Diary of a Wimpy Kid

A. Bibliographic Data:

Diary of a Wimpy Kid: A Novel in Cartoons, by Jeff Kinney, published by Amulet Books in 2007; ISBN: 0810993139

B. Plot Summary:

Diary of a Wimpy Kid is the journal of Greg Heffley, an eighth-grade student who experiences the typical ups and downs of a preteen boy. Greg guides us through his school year, following his adventures with his best friend, Rowley, and his family, including his parents, younger brother Manny, and older brother Rodrick. Greg does his best to fit in at school while trying to decide who he wants to be. He avoids the Cheese Touch, plays video games, celebrates Halloween and Christmas with his family and friends, and works on figuring out how to be popular. Although he doesn’t win Class Clown in the yearbook, the book ends on a hopeful note for next year, leaving readers ready for the next volume.

C. Critical Analysis:

I have been hearing about the Wimpy Kid books for a while, and I had to see what all the fuss is about. The book is very well set-up, with a creative and attractive cover that uses texture to make it look like pages are actually taped to the cover. The illustrations throughout the volume are clear line drawings, done in a style reflecting the age of the narrator and the personalities of the characters. The story is told in entries labeled with days of the week and separated by month. Entries are printed in a handwriting-style font on lined paper, giving the feel of a real journal. The story is told in an authentic way to indicate the narrator’s age and perspective, using dialogue that represents the way that real eighth grade boys would talk and showing the priorities and thought processes that would occur to a boy of this age. These pictures and narrations connect to readers, especially boys, in upper Elementary and Middle school. As an older reader, I did not find the humor as amusing as most children and young adults might. One situation presented also concerned me: Greg finds himself “in a tough situation,” where he does not know what to do. He has done something wrong for which his friend is blamed. His mom, rather than prying, tells him to “try to do the ‘right thing’.” As Greg says, “I decided the right thing to do was to just let Rowley take one for the team this time around” (p. 183). When he tells Rowley the truth about what happened, Rowley is understandably upset. But when Greg’s mother asks if he did the right thing, Greg tells her that he did, and they go out for ice cream as a special treat. Although the truth is quickly revealed to the administrator at school, Greg never clearly realizes that he did not do the right thing. Because of the age group at which this book is aimed, it is important for the author to make clear when the narrator makes bad choices. I would hate to think that young readers of this book might decide that it was okay to do something mean and let someone else take the fall. On the whole, however, Diary of a Wimpy Kid is an entertaining, engaging, and well-designed graphic novel for children and young adults.

D. Review Excerpts:

~ “. . . Greg's escapades, unwavering self-interest and sardonic commentary are a hoot and a half--certain to elicit both gales of giggles and winces of sympathy (not to mention recognition) from young readers.” – Kirkus Reviews
~ “Kinney has a gift for believable preteen dialogue and narration . . . and the illustrations serve as a hilarious counterpoint to Greg's often deadpan voice. . . . Kinney ably skewers familiar aspects of junior high life, from dealing with the mysteries of what makes someone popular to the trauma of a "wrestling unit" in gym class. His print debut should keep readers in stitches, eagerly anticipating Greg's further adventures.” – Publishers Weekly
~ “At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices. Greatly adding to the humor are Kinney's cartoons, which appear on every page. The simple line drawings perfectly capture archetypes of growing up, such as a preschool-age little brother, out-of-touch teachers, and an assortment of class nerds. Lots of fun throughout.” - Booklist

E. Connections:

~ Have students keep a journal for a certain period of time.
~ Discuss the choices that Greg makes and how to make good decisions.
~ Compare/contrast with other diary-style books for young adults (e.g. Dork Diaries, by Rachel Renee Russell; Max Quigley, by James Roy; Ellie McDoodle, by Ruth McNally Barshaw).
~ Have students predict how Greg’s next school year will go and discuss their thoughts and reasoning.

How I Live Now

A. Bibliographic Data:
How I Live Now, by Meg Rosoff, published by Wendy Lamb Books in 2004; ISBN: 0385746776

B. Plot Summary:
Daisy has spent the first 15 years of her life in New York. When she can no longer handle living with her father and now pregnant stepmother, Daisy heads off to England to live with her aunt and cousins. She bonds with them immediately, especially Edmond, who is a year younger than her, and Piper, who is nine years old. Edmond’s twin, Isaac, and Osbert, the eldest brother, do not quite make the same connection with Daisy that their siblings do. And Aunt Penn works a lot, keeping her away from home. Daisy has only been in England a few days when Aunt Penn heads off to Oslo, and then a bomb goes off in a train station in London, and everything changes. With Aunt Penn stuck in Oslo, the children fend for themselves and get used to living without adult supervision. Edmond and Daisy soon realize that their connection goes beyond that of cousinly love, and they give in to their hormones and fall into teenage infatuation. Before they know it, though, the war really has begun and spread to even their small village. A British Army unit sequesters their house and sends Piper and Daisy off to one house and Edmond and Isaac to another, while Osbert gets to stay behind and help with the military efforts. Things spiral from bad to worse as the war intensifies. Daisy and Piper, having gathered what bits of information they could from their hosts, escape after tragic events cause chaos and head off to find the rest of their family. After weeks of hard travel with little nourishment and even less rest or comfort, Piper and Daisy finally reach home. Having been first to the place where Isaac and Edmond should have been and finding only the remains of a tragic massacre, they have no choice but to wait for their loved ones to return. While they are waiting, simply surviving day by day, phone service returns, and Daisy’s father calls from New York. He has her sent home immediately, in spite of Daisy’s resistance, and she is not able to return for six more years. When she can finally go back to the place she feels she belongs, Daisy finds it very much changed. Piper has grown up and fallen in love, and Edmond has shut down. They have become self-sufficient at the farm, because it is easier and makes more sense. Daisy works each day to reconnect with Edmond, and she lives where she belongs, in the peace of the English countryside with her family around her.


C. Critical Analysis:
For several reasons, this was a very difficult book to read. First, it is written in an awkward style. Minimal punctuation is used, with run-on sentences abounding and no quotation marks to indicate dialogue. Incest is also generally an uncomfortable topic, although I found myself understanding and supporting Daisy nonetheless. Having my own connections to England as well, it was hard to imagine the country torn apart by war. As I began to read, I thought it might be future historical fiction, mentioning the bombing that did occur in London a few years ago. Thankfully, though, our reality diverges there from that of the book, which enters into a drawn-out horror of a war. Rosoff does an excellent job depicting the harsh realities faced by citizens of a country torn apart by conflict. Daisy and Piper are caught in a whirlwind of military activity, shunted from place to place without being consulted. They escape and take their lives into their own hands, only to face new obstacles and dangers each day. Daisy’s fierce love and protectiveness keep them both going as they face the unimaginable on their journey home. And then she is rewarded by being dragged away from the people she loves. Even when Daisy is finally able to return, the war has reshaped the place she once new. Through it all, though, her own growth as a person shines through. Daisy matures as she fights for her own life and Piper’s, and as she realizes how small her problems are in the scheme of things. The characters in this story are well-developed and endearing, immediately finding a place in readers’ hearts. Dialogue, although not clearly distinguished from the narrative, is realistic and reflective of the characters’ continued growth. Rosoff’s style is certainly unique, but the characters and themes she presents resonate with a truth that will endure.

D. Review Excerpts:
~ "Provocative." – The New York Times Book Review
~ "She is able to bring the future and the war alive through the story of children who weren't directly involved in the action. Written for middle and high school, the book is a page-turner and truly enjoyable." – Laura McAndrews, Journal of Adolescent & Adult Literacy
~ “Waves of global terrorism and a tough, contemporary 15-year-old protagonist are the defining elements in this startlingly original first novel, which tenderly interweaves a deeply felt first romance with the main character's transition from sardonic, self-absorbed teen to resourceful survivor.” - Booklist
~ “A captivating and deeply satisfying first novel.” – The Horn Book Magazine
~ Winner, 2005 Michael L. Printz Award
~ Winner, 2005 Branford Boase Award

E. Connections:
~ Discuss the realities of war and its effect on people and countries.
~ Talk about what readers would have done in the place of Daisy – or Piper, Edmond, Isaac, Osbert, Aunt Penn, or Daisy’s father.
~ Have students write alternate endings for the book.
~ Compile character collages for a character of the reader’s choice.
~ Create ‘survival packs’ with what participants would like to bring if they had to do what Daisy & Piper did.

Rules

A. Bibliographic Data:

Rules, by Cynthia Lord, published by Scholastic in 2008; ISBN: 0545092078

B. Plot Summary:

Catherine is a fairly typical twelve-year-old girl with a life that is anything but typical. She lives with her parents and eight-year-old brother David, who has autism. Their lives revolve around David and his unique set of needs, and Catherine sets up rules to help him learn how to interact with people appropriately, such as “Chew with your mouth closed” and “Sometimes people laugh when they like you. But sometimes they laugh to hurt you.” Catherine spends her days worrying about David and what people think of their family, wishing for a normal life, and drawing beautiful pictures. She starts her summer with hope to be friends with the new girl who is moving into their house next door, and she is determined that this girl will not judge her first based on David. When she goes with David to clinic for Occupational Therapy, though, she begins an unexpected friendship with a boy there named Jason. Jason is confined to a wheelchair and must communicate with cards in a book, and Catherine unexpectedly offers to use her artistic skills to make him some cards. As the summer progresses, Catherine gets to know Jason better, learns what kind of friend she really wants, and discovers more about herself. Suddenly the rules are changing, and Catherine is just trying to keep up.

C. Critical Analysis:

As a teacher who works with students with autism, I was especially looking forward to reading this very well-reviewed book. Cynthia Lord does an excellent job describing the realities of a child with autism, giving readers a sense that they really know what Catherine and her family are going through. The characters are developed and come to life in their realism and imperfection, such as Catherine’s father who is chronically late and her mother who does not realize what a weight Catherine is carrying. Readers will especially relate to Catherine, who struggles with her desire to be normal as she is growing into herself. She tries to balance her desire to care for her brother and keep harmony in her family with her own wishes and hopes and the guilt that accompanies them. Catherine gets frustrated with David, even though she knows it his autism that makes him act embarrassingly and he cannot help it; then, she feels guilty for even getting irritated with him in the first place. On top of this, she is getting to know a good-looking, interesting young man who just happens to be stuck in a wheelchair and unable to talk. She is torn between wanting to be friends with Jason and worrying about what other people will think seeing them together. She knows that it is not his fault that he is in a wheelchair any more than it is David’s that he has autism, but she still struggles with how to be comfortable being with him. As their friendship blossoms into the possibility of something more, Catherine has to face the tough, realistic decision of what is truly most important to her. Such a dilemma makes Catherine and easy character to relate to, with good intentions and difficult choices. Jason is also a well-rounded and likeable character, with impressive depth despite his minimal dialogue. The language used is appropriate for the age of characters and the setting, and the plot progresses in a natural, believable way. The topic has not been addressed in young adult fiction much before, making this a particularly original story, but one to which readers can relate nonetheless. The themes of growing up, deciding what really is right and normal, and learning to see beyond surface differences and disabilities are universal and transcendent, so that this story will remain engaging and important to future readers. Lord’s style is shown without overpowering the story, and I look forward to reading more from her.

D. Review Excerpts:

~ Newbery Honor Book, 2007
~ Winner, Schneider Family Book Award (Middle School), 2007
~ “The details of autistic behavior are handled well, as are depictions of relationships: Catherine experiences some of the same unease with Jason that others do in the presence of her brother. In the end, Jason helps Catherine see that her rules may really be excuses, opening the way for her to look at things differently. A heartwarming first novel.” – Booklist

~ “Catherine is an appealing and believable character, acutely self-conscious and tom between her love for her brother and her resentment of his special needs. Middle-grade readers will recognize her longing for acceptance and be intrigued by this exploration of dealing with differences.” – Kirkus Reviews
~ “The appealing, credible narrator at the heart of Lord's debut novel will draw in readers, as she struggles to find order and balance in her life. . . . In the able hands of the author, mother of an autistic child, Catherine's emotions come across as entirely convincing, especially her alternating devotion to and resentment of David, and her guilt at her impatience with him. . . . A rewarding story that may well inspire readers to think about others' points of view.” – Publishers Weekly

E. Connections:

~ Discuss with students the challenges faced by the characters with disabilities, and by those without.
~ Talk about times when students have felt uncomfortable around people who are different and why.
~ Have students create their own lists of rules for their lives.
~ Have a student with a disability speak to a group of typical students about what it is like to live with that disability; or watch Intricate Minds: Understanding Classmates with Asperger Syndrome, by Coulter Video, 2006
~ Have students create illustrations for chosen scenes in the book.

Jip: His Story

A. Bibliographic Data:

Jip: His Story, by Katherine Paterson, published by Puffin Books in 1998; ISBN: 0140386742

B. Plot Summary:

Jip is a young man living on a 'poor farm' in Vermont in the mid-1800s. He supposedly fell of the back of a wagon as a toddler, and was called Jip on suspicion that it may have been a gypsy wagon that dropped him. Since he ended up on the poor farm, Jip has discovered his natural talent for working with animals. He connects with creatures and simple-minded people easily, and he is content with his life as it is - simple and full of hard work - until a 'lunatic' moves to the farm almost eight years after Jip arrives. Putnam, called Put, begins a friendship with Jip that helps both of them learn and grow. Jip cares for Put when he has his fits, and Put helps Jip learn when he is well. As Jip learns the truth about his origins, though, both of their lives are put in danger by his past. Slavers are hunting Jip to take him back where he's from, but Put shows his true friendship by laying down his life for Jip. With some guidance from a caring teacher and her Quaker friend - whose home is part of the Underground Railroad - Jip escapes to Canada, where he can live as a free man.

C. Critical Analysis:

Although I enjoyed getting to know the characters in this book and following their stories, I would have liked to see some things included that were not. In a short prologue of sorts, the year 1847 is mentioned as nearly eight years before the story starts. That is the last mention of a date for the book. While I read, I was trying to figure out exactly when it was taking place, because that one mention of the date had slipped my mind. Also, the characters are interesting, but not well-developed. We are given virtually no information about Put, the only actual character from history. Also, a brief page of acknowledgements provides the only support for Paterson's research. No bibliography, resource list, or suggested reading list is provided, casting doubt on the authenticity of the book. A short epilogue does give readers a bit more information about what happened to Jip after the book ends, but that end - as mentioned in a review below - is fairly abrupt. Jip's life is thrown into turmoil, he loses his best friend, and he escapes being dragged into slavery. Readers get almost no understanding of his reactions to this, though. At first, Jip resigns himself to becoming a slave when Put is killed. Then, Teacher and her friend convince him that slavery does not have to be his fate. Rather than going with their plan, though, he simply runs off and finds his own way to another friend of Teacher's in Canada, a freed slave who is a preacher. Nothing of this journey is shared either. On the whole, the book was a good start but lacking in the development it deserved. It did win a Scott O'Dell Award for Historical Fiction, though, so it obviously has some merits.

D. Review Excerpts:

~ "Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. . . .Readers will be talking and thinking about this book long after they finish the last chapter." - Ellen Fader, School Library Journal

~ "What a story. It's not often that the revelations of the plot are so astonishing--and yet so inevitable--that they make you shout and think and shiver and cry. Paterson has taken the old orphan foundling tale, set it in Vermont in the 1850s, and made it new. . . . There are some problems with this book. Jip is idealized, too saintly to be true; in fact, as in Dickens, most of the characters are either totally good or totally bad. But the time and the place are drawn with powerful realism. Paterson's simple sentences lay bare the dark historical truth and the transforming light of love." - Hazel Rochman, Booklist

~ "As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction." - Kirkus Reviews

E. Connections:

~ Talk about historical attitudes toward different groups: poor, mentally ill, disabled, and different ethnicities.

~ Discuss what Jip's feelings and motives might have been at various points in the novel.

~ Use as an introduction to the Underground Railroad.

The Loud Silence of Francine Green

A. Bibliographic Data:

The Loud Silence of Francine Green, by Karen Cushman, read by Anaka Shockley, published by Listening Library in 2006; ISBN: 0739337173

B. Plot Summary:

Francine Green is an eighth grader at All Saints School for Girls in 1949-1950. Readers discover with her the wider world, including frightening concerns about Communism and "the bomb," as she grows into womanhood as McCarthyism runs rampant and the Cold War begins. Francine is quiet and well-behaved until she befriends Sophie Bowman, a motherless neighbor who will attend her school this year after being kicked out of public school. Sophie is passionate about injustice and free speech, and she does not take well to expectations that she will sit down and stay quiet. She questions authority, regardless of the consequences. Francine, however, wants to do all she can to stay out of trouble, and her father's advice of "don't get involved" reminds her to keep her head down and just get by. Spending time with Sophie and her father gets Francine thinking about things more closely, though, and makes it harder to just do what she is told and stay out of trouble. Francine learns that grownups and the government do not always know what is right, especially when questioning by the FBI leads to tragedy for a friend of Sophie's father, and then trouble for Sophie and her father themselves. Although she wishes that life could just be simple again, like when she was younger, Francine discovers her own importance and voice as she struggles to make sense of life in her modern world - one she now must survive without Sophie.

C. Critical Analysis:

Karen Cushman has a knack for creating characters that come to life and pull at readers' heartstrings. She also invokes historical periods well, setting up in detail the time and place to transport readers there. In this book, she brings readers along on Francine's journey of self-discovery as she puzzles out the world around her. Sophie can frustrate readers along with her friend, but she has the bravery to give voice to all the thoughts and questions that authorities do not want to hear. The supporting characters of Francine's family, Sophie's father, Jacob Mendelbaum, and the other students and nuns at school bring depth and variety to the story. Each is so vivid and developed that readers feel like they know every one. The plot is clear and realistic, reflecting the time period in details that do not overwhelm. The time and place are explicitly described, with frequent mention of location and a date beginning each chapter. The themes of growing up and becoming self-aware and of learning to think for oneself and question authority cross settings with ease, and make the story easy to relate to. Cushman's style brings this confusing era to life by incorporating slang and speech patterns, pop culture, and descriptions of everyday life during this period. The reader also effectively communicated the feelings of each character, further drawing audio listeners into Francine's world. Because I listened to the audio book, no suggested reading or resources are listed. Due to the relative recency of this time period, though, many records - including a plethora of first-hand accounts - are available.

D. Review Excerpts:

~ "Cushman creates another introspective female character who is planted firmly in her time and who grows in courage, self-awareness, and conviction. . . . Cushman captures the era well, with references that range from Dragnet to duck and cover drills in schools and her father's aborted attempt to build a bomb shelter in their backyard. . . . Readers will relate to the pervasive fear of the period as it resonates in our post-9/11 world." - Connie Tyrrell Burns, School Library Journal, starred review

~ "Set in Los Angeles in 1949, Cushman's latest historical novel captures the terrors and confusions of the McCarthy era. . . . Cushman adroitly transforms what could have been a didactic story about intellectual freedom into an integrated, affecting novel about friendship and growing up. Described in Francine's authentic voice, which is filled with period slang, the smoothly inserted historical details, from Montgomery Clift to backyard bomb shelters, personalize Francine's adolescent struggles rather than simply marking a place and a time. Readers will . . . savor the story of friends and family tensions, the sly humor, and the questions about patriotism, activism, and freedom, which bring the novel right into today's most polarizing controversies. Sure to provoke lively class discussion, this will easily absorb independent readers in search of a rich, satisfying story about early adolescence." - Gillian Engberg, Booklist, starred review

E. Connections:

~ Use as part of a unit on McCarthyism and the Cold War.

~ Discuss parallels between the time period described and modern fears about terrorism.

~ Have students write short stories continuing after the end of the book - what happened to Sophie and her father, what Francine ended up doing, etc.

~ Discuss with students what they would have done if they had been different characters in different situations - including Francine, Sophie, Sophie's parents, Sister Basil, Sister Pete, Mr. Mendelbaum, etc.

Chains

A. Bibliographic Data:

Chains, by Laurie Halse Anderson, published by Simon & Schuster in 2008; ISBN: 1416905855

B. Plot Summary:

In Chains, Anderson tells the tale of a young slave coming of age at the same time as the United States of America. Readers meet Isabel as her mistress has just died, promising the girl and her younger sister, Ruth, freedom in her will. Unfortunately, her nephew does not follow her wishes and instead sells Isabel and Ruth to the Locktons, a wealthy couple in New York who are Loyalists to the British cause. Isabel is dismayed at this turn of events, but knows that she has few options. Her greatest concern is for Ruth, whose epilepsy they try to hide from their new masters. When they land in New York, Isabel begins to learn about the fight between the Continental rebels and the Loyalists, and she meets Curzon, an educated slave to an important man in the organization fighting for American freedom. Isabel also meets her new master's aunt, Lady Seymour, who is much kinder to her than her owners, and Becky, the hired maid who works with Isabel in the Locktons' home. Over the course of the novel, we follow Isabel as she overcomes enormous obstacles, discovers her own strength and value, and determines where her loyalties truly lie.

C. Critical Analysis:

Chains draws readers in to the life of a slave in New York during the Revolutionary War, and it depicts a part of the War that many Americans do not learn about during their studies of American History. New York, having been occupied by British forces for most of the war, is not one of the places that American history books talk about much. Her vivid portrayals of the sentiments and incidents of the time, including the friction between the Loyalists and Continentals, the fire after the British invasion, and the attitudes toward slavery, help readers feel a part of history. Anderson also describes the horrific conditions suffered by American prisoners of war, through Isabel's interactions with Curzon. An appendix at the end allows Anderson to answer potential questions from her audience, giving some further details and clarifications on what is truly factual from the story. Her acknowledgements mention some of the people and institutions that helped with her research, but she provides no bibliography or suggested further reading to support her writing. Despite the lack of documentation of its authenticity, the characters, plot, setting, themes, and style contribute to this high-quality work of historical fiction. The characters truly come to life in this story, so much so that you can almost feel her pain as Isabel is branded. Readers' hopes will rise and fall with Isabel's, and their eyes will open as she discovers the truths and realities of the world around her. An image of a poster at the end promises further adventures of these characters in Forge, and I cannot wait to read it!

D. Review Excerpts:

~ "With short chapters, each beginning with a historical quote, this fast-paced novel reveals the heartache and struggles of a country and slave fighting for freedom. The characters are well developed, and the situations are realistic. An author's note gives insight into issues surrounding the Revolutionary War and the fight for the nation's freedom even though 20 percent of its people were in chains. Well researched and affecting in its presentation, the story offers readers a fresh look at the conflict and struggle of a developing nation." - Denise Moore, School Library Journal

~ "The specifics of Isabel’s daily drudgery may slow some readers, but the catalogue of chores communicates the brutal rhythms of unrelenting toil, helping readers to imagine vividly the realities of Isabel’s life. The story’s perspective creates effective contrasts. . . . Anderson explores elemental themes of power (“She can do anything. I can do nothing,” Isabel realizes about her sadistic owner), freedom, and the sources of human strength in this searing, fascinating story. The extensive back matter includes a documented section that addresses many questions about history that readers will want to discuss." - Gillian Engberg, Booklist starred review

E. Connections:

~ Include in a unit on the Revolutionary War.

~ Discuss the way different cultures (including British and Colonial at the time) view slavery and explore their reasons for doing so.

~ Compare/contrast with other stories about slaves during this period of history and later.

~ Discuss the hardships Isabel faces and how readers might have handled being in her place.

Joan of Arc

A. Bibliographic Data:

Joan of Arc, by Diane Stanley, published by Morrow Junior Books in 1998; ISBN: 0688143296

B. Plot Summary:

This volume tells the story of Joan of Arc, a French hero in the 1400s. It begins with the story of the Hundred Years’ War, setting the stage for the situation into which young Joan was born. After a pronunciation guide and map of France in 1429, Stanley continues with a brief synopsis of her childhood and explains how she began to hear voices from religious icons and set out on her mission to get Charles VII crowned and accepted as the rightful King of France. It follows her through the military excursions leading up to the French victory, and then it tells of her capture and trial by the English. Illustrations accompany the story of Joan’s life, and two pages of text only explain how King Charles got her name cleared posthumously and she was sainted by the Catholic Church in 1920. Stanley concludes with a Bibliography and suggestions for further reading.

C. Critical Analysis:

Stanley tells the story of this monumental figure in French history simply and clearly, accompanied by beautiful, detailed paintings. Stanley has created a book that can be enjoyed by children and adults alike, while teaching them the story of an early heroine. By providing a pronunciation guide and map at the beginning of the book, Stanley allows readers to feel more comfortable navigating the story. Each page of text is accompanied by an illustration showing some event described on the accompanying page, helping even younger readers follow the story line and sequence of events. Her conclusion validates the information she provides by explaining her sources as original manuscripts from the events described. The bibliography and recommended reading list that follow the story also allow readers the opportunity to learn more about Joan of Arc and the era in which she lived and died. Readers who are looking for similar quality books on other historical figures can look for more titles by Stanley, who has written a number of them, including an Orbis Pictus Award winner (Leonardo da Vinci, 1997). She has also won the Washington Post/Children’s Book Guild Nonfiction Award and the 2008 Mazza Medallion Award for her work.

D. Review Excerpts:

~ “Appealing to the audience's intelligence and imagination, this book stimulates an interest in both its particular subject, Joan of Arc, and history in general.” – Publishers Weekly, starred review
~ “This magnificent picture book exemplifies the author's talent for historical research, skill in writing clear and interesting prose, and ability to adopt different art styles and techniques appropriate to her subject. . . . This narrative description of the greatest of French saints is a work of art, a good story, and a model of historical writing.” – Shirley Wilton, School Library Journal

E. Connections:

~ Use with a unit on the Middle Ages and the Hundred Years’ War.
~ Use with a unit on strong women in history.
~ Compare/contrast with other biographies of Joan of Arc (some of which are mentioned in the author’s notes).
~ Discuss with students what they might have done in Joan’s place.~ Talk about how her claims might be received in today’s socie

The Man-Eating Tigers of Sundarbans

A. Bibliographic Data:

The Man-Eating Tigers of Sundarbans, by Sy Montgomery, photographs by Eleanor Briggs, published by Houghton Mifflin Company in 2001; ISBN: 0618077049

B. Plot Summary:

This excitingly titled tale introduces children to residents of the mysterious world of the region of Sundarbans, on the border of India and Bangladesh. It describes the unusual behavior of the tigers that live in that area and describes how readers might go about researching them. Photographs accompany Montgomery’s descriptive text discussing a variety of aspects of the region. Sections of the book cover how to get to the area, what you might see on a visit, how and where different species of tigers live, why scientists think the tigers behave the way they do, what nearby villagers say about the tigers, local legends about the origins of the forest, and the truth behind the stories. At the conclusion of the book, Montgomery provides a brief guide to Bengali (the language of the region), some statistics about tigers, other recommended titles, and organizations that help tigers in various ways.

C. Critical Analysis:

Because this book is set up as a guide for children to do their own research on tigers, Montgomery regularly asks questions of readers, encouraging them to think about what they might do in her situation. As one of the below-quoted reviews points out, readers may be a bit let down by this volume. It does not have a lot of detail about the tigers, and the photographs contain more of the surrounding scenery and villagers than of the tigers themselves. Unfortunately, the nature of scientific knowledge about these creatures prevents a great amount of detail from being shared with readers. Montgomery does engage readers in scientific exploration and discovery, though, talking about the scientific process and encouraging readers to come to their own conclusions. Because the author herself visited the area several times and spoke to several experts on tigers, her accuracy is fairly reliable. She also clearly explains what content in the book is theory and what is known. Photographs taken on one of the voyages to Sundarbans show what is being discussed on many of the pages. The author is clearly excited about her topic, and wants to share that with readers. This volume will interest readers and inspire them to learn more about these fascinating creatures.

D. Review Excerpts:

~ “The largely conjectural knowledge of the tigers is handled carefully, but the lack of immediacy may tax the patience of readers expecting the more dramatic encounter with tigers suggested by the title and cover photo. . . . Montgomery's personal enthusiasm and knowledge extend nicely into the book's informative concluding elements that include fast facts, a glossary of Bengali phrases, a list of related organizations, and comments on the photographs.” – Margaret Bush, School Library Journal
~ “It immediately captures attention with fresh, engaging writing that turns a scientific study into a page-turning mystery. Montgomery carefully sets the place . . . . It's the text, with as many questions as answers, that excites, as a fascinating topic meets a talented storyteller.” – Ilene Cooper, Booklist

E. Connections:

~ Use with a unit on big cats.
~ Use with a unit on endangered species.
~ Include in a more general study of the culture of India/Bangladesh.
~ Have students identify another animal they would want to study and plan an imaginary trip to do so.

Shipwreck at the Bottom of the World

A. Bibliographic Data:

Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance, by Jennifer Armstrong, photographs by Frank Hurley (courtesy of Scott Polar Research Institute), published by Crown Publishers in 1998; ISBN: 0517800136

B. Plot Summary:

This volume details the amazing journey of a group of men on an expedition to Antarctica from 1914 to 1916. The author describes the incredible circumstances that the crew had to endure on their voyage and how they all managed to survive against incredible odds. The tale begins with a photograph and roster of the crew members of the expedition. Armstrong then provides plans of the Endurance and maps showing the path of their journey. To get readers in the right mood, she has them imagine themselves in the environment of the Antarctic before beginning this harrowing tale. After reviewing Shackleton’s earlier voyages to Antarctica and talking about the selection of crew members, Armstrong mentions the difficulty these patriotic men faced leaving their country as it prepared to enter World War I. She then follows this group of heroes on their long journey, describing some of the extreme conditions and difficulties they faced. Readers are right alongside the men as they are captured in the Antarctic ice pack, drift along with the ice back toward civilization, lose their ship, travel impossible distances on foot and in small boats, battle inconceivable weather conditions, traverse uncharted mountains, and finally reach outposts where they can get help. All the while, Armstrong provides humanizing details to give readers a picture of what life was like for the crew, accompanying her text with actual photographs taken on the expedition. Readers will breathe a sigh of relief and amazement as the crew finally makes it back home.

C. Critical Analysis:

This book will definitely draw readers into the story of this remarkable group of men and the journey they survived together. At times, the conditions and incidents described made me cringe for the crew’s suffering, but I was always in awe of their determination and ability to overcome. The photographs actually taken on the expedition and direct quotes from some of the men’s diaries lend credibility to Armstrong’s book. She also provides a bibliography of sources she consulted, including a number of first-hand accounts written by members of the crew. An index at the end of the book makes it more navigable, especially for one doing research on or trying to refer to specific topics. One thing that I would have liked to see in this book is a glossary describing some of the terms used. For one, even an adult, unfamiliar with nautical terminology, certain words can be confusing. The book is logically presented in a chronological fashion, with chapters – listed in a table of contents at the start – dividing the journey into manageable segments. At time the text can be fairly dense for this age group, though, and some additional maps or diagrams could have helped readers visualize things. On the whole, however, this tale certainly keeps readers interested and engaged. The author’s vivid descriptions of what the crew encountered help readers feel as if they were right alongside the men on their journey. Readers will have a hard time putting down this exciting tale, and many will go looking for more information on the topic.

D. Review Excerpts:

~ “Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Imperial Trans-Antarctic Expedition reads like an adventure novel. . . . Armstrong brings all of these experiences vividly to life, frequently using quotes from members of the expedition. Excellent black-and-white photographs taken during the journey document the entire adventure story. . . . A book that will capture the attention and imagination of any reader.” – Edward Sullivan, School Library Journal
~ “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. The black-and-white photos, taken mostly on glass plates by the expedition's photographer, Frank Hurley, survived along with the men and are of exceptional quality.” – Kirkus Reviews

E. Connections:

~ Include in a unit studying famous explorers.
~ Student could be Shackleton (or another crew member) for a “living history museum.”
~ Re-enact portions of the expedition.
~ Compare/contrast with other books about this expedition (e.g. Ice Story, by Elizabeth Cody Kimmel; Ice Wreck, by Lucille Recht Penner; Shackleton and the Lost Antarctic Expedition, by B.A. Hoena).
~ Discuss with students how they think they would have handled the situations faced by the crew.

Aleutian Sparrow

A. Bibliographic Data:

Aleutian Sparrow, by Karen Hesse, illustrated by Evon Zerbetz, published by Simon & Schuster in 2003; ISBN: 0689861893

B. Plot Summary:

Divided into three sections by time and location, Hess tells the story of the native Alaskans living on and evacuated from the Aleutian Islands during World War II. The book is told from the perspective of Vera, a young woman making this journey with her people. She begins heading back to her home village from another Aleut town, where she had been staying with some friends of the family. Upon arriving, though, her summer plans are changed as most of the population of the Aleutians is made to evacuate to southeast Alaska by the U.S. government. During the course of their forced exile, Vera shares the difficulties, sorrows, triumphs, and heartache of her people. She suffers the virtual abandonment of her mother and the death of her best friend, but she also discovers young love. Along the way, she tells readers some of the Aleutian traditions that they cannot carry out in their temporary homes, and some that persist against the odds.

C. Critical Analysis:

As a white American, this story made me ashamed of that period in our history. Learning of the mistreatment of these people by their adopted neighbors and the military installments that took over their homes was heartbreaking. The format of verse for this book makes the sentiments even more poignant. Hesse brings to light this portion of American history in moving, beautiful poetry. Although the lack of rhyme can take some adjustment for those used to certain types of poetry, the rhythm is carried through in Vera’s words and thoughts. The imagery Hesse uses, supported by similes and metaphors, brings readers right alongside Vera away from the ocean and into the dense, dark forest land that is so unfamiliar to her people. Hesse’s word choices communicate the despair of the Aleuts and their will to overcome the hardships they face. Overall, this novel provides an excellent avenue to introduce young people to verse as well as the particular period in American history.

D. Review Excerpts:

~ "Hesse's verses are short and flow seamlessly, one into another. Her use of similes is a powerful tool in describing people, scenes, events, and emotions. . . . Ending on a hopeful note, Aleutian Sparrow brings to light an important time in American history, and in the process introduces readers to Aleut culture." - Mary N. Oluonye, School Library Journal

~ "But, unlike Hesse's Newbery winner Out of the Dust (1997), the prose poems constituting the narrative are jerky, disconnected, and distancing. A more direct personal narrative (with a map) might have been more accessible and more eloquent than these short, scattered vignettes." - Hazel Rochman, Booklist

E. Connections:

~ Use as part of a study on Native American/Native Alaskan culture.

~ Use to supplement traditional World War II lessons and information.

~ Discuss with students how the story would sound and feel different if written in traditional prose.

~ Have students choose a historical event and write a short story in verse about it.

~ Discuss cultures that have been marginalized by larger groups (particularly native tribes of various countries)

This Is Just to Say

A. Bibliographic Data:

This Is Just to Say: Poems of Apology and Forgiveness, by Joyce Sidman, illustrated by Pamela Zagarenski, published by Houghton Mifflin Company in 2007; ISBN 0618616802

B. Plot Summary:

This volume is a collection of poems in two parts, apologies and responses. The apologies are written by Mrs. Merz's sixth grade class to people they want to apologize to - classmates, family, friends, even pets. The responses are mostly written by those to whom the apologies were directed, but some were composed by others on their behalf. The poems apologize for everything from stealing donuts to having to put down a pet to not being good enough for a parent. The forms vary as well, but the messages come across regardless of the style chosen.

C. Critical Analysis:

I was moved to tears by some of the poems in this book. The topics range from the mildly ridiculous, such as Kyle and Reuben writing about dodge ball, to heartfelt and painful, such as Jewel's plea to her father. The responses give hope and joy, as most of the respondents find it in their hearts to forgive. Many of the responses from parents are especially moving, although I was saddened by Anthony's mother dismissing his apology as ridiculous. Also, the illustrations support the compositions very well. Their unique style suits the poems, and they look as if the authors could have created them. I especially enjoy the illustrator's use of bits of paper, such as shapes that seem to have been cut out around the word 'apology' in the dictionary, bits of graphing and lined paper, and reinforcing stickers for notebook paper. They really bring back the feel of school and remind the reader where the book is supposed to originate. Overall, I found this to be an enjoyable volume that would be a great way to introduce poetry to (older) children.

D. Review Excerpts:

~ "Sidman's ear is keen, capturing many voices. Her skill as a poet accessible to young people is unmatched. . . . This is an important book both for its creativity and for its wisdom." - Lee Bock, School Library Journal (starred review)

~ ". . . a captivating anthology of short poems in various styles touching on different aspects of life. . . . Children will find much to identify with in the situations presented in the apology poems, and they'll appreciate the resolutions given in the responses." - Randall Enos, Booklist

~ "The poems successfully navigate the complicated terrain for those who seek forgiveness." - Publishers Weekly

E. Connections:

~ Have children compose their own poems of apology.

~ Have children imagine that someone wrote them an apology for something that upset them and write a response poem.

~ Use with a unit on poetry, introducing the different styles and formats.

~ Compare/contrast with other titles by Sidman (e.g. Song of the Water Boatman; Eureka!; Meow Ruff; or Just Us Two)

Comets, Stars, the Moon, and Mars

A. Bibliographic Data:

Comets, Stars, the Moon, and Mars: Space Poems and Paintings, by Douglas Florian, published by Harcourt in 2007; ISBN 0152053727

B. Plot Summary:

This book is part poetry, part astronomy. Although the entire thing is written in poems, except the glossary at the end, it provides some basic information on the universe and what can be found in space. The volume begins with suggestions on how to stargaze, then follows with general information on the universe and what makes a galaxy. It continues narrowing down to our solar system, with a poem each on the sun, the planets we recognize (and Pluto), the moon, and the minor planets, before looking farther at comets, constellations, black holes, and "the great beyond."

C. Critical Analysis:

Florian provides a fun way to learn more about astronomy in this volume. All of the poems have a fairly smooth rhythm and at least some rhyme, making them very recognizable as poems to children, and each is accompanied by large, engaging illustrations. There are even holes incorporated into the illustrations on most of the pages. There seems to be some collage mixed with the painting, as well, providing added depth to the illustrations. Although each poem is fairly short, children can learn a surprising amount from the book. The glossary at the end provides a bit more detail on each subject, and Florian suggests some resources to explore for further information, although I doubt that much of his audience will find Stephen Hawking's A Brief History of Time very accessible. This book, however, is. Children will enjoy discovering the universe through Florian's work.

D. Review Excerpts:

~ "This large-format book looks at astronomy through the magnifying, clarifying lens of poetry. . . . Stamped type, cutout pages, collage elements with printed papers, and sweeping brushstrokes all figure prominently in the expressive collage artwork, which ably illustrates the verse." - Carolyn Phelan, Booklist

~ "This one literally sings the music of the spheres. . . . In both language and artwork, Florian strikes the perfect balance between grandeur and whimsy." - School Library Journal (starred)

E. Connections:

~ Use with a unit on astronomy, exploring each subject contained in the book.

~ Compare illustrations in the book to actual photographs of the subjects.

~ Have students choose a favorite heavenly body and compose a poem about it.

~ Use with a unit on poetry, showing that poetry can teach you more than just English.

Horse Hooves and Chicken Feet: Mexican Folktales

A. Bibliographic Data:

Horse Hooves and Chicken Feet: Mexican Folktales, selected by Neil Philip, illustrated by Jacqueline Mair, published by Clarion Books in 2003; ISBN: 0618194630

B. Plot Summary:

This volume introduces readers to Mexican folklore through a wide selection of tales with beautiful new illustrations. Philip begins with an introduction touching on the importance of storytelling to every culture around the world. He also mentions the common origins of many of the tales and tells readers a little about characteristics of Mexican folklore. The stories included are "The Flea," "The Story of the Sun and the Moon," "The Tailor Who Sold His Soul to the Devil," "The Hog," "Pedro the Trickster," "The Shadow," "Horse Hooves and Chicken Feet," "The Seven Oxen," "The Mule Drivers Who Lost Their Feet," "The Two Marias," "The Priest Who Had a Glimpse of Glory," "The Brave Widow," "The Endless Tale," and "Cinder Juan." The compiler concludes with notes on the origin of each tale, giving readers the opportunity to explore them in greater depth.

C. Critical Analysis:

This collection of Mexican folklore was a joy to read. Each tale is fairly short, with the longest lasting about 6 pages, making it easy to share with young children in small doses. The wording is also simplified, making the text even more accessible to children. The illustrations include the main components and incidents of each story, with bright colors and interesting patterns incorporated. Their style is a bit unusual for children's books, being more like oil paintings one might see in a museum, but they communicate the stories well and will engage children in the story even more. It was especially interesting to learn the origins of each story in the compiler's notes. He also shared the 'type' usually assigned to each tale, relating them to the Aarne-Thompson numbers that can apply to stories from cultures around the world. Religion and magic are strong themes evident throughout the volume, with everyone from the Virgin Mary to Judas to several witches appearing within the pages. This clearly reflects the largely Catholic Mexican culture, but children who are not familiar with such icons may need a bit of background explanation for some of the stories to make more sense to them. Overall, this is a wonderful volume to introduce children to some traditional folklore of the Mexican culture.

D. Review Excerpts:

~ ". . . this richly varied collection presents the unique blend of folkloric elements and Catholicism that defines Mexican folklore. . . . The sparkle he discerns in the body of work comes through clearly in his stylish and humorous retellings. Mair's primitive acrylic illustrations, based on Mexican folk art, are alive with bright color and a kinetic sensibility. They both complement and extend the spicy stories, making this a well-put-together package." - Ann Welton, School Library Journal

~ "Philip brings together a useful and attractively presented selection of 14 folktales from Mexico and people of Mexican decent from the American Southwest. The stories are simply yet effectively retold . . . . Adding considerably to the overall appeal of the book are Mair's exuberant illustrations, accomplished in the style of Mexican folk art. . . . A solid collection that may also find an audience among readers who are older than the target audience." - Todd Morning, Booklist

~ "well-documented and authentic...Mexican flavor is strong throughout...occasional brilliant, hot watercolors...much information for the serious student of folklore." - Kirkus Reviews

E. Connections:

~ Use as part of a study on Mexican culture.

~ Use with a unit on global folklore.

~ Have students find tales from other cultures with similar storylines (can use AT numbers for reference). Compare/contrast with these different versions

~ Have students choose a favorite tale and create an illustration for it.

~ Have students talk to a storyteller in their own culture to learn at least one tale of their own and share it with the group.

Bigfoot Cinderrrrrella

A. Bibliographic Data:

Bigfoot Cinderrrrrella, by Tony Johnston, illustrated by James Warhola, published by G.P. Putnam's Sons in 1998; ISBN: 0399230211

B. Plot Summary:

This version of the classic Cinderella story gives a different, more naturalist look at the folk tale. The Bigfoot prince, living in an old-growth forest in California, is sought after by all the eligible young Bigfoot women. They try to attract him by primping and prettying themselves with wildflowers they have picked, only angering the prince with their disregard for nature. Meanwhile, an especially large, hairy Bigfoot woman is abused by her stepmother and stepsisters, who roar at her enough to give her the name Rrrrrella. They also try to clean, perfume, and primp her as the Bigfoot women do, which angers and upsets her even more. Rrrrrella's kindness to a bear one day is repayed when the bear, her "beary godfather," makes her fur matted and tangled to prepare her for a competition to win the prince's hand. He also gives her bark-clogs, so big they will fit no one's feet but her own. After winning the prince in a log-rolling competition, Rrrrrella must leave at sundown to preserve the magic, and she leaves one of the bark-clogs behind. The prince comes looking and finds his bride-to-be at long last, leading to a rowdy Bigfoot wedding in the forest.

C. Critical Analysis:

Bigfoot Cinderrrrrella uses a classic folk tale to teach young children a little about nature. The beautiful illustrations are engaging and and give hints to what's happening in the story. This version also gives an interesting twist on the tale as well, with the prince preferring women to be filthy, smelly, and furry. He values nature enough to be mad when women pick flowers, especially to impress him. The text is fairly simple, allowing children to follow along easily, and they will enjoy the dialogue of the Bigfoots. A glossary at the start of the book explains some of the terms used in the story, and the story teaches children that we have to take care of the natural world. This is a particularly appropriate time in history for this lesson as well, with concerns about global warming and the destruction of natural habitats increasing. Overall, I think this would be a fun story to read with children, alone or as part of a storytime. Johnston has unleashed her creativity on a classic tale, giving it a unique twist and a new perspective.

D. Review Excerpts:

~ "Johnston's . . . wacky fantasy stays true to the Cinderella story, and her fresh setting and funny, evocative details will keep kids laughing. Warhola's . . . giant woolly creatures sport prominent, snouty noses and grimy-toothed grins. They cavort with glee and exhibit enough recognizably human behavior to sustain the visual humor." - Publishers Weekly

~ "Large, bright paintings in greens, browns, and gold depict the large-nosed, big-toed heroine and her "odoriferous" love interest. All but two crowd scenes can easily be shared with a group. The book can be read alone, aloud, or used for storytelling. It's hilarious fun with a message for all ages." - Marlene Gawron, for School Library Journal

E. Connections:

~ Use this book with a unit on habitats, particularly the forest.

~ Discuss with children what might be different in the story if it was set somewhere else, e.g. the rainforest or the desert.

~ Compare/contrast different versions of Cinderella (i.e. Dinorella: A Prehistoric Fairy Tale, by Pamela Duncan Edwards, illustrated by Henry Cole; Cindy Ellen: A Wild Western Cinderella, by Susan Lowell, illustrated by Jane Manning; or Prince Cinders, by Babette Cole).

~ Have students come up with ideas for their own version of the Cinderella story.

The Three Little Tamales

A. Bibliographic Data:

The Three Little Tamales, by Eric A. Kimmel, illustrated by Valeria Docampo, published by Marshall Cavendish Corporation in 2009; ISBN: 0761455191.

B. Plot Summary:

This book presents a fresh look at the classic tale of the Three Little Pigs. In this Texas version, three little tamales run away to avoid being eaten and build their homes out of sagebrush, cornstalk, and cactus. When Señor Lobo, the big bad wolf, comes along, the three little tamales must deal with him in their own way.

C. Critical Analysis:

The Three Little Tamales uses repetitive text and engaging illustrations to involve young readers in the story. It brings together the cultural heritage of Hispanics living in Texas with a classic folk tale shared by most Americans. This version of the classic tale is easily recognizable to those familiar with the Three Little Pigs, but it gives a different view. Some children, especially those with a Hispanic background, may even be more able to identify with it than the traditional version. By including some Spanish words, Kimmel also gives English-speaking children the opportunity to learn a bit of a foreign language. He also introduces native Texan plant life for the materials of the tamales’ houses, providing added educational value for readers. Overall, Kimmel's fun version of the classic tale will keep children and parents alike enthralled as they see a new side of a favorite story.

D. Review Excerpts:

~ "Docampo’s oil-on-paper illustrations add dimension to the story and bring the three little tamales to life. An excellent addition to collections of fairy-tale retellings." - Shauna Yusko, Booklist

~ "Kimmel has pulled the pork from "The Three Little Pigs," wrapped it in masa, and cooked up another traditional tale flavored with Southwestern spice. . . . Done in a palette of gold, green, and blue, the action-packed spreads blend the exaggerated gestures and expressions of cartoons with the rich color and texture of oil on paper. The colorful artwork combines with a text brimming with humor and sound effects ("Ay! Ay! Ay!") for a delightful parody sure to satisfy readers' appetite for fun." - Teri Markson, School Library Journal

E. Connections:

~ Build houses out of different materials and test how sturdy they are.

~ Have children create their own stories based on the Three Little Pigs.
~ Compare and contrast other versions of the Three Little Pigs story, including The Three Little Gators, by Helen Ketteman, illustrated by Will Terry; The Three Little Cajun Pigs, by Mike Artell, illustrated by Jim Harris; The Three Swingin' Pigs, by Vicky Rubin, illustrated by Rhode Montijo; and The True Story of the Three Little Pigs, by Jon Scieszka, illustrated by Lane Smith

Artist to Artist

A. Bibliographic Data:

Artist to Artist: 23 Major Illustrators Talk to Children About Their Art, by the Eric Carle Museum of Picture Book Art, published by Philomel Books in 2007; ISBN: 0399246002

B. Plot Summary:

Artist to Artist gives 23 children's book illustrators an opportunity to tell children the stories about how they became artists. Contributors, including Leo Lionni, Maurice Sendak, Jane Dyer, Tomie dePaola, Jerry Pinkney, Chris Van Allsburg, and of course Eric Carle himself, each include a letter to share tales about people who inspired and encouraged them throughout their journey to becoming illustrators. They also demonstrate the process of creating their illustrations, showing sketches along with their final products and samples of their early work, some from when the artists were as young as 5 or 6 years old. Each artist also includes a self portrait, giving readers a look at the person behind the creations.

C. Critical Analysis:

Although this book is enjoyable and informative, some of the artists do a much better job than others at writing in words that would be clear to children. The format of the book keeps readers interested and gives them a taste of the work that goes into creating illustrations. It is also fun for children to see the people who create their favorite pictures. Although the book is listed as at a reading level for ages 4 to 8, several of the contributions seem like they would be difficult for children that young to read on their own. However, families could have a wonderful time exploring the book together. Parents would be able to learn about some of their own favorites while showing their children the process of illustrating a book. Each contributor brings his or her own style to the compilation, showing the diversity of the field and reassuring children that they can do things their own ways.

D. Review Excerpts:

~ "...a gorgeous, browsable gallery of international treasures." - School Library Journal

~ "Fun to read and view, this anthology is a treasure trove of creative insight and inspiration." - Kirkus, starred review

E. Connections:

~ Have students create their own versions of illustrations for a favorite book.

~ Have students illustrate a story of their own creation.

~ Talk about favorite illustrators and what each person likes about them.

~ Compare and contrast different styles of illustration (e.g. watercolors, oil painting, pastels, collage, etc.), then experiment with them.

Edwina

A. Bibliographic Data:
Edwina, The Dinosaur Who Didn't Know She Was Extinct, by Mo Willems, published by Hyperion Books for Children in 2006; ISBN 0-7868-3748-9

B. Plot Summary:
In Edwina, Mo Willems tells the story of Edwina, a popular and kind-hearted dinosaur living in a town full of people. One student is determined to convince everyone that Edwina, being a dinosaur, is extinct. It turns out that Edwina is the only one who will listen to him, though, causing the boy to realize that he doesn't care if Edwina is extinct or not, he is glad to have her around.

C. Critical Analysis:
Mo Willems provides a unique style of simple but powerful line drawings in Edwina, as is his style. He provides a wealth of detail within his cartoon-esque illustrations, providing further interest for more advanced readers without overwhelming his younger audience. Very observant Willems fans can even find Pigeon and Knuffle Bunny, two of his other popular characters, in the pictures. Willems alternates black-and-white drawings with color, maintaining interest and highlighting certain portions of the story. He also utilizes facial expression on both the human characters and Edwina to emphasize and clarify their feelings and actions. In addition, the print is clear and basic, and the wording is appropriate for the target audience. A moral is also provided: it is more important to be a good friend than to be right. Because picture books are aimed at young children still in the formative stages of development, it is important for them to teach their audience while encouraging their creativity, which this book does very well.

D. Review Excerpts:
~ "Willemss expressive cartoon style makes the most of his fabled ability with line. Readers will enjoy Edwina in her straw hat, handbag, delicately painted claws, beribboned hat and simple strand of pearls, and especially her expression of utter shock when she realizes she is extinct." - Kate McClelland, School Library Journal
~ "Pacing is varied to highlight the more dramatic scenes, with much of the drama provided by Reginald in a way resembling Pigeon trying to get his way. Set against plain, light-blue backdrops, the pictures, in Willem's familiar cartoon style, show Reginald up to his dastardly deeds as well as characters in the classroom, on the playground, and in the park. Children will have fun searching the art for hidden pictures of Pigeon and Knuffle Bunny. Consider this an enjoyable visit to a happy community that has no room for curmudgeons." - Randall Enos, Booklist

E. Connections:
~ Compare to Willems' other titles (e.g. Pigeon, Knuffle Bunny, etc.) and note differences in illustration style.
~ Use with unit about extinct and/or endangered species.
~ Compare and contrast with How Do Dinosaurs...? books by Jane Yolen and Mark Teague.
~ Discuss important characteristics of friendship.

Flotsam

A. Bibliographic Data:
Flotsam, by David Wiesner, published by Clarion Books in 2006; ISBN 0-618-19457-6

B. Plot Summary:
This wordless book tells the story of a boy spending a day at the beach when he discovers an old-fashioned (looking) underwater camera. He develops the photos to learn about an underwater world beyond his imagining and see photos of all the children who have found the camera before him. He adds his photo and throws the camera back into the water, and another little girl finds it as the book ends, continuing the cycle.

C. Critical Analysis:
In Flotsam, David Wiesner brings readers on a journey through an amazing underwater world by sharing a little boy's discovery of a camera on the beach. He is able to communicate the wonder and excitement the boy feels as he explores this surreal world through the photographs he has developed. Wiesner uses a layout similar to panels in graphic novels or comics to depict the passage of time as the boy makes discoveries on the beach and waits for his photographs to be developed. His creative illustrations draw the reader into a fantastic world under the sea, encouraging readers' imaginations as he shows off his own. Wiesner does an excellent job showing the age of the photographs, using color tones and hair and clothing styles to demonstrate the period of history in which each child lived. The aesthetically pleasing, creative and precise illustrations make this a truly wonderful example of a children's picture book, and one that can be shared by the whole family.

D. Review Excerpts:
~ "Shifting perspectives, from close-ups to landscape views, and a layout incorporating broad spreads and boxed sequences, add drama and motion to the storytelling and echo the photographic theme. Filled with inventive details and delightful twists, each snapshot is a tale waiting to be told." -Joy Fleishhacker, School Library Journal
~ ". . . Wiesner offers another exceptional, wordless picture book that finds wild magic in quiet, everyday settings. . . . When closely observed, however, the masterful watercolors and ingeniously layered perspectives create a clear narrative, and viewers will eagerly fill in the story's wordless spaces with their own imagined story lines. Like Chris Van Allsburg's books and Wiesner's previous works, this visual wonder invites us to rethink how and what we see, out in the world and in our mind's eye." -Gillian Engberg, Booklist

E. Connections
~ Have students create pictures of what else they imagine might be happening underwater.
~ Have students write words to go along with the pictures.
~ Related books: other titles by David Wiesner, titles by Chris Van Allsburg
~ Explore other wordless books to compare methods and styles.