Module 4 Blogs

BIBLIOGRAPHY

Stone, Tonya Lee. 2009. ALMOST ASTRONAUTS: 13 WOMEN WHO DARED TO DREAM. Somerville, MA: Candlewick Press. ISBN 9780763645021

PLOT SUMMARY

In this spectacular story Tanya Lee Stone highlights the difficulty of thirteen women who challenged society and the government to prove they could be exceptional astronauts. With the cards stacked against them these courageous women fought for the right to go into space.  Everyone was against them; the media, male astronauts even the president Lyndon B. Johnson. The “Mercury 13” were fighting an uphill battle because society believed that if they let women into the space program, minorities would be next. The “Mercury 13” proved to be as brave, intelligent and fit as any man, but who were nonetheless denied from NASA's astronaut program because of their gender. At the center of the story is Jerrie Cobb, a veteran pilot who successfully completed every test given to male astronauts. Her performance, and that of the others, proved women were as capable as men. Sadly the “Mercury 13” did not have a happen ending, it took 20 more years before NASA admitted women into the astronaut program.

CRITICAL ANALYSIS

Award winning author Tanya Lee Stone, who has written over 90 books for your readers, did an excellent job researching and retelling about NASA's Mercury astronaut training program.  Stone uses first- and second-hand sources, including interviews with many of the women who participated in Lovelace's tests to accurately depict the trials and tribulations of the “Mercury 13”.

Inside the book are beautiful historical photographs that enhance this true story.  The sequence of the story logical and provides just enough background to inform the reader about the events leading up to the “Mercury 13”.  Stone includes insight into early-sixties public views about the capability of women. 

You can clearly see that Stone has a passion for non-fiction as the story flows easily and gives just the right amount of information to be relevant and not redundant.  Middle school and high school readers will thoroughly enjoy learning about how society perceived women in the past and learning the progression of society.

REVIEW EXCERPT(S)

Booklist (February 15, 2009) This dramatic, large-size photo-essay covers their stories, along with the exciting politics of the women’s liberation struggle in the 1950s and ’60s (“What is a woman’s place?”) and the breakthrough science and technology surrounding space exploration, including details of the would-be astronauts’ tests and training.

Horn Book (March/April, 2009)

There is no sugarcoating here -- Stone presents the full story of early-sixties public discourse about women's capabilities and clearly shows the personal, political, and physical risks taken by the women in pursuit of their dream. The details will likely be a revelation for the intended middle- and high-school audience, who may be surprised to find the world of their grandmothers' childhoods a far cry from their own.

Kirkus Review starred (January 1, 2009) The author offers great insight into how deeply ingrained sexism was in American society and its institutions. Handsomely illustrated with photographs, this empowering, impassioned story will leave readers inspired.

CONNECTIONS

·      Have students research the 13 women.

·      Complete a Venn diagram to compare the role of women in the 50’s and 60’s to present day women.

·      Have students right about a time they had to overcome adversity.

BIBLIOGRAPHY

Blumenthal, Karen. 2011. Mr. Sam: How Sam Walton Built Wal-Mart and Became America's Richest Man. New York: Penguin Group. ISBN: 978-0-670-01177-3.

2. Plot Summary

In this rags to riches story Sam Walton came from nothing to become the founder of the biggest chain store, Wal-Mart.  While growing up, Sam was a natural competitor and a well-rounded student who was president of his class and a football player.  His drive and competitive nature allowed Sam to transform his small general store into an empire. 

3. Critical Analysis

Karen Blumenthal provides adolescent students with inspiring story of how Sam Walton built his small business into the world's largest retail company. Although the story is filled with informative tidbits about Wal-Mart that is both entertaining and informative to the reader this story is about the life of Sam Walton. Blumenthal beautifully intertwines narratives into information about economics. 

Blumentahal does an excellent job of blending her research of Sam’s life with historical references.  This type of writing style along with the black and white photos allows the reader a glimpse into what Sam Walton’s life was like.  Blumenthal does not sugar coat Sam Walton, but portrays both the good and bad.

REVIEW EXCERPT(S)

School Library Journal (July 1, 2011)

Gr 5-8-What is promoted as a biography offers much more in the form of a history of Wal-Mart and the evolution of sales and merchandising in American stores over the second half of the 20th century.

Kirkus Review (June 1, 2011)

Making the life of a man who devoted nearly every moment of his adult life to expanding his company an interesting story could be tough, but Blumenthal succeeds in bringing Walton's driven personality and obsession with winning to life.

CONNECTIONS

*Students can draw/write a timeline of Sam Walton’s life

*Divide students into small groups and devise a business and develop a business plan.

* Schedule a field trip to the local Wal-Mart and take a behind the scene tour.

BIBLIOGRAPHY

Kerley, Barbara. 2010. THE EXTRAORDINARY MARK TWAIN (ACCORDING TO SUZY). ILL. By Edwin Fotheringham. New York, NY: Scholastic Press. ISBN 9780329839147

PLOT SUMMARY

In this picture book biography the reader learns about Samuel Clemens from his 13-year-old daughter, Susy, who decides to write her father’s biography in her journal.   The book includes little journals that are blurbs from the actual biography that Suzy Clemens wrote.  Through the journals and text the reader can enjoy insight into the not so ordinary life of Mark Twain (Samuel Clemens).

CRITICAL ANALYSIS

Barbara Kerley writes a beautiful story about a little girl named Susy who decided to write a biography of her famous father Mark Twain.  Intertwined into the story are descriptions about how to write a biography.  Kerlye writes that Suzy "noted his habits. She described his fine qualities. She even described his not-so-fine qualities".  To help elaborate on the story Kerley also uses small direct quotes from Suzy Clemens’ personal journal.  Cleverly, Kerley embeds small journal pages into the body of the book.  Although there are several spelling inaccuracies it fits well and can be use to encourage students to write even though they aren’t the best spellers.

Although the book doesn’t go in chronological order (at one point in the story Suzy is writing about when her father was a young boy) the randomness of Suzy’s thought allows the story to progress nicely.  Overall, the story is information rich and even includes a time line of Mark Twain’s life.

Another interesting aspect of the book is the source page.  Which includes references buy page numbers.  For example,  if something is mentioned on page 12 of the book the reader can go to the source page and found out where the information came from.  Kerley also includes a step-by-step direction page on how to right a biography and even gives a web link where the printable instructions can be downloaded.

Although the intended audience may not be familiar with Mark Twain they will fully enjoy the illustrations that promote the story.  The difference in fonts make it easy to distinguish between who is talking, Suzy or her Papa.  The way Kerley and Fotheringham blend these elements will easily engage the reader.

REVIEW EXCERPT(S)

Booklist (December 1, 2009)

“Kerley manages to bring Susy and her famous father to life using plenty of household anecdotes.”

Kirkus Review starred (December 15, 2009)

“Kerley's conversational, quotation-rich narration effectively complements Susy's insights, and the result is an affectionate portrait of Twain as writer and family man.”

Library Media Connection (May/June 2010)

“The author is noted as a picture book biographer who is not only accurate, but a dynamic writer whose biographies possess a unique sense of flair.”

CONNECTIONS

*Have students write a biography of a member of their family.

* Research Mark Twain and complete a character biography sheet.

* Students can start their own journal it document their school year.

Genre 3: Poetry

BIBLIOGRAPHY

Schertle, Alice. 2009. Button Up!: Wrinklend Rhymes Ill. Petra Mathers. New York: NY: Harcourt Children's Books. ISBN: 978-0-15-205050-4.

PLOT SUMMARY

This delightful collection of fifteen rhymes is voiced by the clothing of various animal characters.  From the ostrich that wears a turtleneck to mouse who wears undies.  These delightful poems will entice young children, from shoelaces, hats, undies, jammies, jackets they all have their own story to tell.

CRITICAL ANALYSIS

These whimsical stand-alone poems would highly engage children of the pre-school age.  With each poem are beautiful watercolor animals dressed in a variety of outfits.  Many of the poems are very relatable to young children and mirror many events in their life.  "Emily's Undies" boast "She doesn't wear diapers, /not even to bed. /  Now she wears undies with ruffles instead." Is a great read aloud to those young children who are going through potty training.  Some of the rhymes appear in couplets and quatrains, “it tickles me / to be a little prickly” says Rick’s wool sweater. The personification in the rhymes is shown a very simplistic way.  At times some of the poems rhythm seems a little forced, "I am Violet's hiking hat. / I live on Violet's head. / 'I never take off my hiking hat,'/ Violet said."   Overall, this book is delightful and young children will love the picturesque creatures.

REVIEW EXCERPT(S)

Booklist starred (May 15, 2009 (Vol. 105, No. 18)

Schertle’s poetry is reminiscent of A. A. Milne and begs to be read aloud.

Horn Book (May/June, 2009)

Made for sharing, and worth learning by heart, too.

CONNECTIONS

·      Math:  Make a pictograph of the carious types of clothing the students are wearing.

·      Writing:  Make a flip book and have students draw the animal on the inside and draw and label the item of clothes in the inside flap.

BIBLIOGRAPHY

Frost, Helen. 2008. Diamond Willow. New York, NY: Frances Foster Books. ISBN: 978-0-374-31776-8.

PLOT SUMMARY

When a shy young girl from Alaska wants to show her parents that she is growing up, she has a terrible accident that involves her greatest companion, her dog, Roxy.  When she finds out that her parents are planning on putting down Roxy, Willow takes the injured dog to her grandparent’s house.  Caught in a blizzard the young girl is looked after by the sprits of her ancestors. In the end, Willow discovers a family secret and her maturity is shown.

CRITICAL ANALYSIS

The presentation of this poem is perhaps the most appealing part of the stories.  The text is written out in a diamond shape when it is pertaining to Willow’s thought and certain words are bolder to give the underlying meaning behind the words.  When her ancestors, who take the form of animals, are narrating the text is traditional. Young Willow is a relatable character that many young teens will be able to identify with.  Through her journey she gains awareness of her own strength and place in her community.   The imagery in this novel in verse is quite captivating and very thoughtfully placed.  The subtle rhythms, when read aloud or silently, have a natural sway that captures the readers attention.

REVIEW EXCERPT(S)

Booklist (June 1, 2008 (Vol. 104, No. 19)

“Frost casts a subtle spell through innovative storytelling. Her poems offer pensive imagery and glimpses of character, and strong emotion.”

Publishers Weekly (July 28, 1989)

Frost “blends the young teen’s viewpoint with a strong sense of place and culture”

CONNECTIONS

*Writing:  Research Alaska or sled dogs

*Writing:  Have students write a journal entry about a time when they felt they had to prove something or prove themselves to someone

BIBLIOGRAPHY

Grimes, Nikki. 1994. MEET DANITRA BROWN. New York, NY: Lothrop, Lee & Shepard Books. ISBN 0-68812073-3

PLOT SUMMARY

In this spunky collection of thirteen poems two little girls who are best friends do everything from facing mean spirited children to forgiving each other for telling their biggest secret.  Zuri Jackson tells us in rhyme about her best friend Danitra Brown.  Danitra, “who only wears purple because she might be a princess”, is this dynamic character who always knows the right thing to say and do and is a true inspiration to Zuri.

CRITICAL ANALYSIS

These collections of poems are insightful and humorous.  Niki Grimes does an excellent job of connecting the life lessons in her poetry.  The poem Coke-bottle Brown “dumb old Freddy Watson” was making funny of the two best friends.  Danitra’s response was just to ignore him because she “can’t waste time on some boy who thinks it’s funny bein’ mean. / Got book to read and hills to climb that Freddy’s never seen.”  The lessons continue throughout the collection.  When Zuri becomes upset because her mother is a single parent, the wise Danitra simple states: “You’ve got it good,” Danitra, says when I’m sad. / “Your mama loves twice as much.  Is that so bad?”  For children who know what it is like to be raise by only one parent, this poem will give them reassurance and encouragement.

“Meet Danitra Brown” would be great for children in their pre-teen years.  The lessons of friendship are throughout the collection.  Simply messages like, “ So I kept Danitra company. ‘cause that’s what friends are for.”  This simple rhyme is teaching how to act like a true friend.

REVIEW EXCERPT(S)

Publishers Weekly (September 15, 1997)

"Anyone who has a best friend can relate to this realistic but bubbly volume."

CONNECTIONS

*Writing:  Have students write a poem about their best friend

*Reading comprehension: Write out several lines from the poetry collection and have the students discuss the meaning of the text.

Genre 2-Traditional Literature

Traditional Literature

BIBLIOGRAPHY

Scieszka, Jon. 1989. THE TRUE STORY OF THE THREE LITTLE PIGS. Ill. by Lane Smith. New York: Puffin Books. ISBN 9780670827596

PLOT SUMMARY

"I don't know how this whole Big Bad Wolf thing got started, but it's all wrong.'' According to his first-person testimony in this story of the Three Little Pigs. This tale is told from the point of view of the wolf who is currently in prison for murder.  The wrongly accused wolf gives his side of the story that paints him in an innocent light.  The wolf is trying to make his “dear old granny” birthday cake when he realizes that he needs sugar.  The wolf goes to ask each of his three neighbors who happen to be the Three Little Pigs to borrow a cup of sugar.  When he arrives to the first two houses the wolf feels a sneeze coming and he “sneezed a great sneeze.”  When the house falls down on two of the three pigs the wolf had to eat them because he did not want the perfectly good food to ruin.  Finally, Alexander T. Wolf encounters the Third Little Pig and becomes infuriated when the pig insults his granny by yelling, “your old granny can sit on a pin!”  In is fit of anger Al tries to blow down the Third Little Pig’s house and the police come and arrest him.

CRITICAL ANALYSIS

This story gives a unique perspective from the point of view of Alexander T. Wolf, or as many children know him, the Big Bad Wolf.  Readers of all ages will enjoy the humor of the narrator as he tries to give perfectly logical reasons on why he ate the pigs.  Although the wolf is the villain some readers may be rooting for him because he dialogue is warm and inviting.  The impressionistic artwork adds life to the characters and gives them depth that is not usually found in children’s literature.  The storyline is dark and a little perverse and some may not want to share this story with the very young.  

The setting in the story  is recognizable as the tradition setting.  The wolf goes to three different house made out of three different materials.  Jon Scieszka gives the reader a glimpse of the different personalities of each of the pigs.  The wolfs testimony about the pigs almost makes his story plausible.  The humor is quite sophisticated for a children's story but is very enjoyable to read.

REVIEW EXCERPT(S)

School Library Journal (October 1989)

“Bespectacled wolf moves with a rather sinister bonelessness, and his juicy sneezes tear like thunderbolts through a dim, grainy world. It’s the type of book that older kids (and adults) will find very funny.”

Publishers Weekly (July 28, 1989)

In this gaily-newfangled version of a classic tale, Scieszka and Smith (Flying Jake) argue in favor of the villain, transforming the story of the three little pigs into a playfully suspicious, rather arch account of innocence beleaguered.

CONNECTIONS

*Writing:  Students can use a Venn diagram to compare “The True Story of the 3 Little Pigs” to the traditional story.

*Have students act out the “huffing and puffing” while reading the story.

* Rewrite stories such as Hansel and Gretel and tell the story from the witches’ perspective or Jack and the Beanstalk from the giant’s perspective.

BIBLIOGRAPHY

Zelinsky, Paul. 1997. RAPUNZEL. New York, NY: Dutton Children’s Book. ISBN 0525456074

PLOT SUMMARY

Rapunzel by Paul o. Zelinsky is a retelling of the German folktale.  In this version of Rapunzel her pregnant mother is craving the herb rapunzel, which is in a sorceress’ garden.  Desperate to make his wife happy, Rapunzel’s father, sneaks into the garden to get the herb and is caught by the sorceress and forced to choose between the life of his wife or giving up his unborn child.  When Rapunzel is born she is immediately taking away and raised by the sorceress. When Rapunzel turns twelve he is locked in a tall tower and is visited by the sorceress who calls out, “Rapunzel, Rapunzel, let down your hair.”  One day a prince hears Rapunzel’s beautiful voice and falls in love with her.  He comes back daily trying to figure out how get into the tower to see Rapunzel.  He finally sees how the sorceress climbs up Rapunzel’s hair to get into the tall tower.  Rapunzel and the prince fall in love and get married only to have the sorceress banish Rapunzel to the “wild country” and blind the prince.  By the end of the story the prince and Rapunzel are reunited and return to his kingdom where they “lived a long life, happy and content”.

CRITICAL ANALYSIS

This beautifully adapted German folktale with Renaissance style artwork has a mature nature but carries a great lesson about over coming adversity and being triumphant in the face of evil.  The young heroine forms a bound with the sorceress who hold her captive but eventually finds out what true love is when she meets the young prince.  The characters run the gauntlet of raw emotions such as, jealousy, rage, despair, joy and jubilation.  These emotions are seen with great detail in the faces of the characters.  Although, this tale is darker than the Rapunzel story most children know, it is told incredibly with surprising twist and turns in the storyline.  The story, at first, seems like it will end in tragedy but eventually Zelinsky gives the readers their happily ever after. 

REVIEW EXCERPT(S)

Publishers Weekly (September 9, 2002)

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

Horn Book starred (March, 1998)

“It takes a scholar's mind and an artist's insight to endow the familiar with unexpected nuances--which Zelinsky does with passion and dazzling technique.”

School Library Journal (November 1997)

What sets this Rapunzel apart from the others is the magnificence of the Renaissance setting. Readers will linger over the opulence and rich details of furnishings and fabrics, and admire the decorative patterns and architectural details of the tower and the rooms.

CONNECTIONS

·      *Play emotional charades and have students act out the different emotions of the characters.

·      *Have students try the herb rapunzel

·      *Students can research other edible herbs and flowers. 

BIBLIOGRAPHY

Bryan, Ashley. 1993. THE STORY OF LIGHTENING & THUNDER. New York, NY: Atheneum Books for Young Readers. ISBN 0689318367

PLOT SUMMARY

In this retelling of a West African story Ma Sheep and her rowdy son Ram Lightning are force to leave their kingdom and live in the sky.  After several incidents where Ram Lightning reeked havoc on the townspeople the King forced the mother and son farther and farther out of town. The last straw came when Ram Lightning accidently started a fire and the villagers no longer felt safe with him living so near.  The King proclaimed that Ma Sheep and Ram Lightning may no longer live on Earth but in the sky.

CRITICAL ANALYSIS

This tale is a great read-aloud with some rhymes and unexpected wordplay--the King scolds Lightning: "It is an outrage at your age to go on such a rampage!"  Ashley Bryan does a great job of making the characters come to life.  The drawings of Ma Sheep and Ram Lightning are a nice contrast of colors, dark and gloomy for the thunder and bright and vibrant for the lightening.  Perhaps the one part of the story that seems unnecessary and repetitive is the phrase “Uh, uh”.  When reading the story silently it interrupts the flow of the story, however the saying works better when it is read aloud. 

This story would be great to read to young children who are afraid of storms.  The explanation of why we have thunder and lightening might ease their fears.  The playful Ram Lightning is very endearing character that is funny and very relatable to students who may have a hard time sitting still.

REVIEW EXCERPTS

Booklist (Vol. 90, No. 2 (September 15, 1993)

Bryan's swirling watercolors depict a bright African terrain peopled with decorative, colorful characters.

Kirkus Review starred (1993)

A delightful adaptation of a Nigerian folktale

CONNECTIONS

*Social Studies: Have students research Africa

*Writing:  Partner up and have students write their own tale explaining why we have other types of weather.

*Science:  Research the scientific reason for thunder and lightning