made to read aloud.

Zelinsky’s Caldecott Award winning illustrations are so detailed that they could tell the story on their own. Every inch of the artwork is telling a story that the text may not have told. He uses color brilliantly and creates a rich atmosphere for the story using different types of wood as his medium. Because of his elaborate artwork, this tale will continue to be fresh because every time it is read, the reader will notice something new.

4. REVIEW EXCERPT(S)

A Caldecott Honor Book
An ALA Notable Book
A Time magazine Best Book of the Year
A New York Times Best Illustrated Children's Book of the Year
Winner of the Boston Globe/Horn Book Award
A Publishers Weekly Best Book of the Year

"This delightful production deserves a place in all tall tale collections."- School Library Journal

"A perfect introduction to folk tales and storytelling." -Booklist

5. CONNECTIONS

Social Studies teachers will love this book for its references to topics like settlers moving west, the Smoky Mountains, the Shortgrass prairie, and Ursa Major (or the Great Bear). In addition to this being a fun book for Social Studies, it also would be a great book to use as an example of Tall Tales in an ELAR book. It’s a great example book because of the variety of events and places it gives explanations for. Swamp Angel shows that tall tales can include many events, not just one.