Blues Journey
Bibliography
Myers, Walter Dean. 2003. BLUES JOURNEY. Ill. By Myers, Christopher. New York: Holiday House. ISBN 0823416135.
Plot Summary
Blues, a single word idiom, is presented in a picture book of poetic expressions and vivid illustrations. Myers writes in a poetic style of “call and respond,” which he explains in his introduction of the history of the blues. The verses are about things that affect the blues singer’s life. Christopher’s use of brown paper bags with blue ink and white paint capture the meaning of each verse. Symbolism is essential in blues. Myers provided a glossary for the symbolism he uses in Blues Journey.
Critical Analysis
Walter Dean Myers is an African American writer. He writes from his experience as a black man and his understanding of the hardships blacks have endured. His background as a poet and musician allow him to write rich poetry in a picture book for older children.
Myers starts with an introduction to explain the style of poetry he chose to use in Blues Journey. The call and respond style was developed during slavery “Heard the top deck groaning, yes and the ocean roar, Heard my brother crying till I couldn’t hear no more.” It was a style of the chain gang on up to its present use in picture books.
Historical events, chain gangs, slave ships, and lynching, help develop the cultural background , “Strange fruit hanging, high in a big oak tree, You can see what it did to Willie, can you see what it does to me?” Each verse has an illustration to better explain what happened and how it happened to a certain race and class of people. Poor people expressing their hardship, “Life can be so hard, living in a two-room shack.”
It’s part of a journey through the life of one race. Several settings emerge, a large slave ship, a horse-drawn cart on a dusty road, workers in a chain gang, two children sharing a small cot and a child seated on a curb crying as another child pats his back.
The history of blues is important and the illustrations provide this significant connection to our lives. Reading the poem reminded me that I use to live in a two-room house. At times there were thirteen people in those two rooms. My grandfather was a share crop farmer in Oklahoma.
C. Myers details allow him to present powerful drawing. His use of brown paper bags and highlighting each picture with blue establish his own individuality. The pictures tell the sadness, joy, and haunting struggles that Blacks have endured.
Blues Journey provides a look at black history for older children. It challenges them to look at this picture book with a more sophisticated eye and to understand the symbolism of blues. It provides a strong message for young blacks emphasising a family, father and son, working together.
Review Excerpts
The School Library-- The tightly controlled, yet endlessly surprising palette consists of blue (ink), white (paint), and brown (paper bags). Many of the bodies and backgrounds are literally blue, with white highlights. This chilling effect is tempered by the warm texture of the brown bags. As the journey progresses, the lyrics and art look at loss through the lenses of slavery, poverty, lynching, love spurned, fear of dying-and of living. An author's note provides a lucid description of the history, elements, and importance of the blues. Symbolism is explored in a glossary. Artist and author push the idiom-and the picture book-to new dimensions. Their song will slide through readers' ears and settle into their souls.
Booklist--Much of Myers' poetry here is terrific, by turn, sweet, sharp, ironic, but it's the memorable collage artwork, executed in the bluest of blue ink and brown paper that will draw readers first. Once inside the book, some children will immediately hear the songs the poetry sings; others will have to listen more closely.
Connections
Children who love music will be connect to the title and book cover. Teachers can use it in a choral presentation during Black History Month.
Similar Picture books
Iqus, Toyomi. I SEE THE RHYTHM. ISBN 0892392126.
Roessel, David. POETRY FOR YOUNG PEOPLE: LANGSTON HUGHES. ISBN 1402718454
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John Henry
Lester, Julius. 1994. JOHN HENRY. Ill. By Pinkney, Jerry. New York: Puffin Books. ISBN 0803716060.
Plot Summary
John Henry was an American Legend and there are several versions of a song about “Big John.” Mr. Lester used his experience as a folk singer and his research about John Henry to write his picture book. He ties in modern day words and phrases to connect with his present audience.
Mr. Pinkney’s warm earth tone watercolor illustrations move the story along in large chunks. The story jumps from the rapid growth of the baby, the construction of a wing with a swimming pool and jacutzis, changing the morals of a bully, and building a road. A symbolic rainbow remained with him until he died. People believe the rainbow helped them understand that everybody has to die but “What matters is how well you do our living.”
Critical Analysis
Mr. Lester takes the tale of an American Legend and presents it in a fast moving story with contemporary references of our present times. It was a good concept but I didn’t agree with where he placed some of his connectors. John the baby grows up overnight and the next day he knows about indoor swimming pools and jacutzis’. It made me think and I became disengaged.
The theme of living a moral life took the character with super strength and made him more of an everyday person. He replaced the broken porch for his parents and added a swimming pool and jacutzis. He reforms “Ferret-Faced Freddy” and makes him a nice guy, “Frederick the Friendly.” He not only pulverized the bolder but he finished the road. The rainbow, I believe, was a symbol of love for mankind, “..a hammer on each shoulder, the rainbow draped around him like love.”
Mr. Lester is a folk singer and an accomplished writer. He’s an African American. His research about John Henry included studying two particular versions of the song, one by B.A. Botkins and the other by Alan Lomas.
Illustrations and dialect are the two most vibrant cultural markers. One example was John talking to the sun, “Get up from there! I got things to do and I need light to do ‘em by.” The dialect of the boss over the steam drill also showed less educated southern class of people, “Don’t make me no never mind.”
The setting was in the south depicted by the location of the railroad, Chesapeake and Ohio Railroad through West Virginia. Animals and country illustrations indicated the rural setting.
John Henry helped anyone he met and the crowd of people at his funeral depicted a multicultural audience. The burial at the White House reflected back his status as an American Legend.
Review Excerpts
Caldecott Honor Book
Publisher Weekly—A great American hero comes fully to life in this epic retelling filled with glorious, detailed watercolors.
School Library Journal—Based on several well known versions of an African American folk ballad, Lester’s tale is true to the essence of the steel-driving man; yet, it allows room for touches of whimsy and even includes some contemporary references that tie the hero to our own times.
Connections
Teachers could use John Henry to introduce an American Literature lesson. Children can discuss the characteristics of a true hero and create their own. You could discuss the questions, “Do hero’s or legends always make wise decisions? Would it be right to bury American Hero’s on the White House grounds?”
Saturday, September 27, 2008
Thursday, September 25, 2008
Unit 2-- African American
The First Part Last
Bibliography
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
Plot Summary
Why does this teenage boy have his infant daughter and where is the mother? These questions keep you searching from chapter to chapter as Bobby tells his story. Chapters about Bobby's relationship with his girlfriend Nia and the news of her pregnancy (then) alternate with Bobby's struggles to raise his daughter alone (now). He's sixteen, artistic, and he made a mistake. He has to grow up fast and be a "man" now that he understood what "Just Frank" meant when he asked him "was he being a "man." His parents support his decision to raise Feather but it's his older brother that shows him the sacrifices you make for love. It's a story of love so deep that you are welling to start a new beginning. "I can tell you how it is to feel as brand new as my daughter even though I don't know what comes next in this place called Heaven."
Critical Analysis
Ms. Johnson tells a story about two teenagers. It's a twist on the traditional theme of the teenage pregnant girl. A young teenage boy tells his story. The book cover draws the young blacks by it's a black male holding an infant. Ms. Johnson used Bobby to scold himself about the mistake he made. "Yeah, Mrs. Wilkins, I know that this is a tragedy "cause you all expected more responsible behavior from us."
Description of skin tone reveal cultural markers. Feather and Coco are "the same carmel color." Johnson describes his friend K,Boy, "K-Boy takes his baseball cap off and his locks fall all over his face. He's mahogany and tall."
Traditional Spanish title, Coco Fernandez, and reference to a Jewish holiday, "Haven't been this many people in the place since my Bat Mitzvah," suport the setting in New York.
The setting is also brought out by the name of locations,Chelsea, Upper West Side and the subways. Paul moves away from the "city" to be near his kids who live in a small country town.
Severl passages of teenage slang are used to develop the authenticity of the age level. You can imagine the New York accents as they say things like, “Everything is different if there ain’t no love.”, “J.L. yawns, ‘What up?’, “He says, ‘Too right you should keep her, man, too right.”). The language works to capture the “rhythm of the streets”.Bobby used passionate language to describe how he loved his daughter. The ending chapters felt rushed and didn't connect me to the closing chapter. The twist on the theme from teenage girl to a teenage boy presented a good novel.
Book Review
Michael Printz Award
School Library Journal
Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking.
Connections
Young teenage boys will be attracted to the book cover, a young black father holding his baby.
The book is also on audio which could inspire a dramatic presentation for young actors.
Book connections
Bechard, Margaret, HANGING ON TO MAX. ISBN 0689862687
Giles, Gail, SHATTERING GLASS. ISBN 0689858000
Bibliography
Johnson, Angela. 2003. THE FIRST PART LAST. New York, NY: Simon & Schuster. ISBN 0689849222.
Plot Summary
Why does this teenage boy have his infant daughter and where is the mother? These questions keep you searching from chapter to chapter as Bobby tells his story. Chapters about Bobby's relationship with his girlfriend Nia and the news of her pregnancy (then) alternate with Bobby's struggles to raise his daughter alone (now). He's sixteen, artistic, and he made a mistake. He has to grow up fast and be a "man" now that he understood what "Just Frank" meant when he asked him "was he being a "man." His parents support his decision to raise Feather but it's his older brother that shows him the sacrifices you make for love. It's a story of love so deep that you are welling to start a new beginning. "I can tell you how it is to feel as brand new as my daughter even though I don't know what comes next in this place called Heaven."
Critical Analysis
Ms. Johnson tells a story about two teenagers. It's a twist on the traditional theme of the teenage pregnant girl. A young teenage boy tells his story. The book cover draws the young blacks by it's a black male holding an infant. Ms. Johnson used Bobby to scold himself about the mistake he made. "Yeah, Mrs. Wilkins, I know that this is a tragedy "cause you all expected more responsible behavior from us."
Description of skin tone reveal cultural markers. Feather and Coco are "the same carmel color." Johnson describes his friend K,Boy, "K-Boy takes his baseball cap off and his locks fall all over his face. He's mahogany and tall."
Traditional Spanish title, Coco Fernandez, and reference to a Jewish holiday, "Haven't been this many people in the place since my Bat Mitzvah," suport the setting in New York.
The setting is also brought out by the name of locations,Chelsea, Upper West Side and the subways. Paul moves away from the "city" to be near his kids who live in a small country town.
Severl passages of teenage slang are used to develop the authenticity of the age level. You can imagine the New York accents as they say things like, “Everything is different if there ain’t no love.”, “J.L. yawns, ‘What up?’, “He says, ‘Too right you should keep her, man, too right.”). The language works to capture the “rhythm of the streets”.Bobby used passionate language to describe how he loved his daughter. The ending chapters felt rushed and didn't connect me to the closing chapter. The twist on the theme from teenage girl to a teenage boy presented a good novel.
Book Review
Michael Printz Award
School Library Journal
Bobby's parents are well-developed characters, Nia's upper-class family somewhat less so. Flashbacks lead to the revelation in the final chapters that Nia is in an irreversible coma caused by eclampsia. This twist, which explains why Bobby is raising Feather on his own against the advice of both families, seems melodramatic. So does a chapter in which Bobby snaps from the pressure and spends an entire day spray painting a picture on a brick wall, only to be arrested for vandalism. However, any flaws in the plot are overshadowed by the beautiful writing. Scenes in which Bobby expresses his love for his daughter are breathtaking.
Connections
Young teenage boys will be attracted to the book cover, a young black father holding his baby.
The book is also on audio which could inspire a dramatic presentation for young actors.
Book connections
Bechard, Margaret, HANGING ON TO MAX. ISBN 0689862687
Giles, Gail, SHATTERING GLASS. ISBN 0689858000
Saturday, September 13, 2008
The Man from the Other Side
Orlev,Uri. 1991. THE MAN FROM THE OTHER SIDE. tr. by Halkin, Hillel. New York: Houghton Mifflin. ISBN 0395538084.
Plot Summary
Marek, a Polish fourteen-year-old boy, and his grandparents help a Jewish man during the aftermath of World War II. Marek, his mother and step-father lived near the Warsaw Ghetto. Marek helped his step-father smuggle food, traveling through the underground sewer, to the Jews in the ghetto. The first chapter has murder, baby smuggling, and teenage smoking. Marek later learns that his father was Jewish. His life changed and he was now part of the people he had learned to hate. Uri Orlev lived through the poverty, death, and pain of war. He used his experience to develop a story of survival and escape without dwelling on sensational details. He made it clear that we all are "human beings" and his message about humanity made it a story worth telling.
Critical Analysis
Orlev knew what it was like to be hated because of your culture. He had lived through it as a child in the Wasaw Ghetto. Details of the wall and who lived on either side of the Ghetto painted the reality of war. Part of it was the ability for human beings just to endure and survive the war. Orlev provided first hand details of Poland and communist from the prospective of a teenager.
Secrets that were kept from families, government, and neighbors was a tool of survival. It was a way of life. Marek, kept all kinds of secrets. So did his mother, until she had to tell him about his father. The secrets were to protect his family. . Spies and informers are part of world history. This fact was used to develop the character of Marek's grandmother. "She did something else there too that I wasn't suppose to know about: as innocent as she looked, she transmitted messages for the Polish Home Army."
Marek and Antony were the main Polish characters. Antony drunk a lot of vodka and this detail was to refer to the alcohol associated with Polish or Communist groups. Details of how the Jews were burned and other torture were cultural markers. Descriptions of Jewish clothes and food helped to mark authentic details. Polish and Jewish language were used in places to keep their characters authentic. Pan Jozek, twenty-zloty German cigarettes, Poles, and kikes.
Most of the story takes place between Marek's grandparent's apartment, his home, and the Jewish Ghetto. Marek travels on streetcars, through sewers, and short cuts through demolished homes are cultural markers. He does visit the Catholic Church often to pray. A parallel war between the two religions Catholic and Judaism allows the reader to see the depth of the hatred. Marek faces the death of his friend, Jan Jozek, after he helped him return to fight in the Jewish uprising. The Jews fought a hopeless battle with the Germans.
Marek insists that Jan Jozek be buried instilling a great friendship with an enemy. Antony proves his love for Marek when he risks the safety of the Jewish escape and insists that they find Marek. The only thing that Antony wanted was to adopt Marek, even if he was part Jewish, and that does happen. Marek, his mother and step-father do escape which allows the reader to end with a feeling of hope.
Orlev writes a story of bravery, hopelessness, and the fate of the Warsaw Jews as they fought alone and heroically against the German Army.
Review Excerpts
Hans Christian Andersen Award 1996
The Batchelder Award
School Library Journal--Characterizations are vivid and finely drawn, even those of minor figures such as Marek's empathetic mother who is embarrassed by her countrymen's hatred of Jews; his crude, contradictory stepfather; and his grandparents, who treat Jozek as a family member, all the while hating Jews. This is a story of individual bravery and national shame that highlights just how hopeless was the fate of the Warsaw Jews as they fought alone and heroically against the Nazi war machine.
Kirkus Reviews-- Antony dislikes Jews but, knowing Marek's background, wants to adopt him; he turns others' dire needs to profit but has ``nothing against human beings.'' Many others in this richly authentic story are equally complex. Subtle, beautifully crafted, altogether compelling.
Connections
Teachers could use this book to make a connection to the present Iraq War. What will happen to the children? Religious groups can use this to help teens be more respectful and tolerant of other religions.
Look at these other books about children of war, religious differences:
Orlev, Uri. Run, Boy, Run. ISBN-10: 0618957065 ISBN-13: 978-0618957064
Yumoto, Kazumi. The Friends. ISBN-10: 0374424616 ISBN-13: 978-0374424619
Richter, Hans Peter. Friedrich. ISBN-10: 0140322051 ISBN-13: 978-0140322057
Yolen, Jane. The Devil's Arithmetic. ISBN-10: 0142401099 ISBN-13: 978-0142401095
Plot Summary
Marek, a Polish fourteen-year-old boy, and his grandparents help a Jewish man during the aftermath of World War II. Marek, his mother and step-father lived near the Warsaw Ghetto. Marek helped his step-father smuggle food, traveling through the underground sewer, to the Jews in the ghetto. The first chapter has murder, baby smuggling, and teenage smoking. Marek later learns that his father was Jewish. His life changed and he was now part of the people he had learned to hate. Uri Orlev lived through the poverty, death, and pain of war. He used his experience to develop a story of survival and escape without dwelling on sensational details. He made it clear that we all are "human beings" and his message about humanity made it a story worth telling.
Critical Analysis
Orlev knew what it was like to be hated because of your culture. He had lived through it as a child in the Wasaw Ghetto. Details of the wall and who lived on either side of the Ghetto painted the reality of war. Part of it was the ability for human beings just to endure and survive the war. Orlev provided first hand details of Poland and communist from the prospective of a teenager.
Secrets that were kept from families, government, and neighbors was a tool of survival. It was a way of life. Marek, kept all kinds of secrets. So did his mother, until she had to tell him about his father. The secrets were to protect his family. . Spies and informers are part of world history. This fact was used to develop the character of Marek's grandmother. "She did something else there too that I wasn't suppose to know about: as innocent as she looked, she transmitted messages for the Polish Home Army."
Marek and Antony were the main Polish characters. Antony drunk a lot of vodka and this detail was to refer to the alcohol associated with Polish or Communist groups. Details of how the Jews were burned and other torture were cultural markers. Descriptions of Jewish clothes and food helped to mark authentic details. Polish and Jewish language were used in places to keep their characters authentic. Pan Jozek, twenty-zloty German cigarettes, Poles, and kikes.
Most of the story takes place between Marek's grandparent's apartment, his home, and the Jewish Ghetto. Marek travels on streetcars, through sewers, and short cuts through demolished homes are cultural markers. He does visit the Catholic Church often to pray. A parallel war between the two religions Catholic and Judaism allows the reader to see the depth of the hatred. Marek faces the death of his friend, Jan Jozek, after he helped him return to fight in the Jewish uprising. The Jews fought a hopeless battle with the Germans.
Marek insists that Jan Jozek be buried instilling a great friendship with an enemy. Antony proves his love for Marek when he risks the safety of the Jewish escape and insists that they find Marek. The only thing that Antony wanted was to adopt Marek, even if he was part Jewish, and that does happen. Marek, his mother and step-father do escape which allows the reader to end with a feeling of hope.
Orlev writes a story of bravery, hopelessness, and the fate of the Warsaw Jews as they fought alone and heroically against the German Army.
Review Excerpts
Hans Christian Andersen Award 1996
The Batchelder Award
School Library Journal--Characterizations are vivid and finely drawn, even those of minor figures such as Marek's empathetic mother who is embarrassed by her countrymen's hatred of Jews; his crude, contradictory stepfather; and his grandparents, who treat Jozek as a family member, all the while hating Jews. This is a story of individual bravery and national shame that highlights just how hopeless was the fate of the Warsaw Jews as they fought alone and heroically against the Nazi war machine.
Kirkus Reviews-- Antony dislikes Jews but, knowing Marek's background, wants to adopt him; he turns others' dire needs to profit but has ``nothing against human beings.'' Many others in this richly authentic story are equally complex. Subtle, beautifully crafted, altogether compelling.
Connections
Teachers could use this book to make a connection to the present Iraq War. What will happen to the children? Religious groups can use this to help teens be more respectful and tolerant of other religions.
Look at these other books about children of war, religious differences:
Orlev, Uri. Run, Boy, Run. ISBN-10: 0618957065 ISBN-13: 978-0618957064
Yumoto, Kazumi. The Friends. ISBN-10: 0374424616 ISBN-13: 978-0374424619
Richter, Hans Peter. Friedrich. ISBN-10: 0140322051 ISBN-13: 978-0140322057
Yolen, Jane. The Devil's Arithmetic. ISBN-10: 0142401099 ISBN-13: 978-0142401095
Friday, September 5, 2008
The Pull of the Ocean by Jean-Claude Mourlevat--Novel
Biliography
Mourlevat, Jean-Claude. 2006. THE PULL OF THE OCEAN. tr. from French by Y. Maudet. New York : Delacorte Press. ISBN 0385733488.
Plot Summary:
Yann, a tiny mute, plans an escape from his abuse parents. He and his six brothers, three sets of twins, run away on a rainy night to take a journey to the ocean. The characters that they meet narrate each chapter and tell how they met or came in contact with the brothers. The towns, the rainy climate, and the children's name were all authentic of France. Yann' s family was poor and his parents were abusive. Yet, as any loving parents, they came to rescue their children. Yann never returned home he continued on his adventure as he left town on a merchant ship.
Critical Analysis
It resembles Tom Thumb but in a modern day fashion. The setting was in France which was shown by the Yann's surname, Doutreleau and the names of his brothers, Fabien, Pierre, and Victor. Names of food and towns also mark the location.
Written as individuals narrating the part to the story, the style kept me reading to see their connection in the story. I don't understand the purpose of identifying the girl as a "black girl" on the train. It didn't make the story more authentic. The only makers were the names of people and locations. You can locate the towns Perigueux and Bordeaux on the map to show they are along the ocean coast.
They see the ocean. Get locked in a beach house. Give up and call home. Yann manages to escape the return and finds his way on a merchant ship. Some what unbelievable. It's not a believable story because if his brothers were near death then Yann should have been dead. Chapter sixteen leads you to believe he drowns. I'm glad that Yann gave an account of the ending along with the merchant marine.
The story could be a modern day fair tale but I agree with the Best of the Best Committee at PSLA. The novel doesn't really fit any genre. It has been placed under realistic fiction.
Review Excerpts
Winner of the Prix Sorcieres,
WINNER 2007 - Mildred L. Batchelder Award Winner
WINNER 2007 - ALA Notable Children's Book
School Library Journal--"Poverty and hardship echo throughout this modern "Tom Thumb" story, but it is ultimately the spirit of brotherhood that is the highlight of this tale. It is a memorable novel that readers will find engaging and intellectually satisfying."
Best of the Best Committee at PSLA on April 12, 2007--
"Most of the students that I spoke to about the story felt that it was lacking something critical. They had difficulty pigeon-holing it into a genre, which annoyed them. It was not outlandish enough (no dragons, magic, faeries, princes, etc…) for them to classify it as a fantasy, but by no means real enough for it to be realistic fiction. According to some of my students the book is not historical fiction, it’s not science fiction, it’s not anything. When I suggested that it could be a fairy tale, they weren’t buying it. (There were no talking animals and, again, no princes or princesses.) Most of the children who finished it were surprised by the ending, but not satisfied. Of the few children that liked the book and were able to grasp the somewhat surreal atmosphere of the novel, all were extremely competent readers."
Connections
Teachers could use the novel in Social Studies to introduce France. It could be used to show the strength of brotherhood or sisterhood. A discussion on loving abusive parents could connect with The Pull of the Ocean.
Look at RULES by Cynthia Rylant for another novel of realistic fiction.
Mourlevat, Jean-Claude. 2006. THE PULL OF THE OCEAN. tr. from French by Y. Maudet. New York : Delacorte Press. ISBN 0385733488.
Plot Summary:
Yann, a tiny mute, plans an escape from his abuse parents. He and his six brothers, three sets of twins, run away on a rainy night to take a journey to the ocean. The characters that they meet narrate each chapter and tell how they met or came in contact with the brothers. The towns, the rainy climate, and the children's name were all authentic of France. Yann' s family was poor and his parents were abusive. Yet, as any loving parents, they came to rescue their children. Yann never returned home he continued on his adventure as he left town on a merchant ship.
Critical Analysis
It resembles Tom Thumb but in a modern day fashion. The setting was in France which was shown by the Yann's surname, Doutreleau and the names of his brothers, Fabien, Pierre, and Victor. Names of food and towns also mark the location.
Written as individuals narrating the part to the story, the style kept me reading to see their connection in the story. I don't understand the purpose of identifying the girl as a "black girl" on the train. It didn't make the story more authentic. The only makers were the names of people and locations. You can locate the towns Perigueux and Bordeaux on the map to show they are along the ocean coast.
They see the ocean. Get locked in a beach house. Give up and call home. Yann manages to escape the return and finds his way on a merchant ship. Some what unbelievable. It's not a believable story because if his brothers were near death then Yann should have been dead. Chapter sixteen leads you to believe he drowns. I'm glad that Yann gave an account of the ending along with the merchant marine.
The story could be a modern day fair tale but I agree with the Best of the Best Committee at PSLA. The novel doesn't really fit any genre. It has been placed under realistic fiction.
Review Excerpts
Winner of the Prix Sorcieres,
WINNER 2007 - Mildred L. Batchelder Award Winner
WINNER 2007 - ALA Notable Children's Book
School Library Journal--"Poverty and hardship echo throughout this modern "Tom Thumb" story, but it is ultimately the spirit of brotherhood that is the highlight of this tale. It is a memorable novel that readers will find engaging and intellectually satisfying."
Best of the Best Committee at PSLA on April 12, 2007--
"Most of the students that I spoke to about the story felt that it was lacking something critical. They had difficulty pigeon-holing it into a genre, which annoyed them. It was not outlandish enough (no dragons, magic, faeries, princes, etc…) for them to classify it as a fantasy, but by no means real enough for it to be realistic fiction. According to some of my students the book is not historical fiction, it’s not science fiction, it’s not anything. When I suggested that it could be a fairy tale, they weren’t buying it. (There were no talking animals and, again, no princes or princesses.) Most of the children who finished it were surprised by the ending, but not satisfied. Of the few children that liked the book and were able to grasp the somewhat surreal atmosphere of the novel, all were extremely competent readers."
Connections
Teachers could use the novel in Social Studies to introduce France. It could be used to show the strength of brotherhood or sisterhood. A discussion on loving abusive parents could connect with The Pull of the Ocean.
Look at RULES by Cynthia Rylant for another novel of realistic fiction.
Monday, September 1, 2008
Picture Book Review--Hunwick's Egg by Mem Fox
Bibliography
Fox, Mem. 2005. HUNWICK'S EGG. Ill. by Pamela Lofts. Orlando: Harcourt, Inc. ISBN 978-0152163181.
Plot Summary
A wild desert storm washes a beautiful egg to the entrance of Hunwick's burrow. Hunwick, a bandicoot, gives the egg a home and becomes its friend. The eggs is actually a stone which Hunwick realizes and decides to remain its friend.
Critical Analysis
Loft's illustrations of the animals, insects, flowers and desert plants connect the story to Australia. The large lizard on the first page leads you to believe the story will be about him. Hunwick appears on the third page as the story unfolds. The other characters are animals native to Australia.
Hunwick listens to his friends criticism about the rock not hatching but he has already determined it was a rock. Children can relate to Hunwick's friendship with a rock eggs as it relates to their friendships with their toys. Most toys can't talk back. A great book for ESL classes. Classmates don't have to speak the same language to be friends.
Good and Bad Reviews:
"This slightly offbeat story with a universal message about the power of friendship is accompanied by glowing watercolor pencil illustrations in orange, pink, and violet tones that showcase the flora and fauna of the Australian landscape, adding an interesting element to this charming title. Young readers will appreciate Hunwick's loyalty and may be curious to learn more about the exotic animals portrayed in the lovely artwork."
Title:
Hunwick's Egg. By: Walkins, Linda L., Jones, Trevelyn E., Toth, Luann, Charnizon, Marlene, Grabarek, Daryl, Raben, Dale, School Library Journal, 03628930, Mar2005, Vol. 51, Issue 3
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
"Several disconnects between text and pictures sink this faintly bizarre tale of a solitary elder who adopts an understandably silent confidante."
Title: HUNWICK'S EGG. Kirkus Reviews, 00426598, 1/15/2005, Vol. 73, Issue 2
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
Connections
Teachers can allow a show and tell for students to bring their favorite toys that don't make sounds.
Students can draw Hunwick's Egg and decorate it.
Share books on friendships:
Bianco, Margery Williams. THE VELVETEEN RABBIT. ISBN 9780385077255
Fox, Mem. KOALA LOU. ISBN 015-200502-1
Fox, Mem. 2005. HUNWICK'S EGG. Ill. by Pamela Lofts. Orlando: Harcourt, Inc. ISBN 978-0152163181.
Plot Summary
A wild desert storm washes a beautiful egg to the entrance of Hunwick's burrow. Hunwick, a bandicoot, gives the egg a home and becomes its friend. The eggs is actually a stone which Hunwick realizes and decides to remain its friend.
Critical Analysis
Loft's illustrations of the animals, insects, flowers and desert plants connect the story to Australia. The large lizard on the first page leads you to believe the story will be about him. Hunwick appears on the third page as the story unfolds. The other characters are animals native to Australia.
Hunwick listens to his friends criticism about the rock not hatching but he has already determined it was a rock. Children can relate to Hunwick's friendship with a rock eggs as it relates to their friendships with their toys. Most toys can't talk back. A great book for ESL classes. Classmates don't have to speak the same language to be friends.
Good and Bad Reviews:
"This slightly offbeat story with a universal message about the power of friendship is accompanied by glowing watercolor pencil illustrations in orange, pink, and violet tones that showcase the flora and fauna of the Australian landscape, adding an interesting element to this charming title. Young readers will appreciate Hunwick's loyalty and may be curious to learn more about the exotic animals portrayed in the lovely artwork."
Title:
Hunwick's Egg. By: Walkins, Linda L., Jones, Trevelyn E., Toth, Luann, Charnizon, Marlene, Grabarek, Daryl, Raben, Dale, School Library Journal, 03628930, Mar2005, Vol. 51, Issue 3
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
"Several disconnects between text and pictures sink this faintly bizarre tale of a solitary elder who adopts an understandably silent confidante."
Title: HUNWICK'S EGG. Kirkus Reviews, 00426598, 1/15/2005, Vol. 73, Issue 2
Database: Academic Search Complete, TWU, accessed Sept. 1, 2008.
Connections
Teachers can allow a show and tell for students to bring their favorite toys that don't make sounds.
Students can draw Hunwick's Egg and decorate it.
Share books on friendships:
Bianco, Margery Williams. THE VELVETEEN RABBIT. ISBN 9780385077255
Fox, Mem. KOALA LOU. ISBN 015-200502-1
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