Historical Ficiton_Weedflower by Cynthia Kadohata

1. BIBLIOGRAPHY
Kadohata, Cynthia. 2006. WEEDFLOWER. New York: Simon & Schuster Children’s Publishing Division. ISBN 9780689865749.

2. PLOT SUMMARY
Since the accident that took their parents’ lives, twelve-year-old Sumiko and her younger brother live with relatives in California. Sumiko helps the family with their flower farm. Known for producing high-grade flowers, Sumiko wishes to someday own a flower shop. In the meantime, she deals with the problems of teasing and lack of friendships.

Life for Sumiko and California Japanese changes when Pearl Harbor is bombed. Fear and suspicion dominates the thoughts and actions of the white community. Consequently, Japanese are removed from their homes and confined to different areas in the United States. Sumiko and her family are detained on an Indian reservation in the Sonoran desert of Arizona.

During their stay, Sumiko learns to adapt to life on the camp—she develops friendships, attends a few parties, and grows fond of a young Native American boy—but struggles with feelings of hopelessness and the uncertainty of a future. She realizes that regardless of her lot in life, she can change it.

3. CRITICAL ANALYSIS
Cynthia Kadohata does a brilliant job weaving fictional characters with the paralyzing event of Pearl Harbor and the aftermath. The characters, starting with Sumiko are seemingly real. From the beginning, the reader develops empathy for Sumiko. Her indifference to the school population automatically makes her an outcast. The taunting by classmates, lack of friends, or being oblivious to ones peer resonates with a wide audience.

History books provide readers with overviews, dates, cause and effect relationships, and other generalities of Pearl Harbor. Kadohata, on the other hand, incorporates facts with affective characteristics. Upon learning that Japan bombed Pearl Harbor, the reader can sense rapid movement and anxiety when Auntie announces, “We’ll have to burn our things….Get your notebooks that you practice Japanese in” (48). Not wanting to do it, Sumiko’s uncle shook her and affirmed, “Now get your things and anything else that seems un-American” (51-52). The chaos erupting in the United States is simultaneously occurring in homes across the Japanese communityin California.

Disorder is very much a part of the setting Kadohata creates. From the evacuation of their homes to their trek to Arizona, readers can visualize the active neighborhoods, inhabited by Japanese families, become desolate. “As they drove, Sumiko saw that the community was deserted. Nobody worked the land, no kids played in the yards, no old people sat on their front porches” (80). Readers also get a look at the somber and cramped quarters of the train that took them to Poston, Arizona. “She thought the desert was supposed to be full of sand dunes, but this desert was filled with dry bushes and dry tress growing in dirt” (103).

Kadohata takes an important event and exposes the rise of prejudice, betrayal, racism, and hatred in America. The reader learns that the day the United States declares war on Japan, children like Sumiko are kept home from school; a governor decreed that if ““Japs” living in California tried to come to his state they would soon be hanging from trees” (54). The reader also learns how relations between Japanese Americans and Native Americans evolved and impacted the future of this nation.

The author’s End Note demonstrates the validity of the accounts described. There was a Regimental Combat Team made up mostly of Japanese Americans who fought to defend American against Japan; Native Americans joined the military; and Poston emerged into a prosperous farmland.

4. REVIEW EXCERPTS
Asterisked review in KLIATT: “...it is a haunting story of dramatic loss and subtle triumphs."

Review in KIRKUS: "Kadohata combines impressive research and a lucent touch, bringing to life the confusion of dislocation."

Review in PUBLISHERS WEEKLY: "Kadohata clearly and eloquently conveys her heroine's mixture of shame, anger and courage. Readers will be inspired...."

Starred review in SCHOOL LIBRARY JOURNAL, Marilyn Taniguchi: "Kadohata brings into play some complex issues, but they realistically dovetail with Sumiko's growth from child to young woman. She is a sympathetic heroine, surrounded by well-crafted, fascinating people. The concise yet lyrical prose conveys her story in a compelling narrative that will resonate with a wide audience."

 ALA Best Books for Young Adults nominee
 ALA Notable Children’s Book nominee
 BookSense Top Ten Summer Pick
 Junior Library Guild selection
 NYPL 100 Titles for Reading and Sharing
 OneBookAZ for Kids 2007
 Our Community Reads, St. Charles, IL
 Oppenheim Toy Portfolio Platinum Award
 Texas Bluebonnet 2007-08 Master List
 Agatha Award Finalist
 ALA Notable Children's Book Nominee
 Booklist Editors' Choice
 CBC/NCSS Notable Social Studies Trade Book
 CCBC Choices (Cooperative Children's Book Council)
 Charlie May Simon Book Award ML (AR)
 Chicago Public Library's Best of the Best
 Dorothy Canfield Fisher Book Award Master List (VT)
 Indian Paintbrush Book Award Master List (WY)
 IRA/CBC Children's Choices
 Jane Addams Children's Book Award
 Kentucky Bluegrass Award Master List
 Keystone to Reading Book Award Master List (PA)
 Massachusetts Children's Book Award Master List
 Nene Award Master List (HI)
 PEN USA Literary Award for Children's Literature
 Young Hoosier Book Award Master List (IN)

5. CONNECTIONS
*This book shares comparable sentiments with the attack on the Twin Towers and the suspicions that arose against people of Middle Eastern descent.

*Overcoming differences and building friendships.

Historical Fiction_Number the Stars by Lois Lowry

1. BIBLIOGRAPHY
Lowry, Lois. 1989. NUMBER THE STARS. New York: Yearling. ISBN 0440403278.

2. PLOT SUMMARY
Ten-year-old Annemarie Johansen chronicles accounts that occurred in 1943—the third year of the Nazi regime invasion of Copenhagen, Denmark. Annemarie reveals the presence of armed German soldiers standing on street corners throughout the city, the order to deport Copenhagen’s Jews, the abrupt shutting down of Jewish businesses, and the dangerous tasks she and many Dane citizens undertake to protect Jewish families and friends.

3. CRITICAL ANALYSIS
With great reason, the Holocaust brings to mind Nazi Germany and neighboring countries such as Poland, Austria, and Hungary. Rarely, is the Holocaust thought of occurring in a smaller country such as Denmark. In Number the Stars, Lowry brings to the forefront the Nazi invasion on Copenhagen, the persecution Jews faced, and the brave acts committed by Dane citizens to protect Jewish families and friends.

Through the very young eyes of Annemarie Johansen, readers can relate to the simplicity of a ten-year-old and also become absorbed with the chilling and suspenseful events she describes. Despite the presence and intimidation of German soldiers on city streets, Annemarie responds with a freedom that only comes from innocence. By the same token, the reader relates to the irritation she feels when her little sister is overbearing as well as, her obedience to her parents, and love for a best friend. Annemarie is an exceptionally believable eyewitness.

Lowry’s insight to the Holocaust in Denmark is astounding and educational. She presents frightening events without needing to become graphic or gruesome. One example that illustrates this point is the evening officers intrude on the vigil held for Aunt Birte. Knowing that it was customary of the Danes to leave the casket open, the officer demands, “Why is it not open?....Let us open it up….” Mrs. Johansen immediately walks over and explains, “The doctor said it should be closed, because Aunt Birte died of typhus, and he said there was a chance the germs would still be there…” (85). The officer slaps Mrs. Johansen and calls her foolish when she agrees to open the casket.

Slowly, the reader becomes aware of the organized activities conducted to protect the Jewish people and is immersed in the time and place of the events. Dark, damp, cold, quiet, and still, are adjectives that capture the essence of Denmark at the time. The reader gets a sense of the conditions the Danes and Jewish people experienced.

Via this text, readers confront moral struggles; selflessness over selfishness, courage over fear, lies over truth and maturity over immaturity. Every act committed by the Johansens demonstrated brotherly love and courage. However, Annemarie didn’t see herself as courageous. “Brave?” asked Annemarie with great surprise. “No, I wasn’t. I was very frightened,” she replied. “You risked your life,” said Uncle Henrik, letting her know that her selfless act constituted bravery.

Lowry’s straightforward manner is appealing. The reader comes to know the characters and their sense to help others. The reader also comes to understand how lies for the good of the masses are necessary—especially in such a time as this. Lastly, the reader can appreciate Lowry for her candor. In the Afterword, Lowry confesses, “Annemarie...is a child of my imagination.” Nonetheless, the accounts rest on stories told to her by a dear friend who was a child in Copenhagen during this historical era.

4. REVIEW EXCERPTS
1990 Newbery Medal winner

Starred review in KIRKUS REVIEWS: “A deftly told story.”

Starred review in BOOKLIST: “Lowry tells her story well, fashioning a tense climax.”

Starred review in SCHOOL LIBRARY JOURNAL: “[A story of] Denmark and the Danish people, whose Resistance was so effective in saving their Jews.”

Review in THE HORN BOOK MAGAZINE: “The whole work is seamless, compelling, and memorable—impossible to put down; difficult to forget.”

5. CONNECTIONS
*Follow up with THE DIARY OF ANNE FRANK by Anne Frank. Compare and contrast the characters, events, etc.

*Pose questions related to lying. For instance, “Under what circumstances is lying acceptable?”

*Use electronic sources to stimulate discussions, create time line of events, research Holocaust victims, etc.

*Read the article found on the link below and view footage of personal histories, photographs, artifacts, and BROWSE ALL TESTIMONIES for true first-hand accounts. http://www.ushmm.org/wlc/en/article.php?ModuleId10005209

*Have students visit the Web site, CHILDREN OF THE HOLOCAUST at http://graceproducts.comfmnc./main.htm

*Students can also visit Jewish Virtual Library at http://www.jewishvirtuallibrary.org/jsource/holo.html

Historical Fiction_The Land by Mildred Taylor

1. BIBLIOGRAPHY
Taylor, Mildred D. THE LAND. New York, NY: Phyllis Fogelman Books. ISBN 0803719507.

2. PLOT SUMMARY
Protagonist and narrator, Paul Edward Logan tells of his life from the time his was nine years old into manhood. Raised by his white father, a plantation owner and former slave owner, and his mother Deborah, a former slave of African and Native American descent, Paul is privy to a similar lifestyle as his three white half-brothers. Although Paul and his eldest sister Cassie can pass as a white, the townspeople and neighbors know they are children of color. As Paul grows older, the privileges he grew up with are removed. He begins to experience racism and injustices within his own family and outside of his father’s plantation. Eventually, Paul leaves his family and sets out with his former childhood rival, Mitchell. His journey takes him to Mississippi and Vicksburg. After a year in Vicksburg, Paul moves on his life-long dream—to own piece of land.

3. CRITICAL ANALYSIS
Rather than solely read THE LAND by critically acclaimed Mildred Taylor, I simultaneously listened to the audio cassettes narrated by Ruben Santiago-Hudson and followed along in the text. The brilliantly written work of Taylor along with Santiago-Hudson’s range of voices put me in a trance. The characters, setting, events, language, and mores of the times became real.

Despite not having lived during the 1800s, readers can relate to Paul’s fear, anger and frustration against Mitchell, the bully. “…there was a time it seemed like to me Mitchell Thomas lived just to taunt me. There were other boys too who picked on me….” (3). Paul’s anger, frustration, protests and rebellion against inequality are also emotions and actions readers can connect to.

Taylor’s judgment to maintain the raw language and attitudes of that period, rather than “white-wash” it is fitting (Taylor). It is these ingredients that present the crude realities of life after the Civil War and help create visuals and stir emotions in the reader. For instance, when Paul confronts Mitchell about his resentment toward him, Mitchell retorts, “I got no use for white niggers” can make one gasp (15). Another example that illustrates Taylor’s choice to use jarring language and the mentality of the times is evident in the conversation Paul has with his mother after his father whipped his naked body with a strap: Paul exclaims, “That’s all you going to say about what happened?...Don’t you feel anything about what he did?” In a quiet, but stern demeanor, his mother replies, “….I’m glad your daddy done it. High time he did too. I been telling you and telling you those brothers of yours are white and you ain’t” (90).

Whether an event was taking place on the farm in Georgia, in the plains of East Texas, along the woods of Mississippi, or the barn in Vicksburg, Taylor’s descriptions and Santiago-Hudson’s mesmerizing narration, painted vivid images without fail. One evening, after Paul and Mitchell deserted the lumber camp in Mississippi and—for their safety—agreed to split up, the narrator whispers in Paul’s amazement, “Next morning when I woke…, I was awed by what I saw. All around me was emerald grass, and above that, God’s own bluest skies, blessed only with two or three perfect rolls of pillow-like clouds. A meadow lay all around me, and a forest of longleaf pine dotted with oak and hickory circled the meadow” (159).

As mentioned above, Taylor is true to the morals of the time. The belief and practice of superiority and status, inferiority and subservience permeated through the printed pages and echoed in the voices and dialects Santiago-Hudson brought into existence. The narrator adjusted the pitch, tone, rhythm, inflection, and cadence to bring quality to the voices he produced for the white and black male and female characters.

Every detail involved in constructing this powerful novel, attests to Mildred Taylor’s efficacious character, style and credibility. Taylor’s acknowledgements at the beginning of the book, the diagram of the Logan Family Tree, A Note to the Reader, and the Author’s Note speak volumes to the quality of literature Taylor produced.

4. REVIEW EXCERPTS
2002 Coretta Scott King Author Award Winner

Starred review in HAZEL ROCHMAN, BOOKLIST: "[T]his powerful historical novel...refuses to 'whitewash' history....Through Paul's personal turmoil, Taylor dramatizes society's rigid racist divisions....Paul-Edward's granddaughter will be Cassie Logan, and readers who remember her from Roll of Thunder will grab this and be astonished by its powerful story."

Review in PUBLISHERS WEEKLY: "Taylor's gift for combining history and storytelling are as evident here as in her other stories about the Logan family....Although her depiction of the 19th-century South is anything but pretty, her tone is more uplifting than bitter....Even during the book's most wrenching scenes, the determination, wisdom and resiliency...will be strongly felt."

Review in KIRKUS REVIEWS: "Readers have come to expect Taylor to deliver a powerful story...and she continues to do so here.... [T]his is an aspect of the legacy of slavery not often confronted in children's books; Paul-Edward makes the reader feel its grotesque injustices. They will root for him, as they have for his children and grandchildren, to overcome."

Review in SCHOOL LIBRARY JOURNAL: "[A] wonderful novel of close friendship, harsh prejudices, and deep yearning....This historical novel brings this period of American history to life."

Review in CHILDREN’S LITERATURE: "Written with great care, accuracy and emotion, The Land is a wonderful novel, telling a family story that will move and enrich its readers. Readers will come away with a deeper understanding of what life in the South was like for African-Americans struggling to make their way in a society grounded upon prejudice."

5. CONNECTIONS
*Students can create a family tree and maintain a family history journal based on family interviews.
*Have students visit the Web Site “Doing” history http://www.dohistory.org to explore their genealogy.
*Students can create a movie trailer summarizing their family history/genealogy findings.

Informational Text_The Voice That Challenged a Nation by Russell Freedman

1. BIBLIOGRAPHY
Freedman, Russell. 2004. THE VOICE THAT CHALLENGED A NATION: MARIAN ANDERSON AND THE STRUGGLE FOR EQUAL RIGHTS. New York, NY: Clarion Books. ISBN 0618159762.

2. PLOT SUMMARY
The Voice That Challenged a Nation tells of Marian Anderson’s life and her triumphant musical career as a contralto singer. Her rise to fame flourished in Europe long before thriving in America. The potent racial divide that existed in America during that period delayed the acclaim she deserved. After years of compromise and inner discontent, Anderson’s voice, whether in song or speech, became every Black American’s voice and pride.

3. CRITICAL ANALYSIS
If I was limited to a word or small phrase of this book I would say, LIFE-BREATHING! Freedman’s narration of Marian Anderson’s struggles and triumphs in her life and career as well as his consideration of dates, newspaper clippings, photographs, copies of concert programs, and use of quotes transports the reader to not only Ms. Anderson’s sorrows and joys, but to a morbid time in America when tolerance for racial injustice was acceptable by many and fought by few.

Russell Freedman’s credentials as a Newbery Medalist and Robert F. Sibert Award winner, his judgment to include a Table of Contents, Bibliography, Discography, Acknowledgements and Picture Credits, and Index in this book, attest to the accuracy of this literature. Ms. Anderson’s personal writings and first-person accounts of other individuals also give credence. The full page spread of Marian standing before an audience of 75,000 people on the steps of the Lincoln Memorial leaves you in awe. The realities of racism in America, which are confirmed by news paper headlines and Jim Crow law segregation signs, breathe life into this biography.

Chapter one marks a pivotal moment in the lives Marian and many Americans. Though quiet and shy by nature, Marian demonstrated her allegiance with those fighting for racial equality—“Barred from Constitution Hall, she would give a free open-air concert on the steps of the Lincoln Memorial” (3). The chapters that ensue—along with their poignant titles—reference aids, and picture captions solidify the logical text structure Freedman chose. The biography progresses with a clear timeline of her childhood and adulthood; with vivid flashbacks from Marian. The final chapters encapsulate Marian’s vocal genius and her struggle to confront and take a stand against the racism that plagued America.

What is most striking in this book is how the author traces Marian’s life. He first acquaints the reader with a monumental moment in Marian’s life and its impact on America’s history; then delves into her humble beginnings. Knowing that Marian was born thirty years before slavery was abolished helps the reader imagine the setting and understand the modest life Marian lived. The reader also understands her passion for music when Freedman invites us to peek into a memory of her fourth grade classroom, which was next door to the music room. “I did not hear a word my teacher spoke. I was as completely in that other room as one could be while one’s body was elsewhere,” Marian exclaimed (5). The black and white photographs, which are an appropriate complement to the text, are another appealing feature of the text.

Without a doubt, Russell Freedman, poured his energy into the development of this informational book. His ability to tell about Marian Anderson with raw facts and direct quotes in an eloquent and literary manner is uncanny. Impressive is his scope of writing two contrasting experiences and capturing the essence of both. Although her musical genius was recognized by the United States and Europe, it was the treatment of this distinguished African American artist that set these two nations apart. With regards to her social experience in Scandinavia, Marian divulged, “People…accepted you as an individual in your own right, judging you for your qualities as a human being and artist and for nothing else…” (37).

Along with the events of her musical career, the author enthralls the reader with illustrations of Marian’s tenacious, yet mild-mannered character. Despite her meager earnings, Marian regularly sent money home to provide for her family and ultimately saved enough money to help her mother with a down payment on a house (23). As a result of her giving spirit and determination to succeed, the reader develops an affinity for Marian. The many details provided give you a sense of realism and Freedman’s perspective and passion for social justice and fairness. His voice breathes life into this exceptionally written informational text.

4. REVIEW EXCERPTS
2005 Robert F. Sibert Award

2005 Newbery Honor Book

Review in CHILDREN’S LITERATURE: "[A] beautiful biography....[P]erfectly written....You must own this book."

Review in SCHOOL LIBRARY JOURNAL: "This inspiring work once again demonstrates Freedman's talent for showing how a person's life is molded by its historical and cultural context."

Review in KIRKUS REVIEWS: "Well-chosen, well-placed archival photographs, clear writing, abundant research seamlessly woven into the text, and careful documentation make an outstanding, handsome biography. Freedman at his best."

5. CONNECTIONS
*Have students debate the social issues of the time.
*Create a timeline of events in Marian Anderson's life.
*Analyze the sentiments of racism in America and Europe.

Informational Text_ The Brain: Our Nervous System by Seymour Simon

1. BIBLIOGRAPHY
Simon, Seymour. 1997. THE BRAIN: OUR NERVOUS SYSTEM. New York, NY: Morrow Junior Books. ISBN 0688146414.

2. PLOT SUMMARY
This informational, photo essay book examines the multi-facets of the brain and how it, along with the nervous system, work together to enable us to use our five senses, breathe, recall, sing, and do so much more.

3. CRITICAL ANALYSIS
First and foremost, learning that Orli R. Etingin, M.D., read the manuscript vouches for the accuracy and credibility of the contents in this informative book.

The brain is a very sophisticated and complex organ. Writing about it in layman’s terms is not an easy feat. However, Simon takes this complex topic and describes it in a non-threatening, comprehensible manner. The language he uses fascinates and intrigues. “Your brain is the control center for everything you do….Signals go out from your brain to other parts of your body….”

Simon organizes the intricacies of the brain and the central nervous system from simple to complex. He describes the brain as being “made up of hundreds of billions of microscopic cells.” He refers to these cells as “special messenger cells” and identifies them by their scientific term—neurons. Simon’s depictions of neurons, glial cells, axons, dendrites, and other brain components are very clear and focused. You learn how they function and the purpose they serve.

Most of the graphics are double page spreads. The varied images communicate what the text describes. Whether the image is in the form of a computer-enhanced X-ray photograph, a colorful graphic, or a photograph of a model, they personalize the information on the text. The impact of the print and graphics make one realize that the brain is not an abstract idea, but a concrete part of you.

4. REVIEW EXCERPTS
Review in SCHOOL LIBRARY JOURNAL: "[Simon's] clear, concise writing style is complemented by stunning color images."

Review in THE HORN BOOK: “An absorbing introduction to this amazing control system that can do more jobs than the most powerful computer ever made.”

5. CONNECTIONS
*Highlight informational, photo essay, books in a corner of the library. Begin by displaying Seymour Simon’s books and changing the author on a regular basis.
*Simon’s books can be used for recreational reading (Vardell 233).
*They can be used as resources for Science Fair Projects.

Informational Text_Shipwreck at The Bottom of the World by Jennifer Armstrong

1. BIBLIOGRAPHY
Armstrong, Jennifer. 1998. SHIPWRECK AT THE BOTTOM OF THE WORLD: THE EXTRAORDINARY ADVENTURE OF SHACKLETON AND THE ENDURANCE. Photographs by Frank Hurley, Expedition Photographer. New York, NY: Crown Publishers. ISBN 0375810498.

2. PLOT SUMMARY
This book is an historical account of the Imperial Trans-Antarctic Expedition attempted by Captain Ernest Shackelton and his British crew of twenty-eight men—scientists and sailors. From 1914 – 1916, Shackelton and his crew succumbed to treacherous living conditions, both aboard the Endurance and off. When the hostile weather of the Antarctic eventually traps them in the frozen barren desert, Captain Shackelton and crew are forced to seek new measures to stay alive. Despite the adverse conditions and near death experiences, Shackelton and his crew survive.

3. CRITICAL ANALYSIS
The South Pole’s relentless weather and the men’s determination to conquer it, and stay alive in the process, make this informational text an intense nail-biter. The inconceivable events described by Armstrong become real because of the various cited diary entries—written by Captain Shackelton and his crew—the newspaper articles, and the vivid black and white pictures of the men and sceneries that were taken before, during, and after the death defying journey.

Armstrong’s structural organization allows for the text to flow from one event to the other. This technique builds up to climatic points. Her choice to sequence the events make comprehension of the text accessible; I never felt confused about the events. Furthermore, her writing style is clear and her descriptions are vivid. She takes the readers through the crews’ highs and lows.

In addition to the authentic photographs, Armstrong includes the architectural designs of Endurance and maps of the Antarctic. She plots the Endurance’s voyages and includes dates of departures and arrivals. All of these details are evidence of a thoroughly researched and well written book.

4. REVIEW EXCERPTS
Winner of the Orbis Pictus Award
An ALA Notable for Children
An ALA Best Book for Young Adults
Boston Globe~Horn Book Honor Book
Horn Book Fanfare
Publishers Weekly~Choice of the Year’s Best Books

Review in Atlanta Journal-Constitution: “Had enough of the Titanic tragedy? Then consider this fascinating real-life Antarctic account of survival against all odds.”

Starred review in KIRKUS REVIEWS: "This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers."

Starred review in SCHOOL LIBRARY JOURNAL: “Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Trans-Antarctic Expedition reads like an adventure novel….A book that will capture the attention and imagination of any reader.”

Starred review in PUBLISHER'S WEEKLY: "Armstrong's absorbing storytelling, illustrated with dramatic black-and-white photographs, makes this an enthralling adventure."

Review in RIVERBANK REVIEW: “Shipwreck at the Bottom of the World is a book to finish in one breathless sitting, then dream about all night long.”

5. CONNECTIONS
*Use different media, such as virtual field trips and film, to become familiar with the Antarctic’s climate, living conditions, and food and water sources.

*Discuss inhabitants and vegetation of the Antarctic.

*Read books telling the accounts of the expedition by Endurance crew members:
THE ENDURANCE EXPEDITION. Told by the expedition Leader Sir Ernest Shackelton and Expedition Photographer Frank Hurley. ISBN: 0451198808
ENDURANCE. Told by Frank Arthur Worsley, Captain of Endurance. ISBN: 0393046842.

*View the film by George Butler, The Endurance, which is based on Caroline Alexander’s book, THE ENDURANCE: SHACKELTON’S LEGENDARY ANTARCTIC EXPEDITION. ISBN: 096577693x. The film is available on DVD from Columbia-TriStar Home Entertainment.

Poetry_Insectlopedia by Douglas Florian

1. BIBLIOGRAPHY
Florian, Douglas. 1998. INSECTLOPEDIA. Ill. by Douglas Florian. Orlando, Florida: Harcourt Brace & Company. ISBN 0152013067.

2. PLOT SUMMARY
Florian provides a collection of twenty-one poems. The theme of his collection is centered on insects. Some insects like the caterpillar and the black widow are familiar, while the Io Moth and Mayfly may not be as common to children and adults alike.

3. CRITICAL ANALYSIS
Each poem is brief in length. They offer simple facts with academic vocabulary, and humorous words that rhyme. For example, “/The Caterpillar/ /She eats eight leaves at/ /To fill her,/ /Which leaves her like a/ /Fatterpillar,//Then rents a room inside/ /A pupa,.…/” In addition, several of the poems’ text is positioned to make a connection with the insect. The Army Ants for instance, begins appropriately with “/Left/ /Right/ /Left/ /Right/….” The words are printed independently on a single line in its respective margin. In The Whirligig Beetles, Florian positions the text in circular motion, and The Inchworm text begins at the bottom of the page, swoops upward and drops down, giving it the movement of an inchworm. Lastly, Florian’s watercolor paintings are festive and child-like. This is a most enjoyable collection of poems and one worth adding to the library!

4. REVIEW EXCERPTS
Starred review in SCHOOL LIBRARY JOURNAL: “Clearly a wonderful book.”
An ALA Notable Book
Winner of the 1995 Lee Bennett Hopkins Poetry Award
Review in THE BULLETIN: “The fluid and inventive watercolors set the verse off perfectly….Avid junior birdmen and those with a taste for vivid poetry will find this worth sticking their beaks into.”
An American Bookseller Pick of the Lists
Review in KIRKUS REVIEWS: “The witty poems, deliberately anthropomorphic, employ mistaken identities and mix-ups, as well as punning, wordplay, and internal rhyme, all to humorous effect.”
Starred review- in SCHOOL LIBRARY JOURNAL: “This one…is definitely ‘Devine!/Delish!’”

5. CONNECTIONS
*If you are uncertain about introducing poetry to children as young as five, this is the book to do it with.
*Other books on poetry or poems by Florian: BOW WOW MEOW MEWO: IT’S RHYMING CATS AND DOGS, BEAST FEAST: POEMS, DINOTHESAURUS, THE SEED and many more.
*Visit http://floriancafe.blogspot.com for more of Florian’s books.

Poetry_The Poet Slave of Cuba by Sean Qualls

1.BIBLIOGRAPHY
Engle, Margarita. 2006. THE POET SLAVE OF CUBA. Ill. by Sean Qualls. New York: Henry Holt and Company. ISBN 0805077065.

2. PLOT SUMMARY
The Poet Slave of Cuba is based on the life of Juan Francisco Manzano, a young boy born into slavery during eighteenth century Cuba. Juan’s innate disposition to recite poetry impresses “La Marqueza,” his affluent master, to the point of making him her puppet. The favoritism she has for Juan’s talent proves to be obsessive. Consequently, he endures the separation from his parents, extreme punishment from “La Marqueza,” and a longing for freedom.

3. CRITICAL ANALYSIS
The poetry within the pages of this book is unique in that it is written as a verse novel. Engle tells of Manzano’s genius and passion for poetry, the dichotomy of his hope and suffering, and the cruel hand of La Marqueza through the perspectives of five characters—Juan, La Marqueza, Maria Del Pilar—his mother, his father—Toribio, Don Nicolas—La Marqueza’s son, and the Overseer. Each of the character’s accounts build on the one that came before it. Juan’s poetic talents and his master’s inhumane acts are depicted throughout the book with a sense of eloquence and rawness. Sean Qualls’ charcoal-dark illustrations complement the harsh and often isolated realities Juan lived. The figurative language causes the reader to create mental images that at times are disturbing and make one feel a surge of different emotions. For example, Juan exclaims:
My mind is a brush made of feathers
painting pictures of words
I remember
all that I see
every syllable
each word a twin of itself
telling two stories
at the same time
one of sorrow
the other of hope (3).

Without hesitation, The Poet Slave of Cuba is a must for all libraries. Keeping this book away from the hands of young adults is like committing the same censorship La Marquez imposed on Juan.

4. REVIEW EXCERPTS
Starred review in SCHOOL LIBRARY JOURNAL: “An absolutely lovely book…that should be read by young and old, black and white, Anglo and Latino.”
Starred review in BOOKLIST: “Readers will hear the stories—and never forget them.”
Starred review in Horn Book: “A work of literary imagination. Engle’s skillful portrait will spark readers;’ interest in Manzano’s own poetry.”
Starred review THE BULLETIN OF THE CENTER FOR CHILDREN’S BOOKS: “The moving poetry and finely crafted story will draw readers in and leave them in tears and in awe.”

5. CONNECTIONS
*This book is versatile. It can be used to introduce students to verse novels. It can be used during Poetry Week/Month, and/or a discussion on slavery. A noteworthy Read Aloud.
*A study on the illustrator is another lesson that can evolve from this book.
*Comparing and contrasting Engle’s work in an author’s study would permit one to examine Engle’s choice of topics and possibly her style of writing.

Poetry_This is Just to Say by Pamela Zagarenski

1. BIBLIOGRAPHY
Sidman, Joyce. 2007. THIS IS JUST TO SAY: POEMS OF APOLOGY AND FORGIVENESS. Ill. by Pamela Zagarenski. Boston: Houghton Mifflin. ISBN 139780618616800.

2. PLOT SUMMARY
Mrs. Merz, a sixth grade teacher at Florence Scribner School, has her students write poems of apology to people they have offended. The lesson becomes two-fold when the individuals receiving the written apologies are asked to respond to their offender.

3. CRITICAL ANALYSIS
Cleverly done! The young authors of this anthology explored many elements of poetry. They used rhymes, haikus, and vignettes to confess love, stealing, disrespect, and mourning to name a few. Some poems were light and airy, while others ventured into the dark crevices of one heart; Jewel’s poem to her father, “Next Time,” is an example of this:
“You went away and left me. It’s not the first time. The first time, you left because I cried too much….The second time, it was because I messed up in school….You see, I’m keeping track. What did I do this time?” (25)
The response to this was heart-wrenching because Jewel, the author, rather than her father, responds to herself. The words within the confessional poem and the response poem have emotions that create sound. The words of the confessional poem give the effects of remorse, loneliness and confusion. The response poem gives the reader a sense of genuine forgiveness, family, and possibly some clarity. Zagarenski’s illustrations depict youth and unequivocally match the text.

4. REVIEW EXCERPTS
*Review in School of Library Journal: “Sidman’s ear is keen, capturing many voices. Her skil as a poet accessible to young people is unmatched. Zagarenski’s delicately outlines collage drawings and paintings are created on mixed backgrounds—notebook paper, paper bags, newspaper, graph paper, school supplies. This is an important book both for its creativity and for its wisdom.”
*Starred reviewed in Publishers Weekly: “Sidman…explains, via an introduction from one of the book's sixth-grade characters, that the poems contained in this often humorous and touching anthology were inspired by the title poem of apology, which was penned by William Carlos Williams. The student in Mrs. Merz's class who introduces the book explains that some of the students received answers to their "sorry" poems. One pair of poems shares a spread and addresses a dodge ball exchange…. But for most entries, unfortunately, in order to read the call-and-response in succession, readers must awkwardly flip from the first half of the book ("Apologies") to the second ("Responses"). Yet the poems successfully navigate the complicated terrain for those who seek forgiveness…. Zagarenski's (Mites to Mastodons) inventive mixed-media illustrations brim with items found in a classroom: a dictionary entry on "apology," for instance, becomes part of a student's clothing, and white hole reinforcements resemble a character's stolen doughnuts. But the book's odd organization seems a missed opportunity to tie the well-wrought, corresponding poems together and reinforce the complex relationships between the characters. Ages 9-12.”

5. CONNECTIONS
*A model book for providing students with examples of poems that evolved from students’ personal experiences.
*This book can serve as a daily Read Aloud and can extend into a daily warm-up writing activity: Teachers share a poem day and students record whatever thoughts or memories come to mind in their “Seed Book.” The “Seed Book” will serve as the catalyst for developing the initial thoughts into a poem or a narrative.