Historical Fiction Review #3

Holm, Jennifer L. 2010. TURTLE IN PARADISE. New York: Random House. ISBN 978-0-375-93688-3

PLOT SUMMARY

Turtle is an eleven-year-old girl who lives with her single mother that cleans houses for a living. Her mother is always dreaming about hitting it big, being in love, and someday living in a “made to order” house. When Turtle’s mom begins work at a new home, she ends up sending Turtle to live with her Aunt Minnie in Key West, Florida because the homeowner doesn’t like children.

Turtle has never met this part of her family, but is quickly indoctrinated into the different culture of life that exists. Her cousins are all boys and slowly warm up to her and include her in most of their activities, except being part of the “Diaper Gang.” As time passes while in Key West, Turtle learns that her grandmother really isn’t dead and that a man nick-named, Slow Poke, has the exact same grayish blue eye color that she has.

The real excitement materializes when Shadow, Turtle’s cat, helps lead her to a hidden treasure map. Turtle shares the map with her cousins and they venture out to find the treasure as they get stranded on an island during a hurricane. After the weather calms, the kids are found and they reveal the gold coins they found and are able to sell them for $20,000. The money is used to buy Johnny Cakes a new boat that the kids lost in the ocean and is then split fairly between them, including a share to Nana Philly because it was her house where Turtle found the map.

To add to the excitement, Turtle’s mother comes to Key West and introduces her new husband, Archie. Turtle is ecstatic to see her mother and happy because she has always liked Archie when he was her mother’s boyfriend. After Turtle, her mother and Archie spend the night in a deluxe hotel before leaving Key West to live life happily ever after, Turtle and her mother say their good-byes to all the family as Archie stays behind, goes to the bank and gets the luggage to the dock.

Ultimately, Archie turns out to be a lying thief and sneaks out of the Keys without Turtle and her mother, but with Turtle’s newly found money. Turtle and her mother are saddened when the reality of what just happened sinks in, but both realize they are better off staying behind and being surrounded by family which is more meaningful than any amount of money.

CRITICAL ANALYSIS

The characters in this book seem real and believable. The protagonist character, Turtle, experiences living life in Key West for the first time. As she learns the ways of life like always going barefooted, that most people are called by a nickname, and being aware that scorpions are abundant and you should always shake your clothes out before putting them on allows the reader to also get a detailed idea of life in Key West through eleven-year-old Turtle’s experiences first-hand. Other characters in the story include her mother who is working hard as a live-in housekeeper to make ends meet financially, the mom’s boyfriend Archie that is a walking salesman, and all of the relatives (aunts, uncles, boy-cousins, grandmother and birth-father) that Turtle meets when she goes to live in Key West, Florida.

The plot of the story is very realistic to its 1935 time period. The poor, economic stricken times are clearly represented by how Turtle’s boy-cousins use their imaginations to have fun and cleverly create a business called the “Diaper Club” that takes crying babies on wagon rides to give their mothers a few sane minutes in exchange for payment via candy. Dreams of “striking it rich” are thought about often in this story by old and young alike. With so much family around to interact with each other, drama abounds throughout the story.

The backdrop of this novel happens in Key West, Florida and is very easy to picture. Holm’s is constantly describing various places within the island that Turtle is exposed to, yet cleverly words these descriptions through Turtle’s own perception of what her eyes see. The choice of words used in much of the dialogue between Turtle and her newly discovered family members is spoken so that the reader can actually visualize how family talks to family and the literal frankness that exists in the voices of Turtle and all of her cousins. For example, they use the word “bungy” to describe a person’s bottom, most specifically referencing all of the babies that they help take care of including the changing of diapers. The Diaper Gang has a secret remedy they use to clear up diaper rash and they capitalize on the enjoyment they get from all of the mothers in the neighborhood that come knocking to request some.

The notes that Holms shares at the end of the story explaining what brought her to write this historical fiction novel are very interesting. She includes various black and white photographs that give examples of what a typical Conch neighborhood in Key West would have looked like, pictures of real people that helped inspire some of her characters, and background information with how the Great Depression influenced this specific part of the Nation. Holm’s discloses what the secret diaper rash formula consists of in her notes and claims that it works on mosquito bites, too! This book was very easy to read and digest. The language used was very understandable. The careful research that Holm’s did to write this book allowed her to dig deep and learn about her own family heritage in Key West that began when her great-grandmother emigrated there.

AWARDS & REVIEW EXCERPT(S)

Newbery Honor Book 2011

Children’s Choices for 2011

Children’s Books of the Year 2011

Horn Book starred: “Modern-day readers will have no trouble relating to Turtle, though, and the fast-moving plot will keep them interested to the end.”

Book List starred: “The many references to 1930s entertainments (Terry and the Pirates, Shirley Temple) will mostly go over kids’ heads, but they’ll get how much comics and movies meant to a population desperate for smiles.”

Kirkus Review starred: “Holm's voice for Turtle is winning and authentic--that of a practical, clear-eyed observer--and her nimble way with dialogue creates laugh-out-loud moments. Sweet, funny and superb.”

Library Media Connection: “This book is best suited as a read-aloud where the background of the story has already been established.”

Publishers Weekly: “Two-time Newbery Honor author Holm again crafts a winning heroine who, despite her hardened exterior, gradually warms to her eccentric family members, including her unruly cousins and waspish grandmother (who Turtle thought was dead). Infused with period pop culture references, a strong sense of place, and the unique traditions and culture of Key West natives (aka "Conchs"), this humorous adventure effectively portrays Turtle as caught between her mother's Hollywood-inspired dreams and the very real family and geography that offer a different kind of paradise.”

School Library Journal: “Readers who enjoy melodic, humorous tales of the past won't want to miss it.”

CONNECTIONS

*Make a cost analysis comparison to finding what $20,000 back in the 1930’s would amount from inflation to today’s date.

*Re-create a 4-D map of what the Key West Island that Turtle’s family lived on looked like, including the streets and houses that were mentioned in the book, as well as where the hidden treasure was found.

*Using a map to teach latitude and longitude, locate the coordinating points to find hidden treasures.

*Take a virtual field trip on the Internet and watch hurricane footage that has been captured on video. Do the same for learning about tornadoes. Compare the two by creating a Venn diagram.

*Read the book I SURVIVED HURRICANE KATRINA.

*Determine if the economic ruin of Key West back in 1934 has changed and been reinvented as a tourist attraction or if it remains a financial sinking hole.

*Encourage students to read other historical novels written by Jennifer L. Holm like Our Only May Amelia, Penny From Heaven, Boston Jane: An Adventure, The Trouble With May Amelia, Boston Jane: The Claim, and Boston Jane: Wilderness Days.

*Have students reflect and discuss the following questions:

Contemporary Significance: How important was it to people at the time, perhaps in finding lost treasures?

Profundity: How deeply were people affected?

Quantity: How many people were affected?

Durability: How long lasting were the effects?

Relevance: How does it help us understand current issues and events?

Historical Fiction Review #2

Williams-Garcia, Rita. 2010. ONE CRAZY SUMMER. New York: Amistad. ISBN 978-0-06-076088-5

AUDIO REVIEW

This title was reviewed by listening to an unabridged, boxed set of 5 CD’s that lasted a total of 5 hours and 25minutes. It was narrated by a young adult female named Sisi Aisha Johnson. The Sound quality had clear pronunciations with no background noise. Johnson used her voice to create multiple voices for the multiple characters in the story and imitated African American Vernacular English. Introductory and closing comments were not included. A mystery male voice talked when the end of a CD had been reached and prompted the listener to switch to the next CD in the series.

The listening experience seemed boring and slow to engage. It wasn’t until I was listening to the last CD where the story climaxed and I suddenly wanted to keep listening to find out how the story was going to end. Reading the book would have probably kept me better connected to the story. I found my mind wandering at times when I was supposed to be listening to this very long audio.

PLOT SUMMARY

In 1968, 11-year-old Delphine and her two younger sisters, Vonetta and Fern, are flown to Oakland, California to visit their mother, Cecile, for the summer. Cecile deserted them when they were younger and went to Oakland to live her own life. Delphine suddenly understands why her grandmother has always referred to Cecile as “crazy.”

After arriving, the girls quickly realize that Cecile has no use or desire to have them around, much less in her house so she sends them daily to the Black Panther Community Center where they are fed and looked after. Hoping to see movie stars and visit Disney World were a mute chance. While the girls are at the center daily, they learn about the revolution that’s going on for more “Black Power.” Cecile continues living in her own little mysterious world writing poetry behind closed doors in her kitchen and answers the door to interact in conversation with strange men wearing berets.

Delphine is forced to act responsibly and be the mature one in charge of keeping her younger sisters behaved and quiet since Cecile wants nothing to do with them. By the end of the summer, Delphine, Vonetta, and Fern have officially been taught to embrace standing up for the protection of African American minorities. At the same time, Cecile finally offers some much needed affection towards her girls in her own unique way.

CRITICAL ANALYSIS

This is a story that shares the forming of a minority group that made a name for themselves in California back in 1966. African Americans formed a group called the Black Panthers that were part of the civil rights period proposing a more violent approach in achieving the goal to stop oppression.

The protagonist, Delphine, and her sisters learn first-hand about the Black Panthers because their mother needs a place to dispose of them during the day so she isn’t bothered. During this daily exposure, the girls absorb the pro-active measures that the Black Panthers take to represent themselves. Some things are agreeable in doing like passing out pamphlets while other actions like attending a rally make Delphine unwilling. The author does a great job weaving historical information into her story plot.

Cecile’s ability to write poetry empowers her to stand up for what she believes. Figuring out how to break this focus so she can act more like a loving mother becomes a goal for Delphine. She finally figures out by the end of the story how to get Cecile to show some interest in her girls.

Delphine and her sisters speak to each other in a familiar and knowing way. The two younger sisters clearly think and act like their age, leaving 11-year -old Delphine the responsibility to think more like an adult, since Cecile is not interested in playing that role.

Being that the audio version I listened to didn’t include notes that the author wanted to share about her book and what prodded her to write about this time in history, I was left questions. Specifically, I ended up using the Internet to help me learn more about the Black Panther Party.

AWARD & REVIEW EXCERPT(S)

Newbery Honor Book 2011

King Medal Author Award 2011

Booklist Books for Middle Readers 2010

Best Books of the Year 2010

Book Links Lasting Connections 2010

Fanfare 2010

Historical and Realistic Fiction 2011

Notable Children’s Books for Middle Readers 2011

Notable Children’s Books in the Language Arts 2011

BOOK LIST starred: “Set during a pivotal moment in African American history, this vibrant novel shows the subtle ways that political movements affect personal lives; but just as memorable is the finely drawn, universal story of children reclaiming a reluctant parent’s love.”

HORN BOOK: “The setting and time period are as vividly realized as the characters, and readers will want to know more about Delphine and her sisters after they return to Brooklyn with their radical new ideas about the world.”

LIBRARY MEDIA CONNECTION: “Modern young readers will find it interesting to read about the conflicting views of the African-American community at that time, as I was. They certainly will be intrigued by the plight of these three children who are caught up in the major issues of that time, made all the more poignant by the insightful first-person narrative of this precocious young girl. Highly Recommended.”

KIRKUS REVIEW starred: “Williams-Garcia provides details that make each characterization crystal clear. The depiction of the time is well done, and while the girls are caught up in the difficulties of adults, their resilience is celebrated and energetically told with writing that snaps off the page.”

SCHOOL LIBRARY JOURNAL: “Emotionally challenging and beautifully written, this book immerses readers in a time and place and raises difficult questions of cultural and ethnic identity and personal responsibility. With memorable characters (all three girls have engaging, strong voices) and a powerful story, this is a book well worth reading and rereading.”

PUBLISHERS WEEKLY: “A growing awareness of injustice on a personal and universal level is smoothly woven into the story in poetic language that will stimulate and move readers.”

CONNECTIONS

*Research the legacy of the Black Panther Party by visiting www.blackpanther.org

*View a historical photo tour of the Black Panthers at http://www.bobbyseale.com/phototour/1.htm

*Read other books with an African American influence written by Rita Williams-Garcia such as: LIKE SISTERS ON THE HOMEFRONT, JUMPED, and FAST TALK ON A SLOW TRACK

*Utilize the dialogue in the book to teach using quotation marks.

*Have students reflect and discuss the following questions:

Contemporary Significance: How important was it to people at the time, perhaps in having equal power no matter the color of skin?

Profundity: How deeply were people affected?

Quantity: How many people were affected?

Durability: How long lasting were the effects?

Relevance: How does it help us understand current issues and events?

*Using a map, string and ruler, determine the route with the fewest miles for traveling in a car from Brooklyn, New York to Oakland, California

* Have students create a Museum Box for the historical aspects that are represented in ONE CRAZY SUMMER at http://museumbox.e2bn.org/index.php

Historical Fiction Review #1

Reilly Giff, Patricia. 2000. NORY RYAN’S SONG. New York: Scholastic. ISBN 0-439-31674-X

PLOT SUMMARY

Twleve-year-old Nory Ryan, her family, and neighbors face the huge struggle of making ends meet financially when the potato crops they depend on fail. This began the Great Hunger in 1845 where Nory sees the tragic loss of many people because they have no food to eat. Scaling dangerous cliffs to find bird eggs to eat, sneaking to the seaside to catch anything that moves without being caught by the British constable and having to slaughter and eat the animals that provide fresh eggs and milk because they are mal-nourished an incapable of producing screams out survival mode.

The best case scenario for everyone is to leave Ireland and catch a boat to America where freedom exists, but boat tickets cost money that no one has. On the contrary, the British Government isn’t the least bit helpful in providing assistance to the Irish who are suffering with nothing to eat because they have their own selfish motives at stake.

Through it all, Nory realizes a new compassion for a neighbor lady she once was scared of, an appreciation for the earth and its natural resources, to cherish family always, and that strength and perseverance can pay off. After assuming that her father is dead because he never returned from working his job, an unknown man delivers tickets that he says are from Nory’s dad to take the boat across the ocean. She immediately realizes her dad is alive and that this is her chance to overcome the adversities she has faced and be able to reunite with her family.

CRITICAL ANALYSIS

This is a very sad time in Irish history to become familiar with, but is thoughtfully shared through the twelve-year-old eyes of the protagonist, Nory. Similarly paired readers will be able to put themselves in Nory’s shoes and understand what a stressful and scary time in her life this was. The raw details included in the story maximize the real effects of what people living in Ireland during this decade went through. Giff clearly recreates the time and place of the story and shares its details throughout the novel.

Staying strong and persevering no matter the circumstance, and realizing the power of family love and commitment are two very strong themes represented in the book. Being a family unit, scattering apart in different directions, and finding each other again demonstrate the value of loyalty and the thickness of blood. The gift of life was sustained for Nory and her family because they were determined to not let the famine get them.

The Irish dialect included in the novel was authentically written and clearly explained in the glossary before chapter one. However, I found it difficult for the reading of the novel to flow when stumped often on this unfamiliar dialect. Having to stop and refresh my memory by referring to the glossary caused interference with the cadence Giff was trying to assume. A note to the reader is offered by Giff at the end of the book explaining her vested interest to know as much as she could about the Great Hunger of 1845-1852 in Ireland.

REVIEW EXCERPT(S)

Booklist starred: “The finely paced novel balances the physical and emotional horrors of famine--described in visceral detail. Giff brings the landscape and the cultural particulars of the era vividly to life and creates in Nory a heroine to cheer for. A beautiful, heart-wrenching novel that makes a devastating event understandable.”

Reading Teacher: “Nory's courage, resourcefulness, and the bonds of family and neighbors show readers another side of this tragic time--the story of resilience. CU:This book would contribute to studies of immigration and family history.”

Horn Book: “Reflective in tone rather than suspenseful, the novel is structured in short chapters that match the age and experience of the central character, allowing the reader to become an eyewitness to history. This is not a pretty story but rather an account of raw courage that ends hopefully if not happily.”

New York Times: “Giff covers the major issues: emigration and the dissolution of families; deprivation; the British appropriation of Irish property and indifference to the plight ravaging Ireland's largely agricultural population. . . . {She} renders Ireland's western countryside and the hardships of rural home life vividly and with minimal sentiment.”

Publishers Weekly: "Giff meticulously re-creates the Great Hunger as she traces a 19th-century Irish girl's struggle to survive.”

School Library Journal: “Today's readers will appreciate this compelling story with a wonderful female protagonist who is spirited and resourceful, and has a song in her heart.”

CONNECTIONS

*Have students think about the importance of always having a back-up plan. Looking in from the outside, what is some advice you could share to keep history from repeating itself?

*Find out what life in the 1850’s was like in New York.

*Is Ireland still dependent on the agriculture of potatoes?

*Potatoes can be prepared in many different ways. Locate as many recipes as you can find that use potatoes. Can you figure out how to order their nutrition value from best to worst?

*Encourage students to read other historical novels written by Giff such as: WATER STREET, WILLOW RUN, ALL THE WAY HOME, LILLY’S CROSSING.

*Read Giff’s sequel to NORY RYAN’S SONG called MAGGIE’S DOOR

*Brainstorm ways you would sacrifice if there started to be a famine where you lived.

*Think of what it means to be courageous. Who do you know that is courageous and what do they do that makes them this way?

Information Books Review #3

Blumenthal, Karen. 2011. MR. SAM: HOW SAM WALTON BUILT WAL-MART AND BECAME AMERICA’S RICHEST MAN. New York: Viking. ISBN 978-0-670-01177-3

PLOT SUMMARY

Learning about the life of Sam Walton and how he successfully built the chain store, Wal-Mart, is what this informational book is about. The competitive edge that Walton possessed was pronounced in his years growing up through playing sports, participating in Boy Scouts, and by holding elected class positions. Ranking order in any activity and not being ranked on top of everyone else is what drove this man to not give up and keep working until he succeeded, and then not stop there, but continue that pace to make sure and not lose status. Walton learned basic retail concepts by landing his first job out of college at J.C. Penney. He eventually was able to branch out and own a franchise to Ben Franklin which taught him invaluable lessons in retail. Capitalizing on those lessons learned he was able to see a bigger picture, and thus the start of Wal-Mart. Growing out of one store and becoming a chain with stores in every state and a handful of other countries kept Sam Walton constantly on a learning curve to keep on improving upon what was already a good thing and making it even better.

CRITICAL ANALYSIS

The organization of this biography is divided into ten chapters that build upon each other from when Sam Walton was a kid. The book begins with an introduction and ends with an epilogue.

At the end of each chapter, a picture of a dollar is divided up and shaded by the percentage that is spent towards food, housing, entertainment, clothing, transportation healthcare and other during the year that the chapter highlights. An average income per family is also shown.

Memorable black and white photos and additional information to note are included throughout the book sharing the invention of the first shopping cart, hot toys like the hula hoop, memorable moments in Sam Walton’s life, and various retail store pictures and side-notes. The design builds upon and communicates who Sam Walton was clearly and effectively. His family is mentioned, but is not the main focus.

The book amalgamates a table of contents, notes section, bibliography, and an acknowledgements section, too. Author, Karen Blumenthal, had the opportunity to monitor Walton personally through her occupation as a financial reporter and editor for the Wall Street Journal and specifically reported on Wal-Mart for about five years. Her research efforts in creating this book reached beyond her personal experiences with this man because of his private and quiet demeanor that she witnessed. This book is an easy-read and will be most appreciated by readers that have actually perused and shopped the isles of a Wal-Mart store.

REVIEW EXCERPT(S)

Booklist: “Written in a fluid, journalistic style and enhanced by photos, boxed-out “Sam Stories,” charts tracking changes in Americans’ spending habits, and a lavish source list, this account of the man who created what is today the world’s largest company makes compelling reading—particularly for would-be entrepreneurs.”

Kirkus Review: “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. Young people with entrepreneurial ambitions will find Walton's life inspiring, instructive and, perhaps, cautionary.”

Horn Book: “Businessmen don't seem like natural biographical subjects for young readers, but Blumenthal has done a splendid job of not only introducing Sam Walton but making his story relevant and timely.”

CONNECTIONS

*Have students pick a stock and follow it daily or weekly, charting its value, by reading the newspaper or using the Internet.

*Have students find out the history behind Target and other big retail stores.

*Compare pricing on the same items bought from Wal-Mart and a competitor.

*Research how the Wal-Mart chain has been surviving since Sam Walton passed on. Would Sam Walton approve where Wal-Mart stands today or would he be disappointed?

*Read the biography about Steve Jobs that Karen Blumenthal is currently writing, that is due out in February 2012.

Information Books Review #2

Deem, James M. 2008. BODIES FROM THE ICE: MELTING GLACIERS AND THE RECOVERY OF THE PAST. New York: Houghton Mifflin Company. ISBN 978-0-618-80045-2

PLOT SUMMARY

Accomplishing the feet of scaling some of the highest mountains in the world would feel amazing. But what about if while you were on your trek, and you happened upon a dead body that had been perfectly preserved and frozen for hundreds of years inside a glacier? In this very graphic book, seven of the highest mountains that have been covered in sheets of ice for thousands of years are highlighted in some amazing ways. Unsuccessful travels by some reveal how, when and where they found their death sentences, while other findings reveal ritual sacrifices that were made of young children to keep harmony with the gods, and still others were simply thrill seekers out looking for adventure. Due to glacier melting, scientists are able to study the ancient findings of these dead people and learn more about who they were and their ways of life. Global warming isn’t a good thing to be happening, but people of today are able to draw upon information of the past that most likely would have never been found out otherwise.

CRITICAL ANALYSIS

The organization in this book spotlights seven specific glacier landforms from around the world dedicating a separate chapter to each. Each chapter makes clear the geography location of the glacier at hand being studied and includes a prologue about the person(s) who located the dead corpse unexpectedly along their travels. Precise details of when and how the deaths occurred are explained through the methods used in proper scientific research and excavation efforts.

Vivid photographs and illustrations can be found on every page. Although somewhat graphic and eerie to see, it is also very interesting to dig into the unknowns of what life was like for people a long time ago. Photos of artifacts that were located at or near the body are also presented in the book. The subject matter is very easily explained. You could certainly skip around the pages in reading this book and still understand the information.

The style is very stunning and lures a reader to keep reading more because it is such an uncharacteristic situation to see pictures of and be able to read about. I personally found myself taking double-takes of the photographs that are included. Reading the book makes you contemplate the people of past ages and what trials and tribulations they must have faced in life, as well as make one appreciate the modern times of today. Although only seven glaciers were featured, I could have very easily read more stories about the unusual findings on other glaciers if that information had existed in this book.

The format of this book includes a table of contents, captions explaining every photograph & illustration, a travel section about well-known glaciers to visit, suggested websites for more information, acknowledgements, bibliography, illustration credits, and an index. Deem is a well sighted author for writing similar non-fiction books. He uses an unbiased approach in sharing the information he uncovers for his readers.

REVIEW EXCERPT(S)

School Library Journal starred: “With its extensive bibliography, suggested Web sites, and a listing of glaciers to visit, Bodies is a fantastic resource. Deem superbly weaves diverse geographical settings, time periods, and climate issues into a readable work that reveals the increasing interdisciplinary dimensions of the sciences.”

Kirkus Review starred: “Photos of skulls, mummified bodies and artifacts will fascinate readers. An intriguing read, complementing the author's highly commended Bodies from the Bog (1998) and Bodies from the Ash (2005), with a bonus environmental message.”

Horn Book starred: “Deem gives readers a tour of mummified bodies found in ice the world over. The design, with its variety of photographs, captions, and sidebars, seals the appeal.”

Library Media Connection starred: “Children will be especially engrossed by the chapter on the frozen children of the Andes in South America who were sacrificed to appease their gods. Vivid photos of human remains are eerie and will surely intrigue readers of all ages. This book is a treat to look at, but is also chock-full of enough text and factual information to be a great resource for research reports.”

Booklist: “There are books about melting glaciers and books about frozen bodies, but this attractive offering combines the topics in a way that will intrigue readers.”

CONNECTIONS

*Research and locate on a map the top 10 glaciers that currently exist around the world. Find their exact latitude and longitude points.

*Encourage students to campaign ways to educate others so that we can personally help the environment and keep global warming at a minimum.

*Discover more of who the Inca’s were by visiting the following websites: www.mountain.org/reinhard/ www.ucsm.edu.pe/santury/

*Learn more about Otzi the Iceman whose body was found 5,300 years after his death by visiting www.iceman.it

*Study the different kinds of glacier formations.

*Find out what the weather conditions were like that made glaciers form so long ago and answer why this natural occurrence isn’t still prominently happening.

Information Books Review #1

Fleming, Candace. 2011. AMELIA LOST: THE LIFE AND DISAPPEARANCE OF AMELIA EARHART. New York: Schwartz & Wade Books. ISBN 978-0-375-94598-4

PLOT SUMMARY

Trying to make history as the first person to fly the complete circumference of the Earth along the equator is what Amelia Earhart last attempted before she disappeared. Amelia Earhart was not your classic 18^th century lady. She was anything, but typical. From an early age she showed an interest in aviation and eventually got her wings to do just that.

Free spirited, Amelia never really showed much of an interest to marry, but nonetheless was wooed by several man, deciding only to let George Putnam in after careful consideration. Amelia and George were quite the team. She was the icon being made famous by her aviation efforts, and George was her Public Relations Representative making sure she got in every newspaper editorial and any other spotlight he could land to draw attention to her.

Amelia achieved many world records for her skills in aviation. She was also a fashion designer of her own personal clothing line for a short while, wrote several books, lectured and did endorsements for products like Lucky Strike cigarettes. She needed to be the entrepreneur like she was in order to keep up with her habit of flying. It was not a cheap hobby.

Learning about Amelia Earhart’s life from start to finish is what this book is all about. Most interesting, is her hopes in making history to fly the world over, becoming missing in action, and following all of the military efforts and media consumption that went into reporting Amelia’s disappearance, never to be found.

CRITICAL ANALYSIS

The layout of this book is easy to understand. There are 110 pages in the entire book. Amongst sharing information in words, black and white photographs, maps of different flight itineraries, and extra stand-alone areas that give additional insight into Amelia’s world, her relationships with others, and historical facts during her era are also included.

The book’s Table of Contents is ordered by dates that slowly narrow down to there being no hope that Amelia Earhart could possibly still be alive. Following the Table of Contents is a “Navigating History” section where Fleming explains her method of how she collected her facts to create this book, noting that it was often a struggle because so many stories she found out about Amelia were actually myths. Fleming has done an excellent job weeding out the fiction about Amelia Earhart and finding the truth.

In her bibliography, Fleming groups these sources by further explaining how each was an integral part to learning the realities of Amelia Earhart.

Suggested websites are given in a section towards the back, just before Fleming’s source notes which are organized by chapter, and are followed by picture credits, and an index.

The first chapter in the book begins by announcing the sudden panic of not being able to locate the plane that Amelia was in. After such a sudden beginning, the chapter moves back in time and shares when Amelia was born and what her growing up years were like. Each chapter continues in this pattern of dropping a little more information about the unknown speculations of Amelia Earhart and then flows back into sharing Amelia’s life chronologically. Her everyday life stories are interesting to read, but I did find myself skipping ahead to read the beginning cliffhanger of each chapter because I wanted to see how it all shook down with this woman trying to make history.

Fleming does not portray a feministic approach in her writing, but she clearly points out that Amelia Earhart was looked up to by many women as a leader and trend setter in showing others that anything men can do, women can also do. Fleming keeps a very optimistic tone through the book as she discusses Amelia Earhart, which might possibly liken readers to personally keep trying and not give up on dreams and aspirations. Literally, the sky’s the limit!

REVIEW EXCERPT(S)

Booklist: “This is a book most libraries will want both for its fascinating story and as an illustration of how research can alter historical perspective.”

Horn Book starred: “The book's structure and scope, along with the story's inherent drama, provide a taut, cinematic backdrop for the history of Earhart's doomed flight.”

Kirkus Review starred: “A stunning look at an equally stunning lady.”

Library Media Connection: “Fleming has done a great job of introducing this important woman to young readers. Students will really get a feel for what Amelia did and why she did it.”

Publishers Weekly: “An overview of the era's social and political climate, particularly as it pertained to women, should help readers grasp the significance of Earhart's accomplishments.”

School Library Journal: “What could be a dry recitation of facts and dates is instead a gripping and suspenseful thriller. Even though readers likely know the end of the story, Fleming makes this book difficult to put down by moving between several accounts of Earhart's disappearance and her chronological life story. Quotes from primary sources are woven so seamlessly throughout that it seems as though the individuals involved are telling the story.”

CONNECTIONS

*Read about other people that made history via aviation, like the Wright Brothers.

*Use the link www.tighar.org to read the original transcripts of Amelia’s last radio transmission.

*View diaries, letters, photographs, and manuscripts at http://earchives.lib.purdue.edu

*Compare the cost of gas used to fill an airplane back in 1937 to today.

Poetry Review #3

Sones, Sonya: Book Cover">

Sones, Sonya. 2001. WHAT MY MOTHER DOESN’T KNOW. New York: Simon Pulse. ISBN 13:978-0-689-85553-5

PLOT SUMMARY

Sones has produced a flashback of what it’s like to have your first boyfriend when you are a teenager through the eyes of an almost fifteen year old girl named, Sophie. This collection of poems describes exactly the feelings, thoughts, and actions of Sophie as she experiences an array of emotions as her body tries to figure out the opposite sex. Aside from just trying to grow up, Sophie is also faced with the reality that her parents are unhappy in their marriage and seldom remember to show Sophie any parental support. Sophie’s two best friends, Grace and Rachel, stick by Sophie’s side and unravel together what it’s like being teenage girls as they try to figure out the logistics and feelings that go along with having a boyfriend, and possibly being in love, even if it’s with the last person on the face of the Earth you thought you’d ever fall for.

CRITICAL ANALYSIS

The rhythm that Sones uses is mostly free verse and long couplets to create a flow. The meter is consistent in each poem, yet uniquely different for each poem. The cadence seems to easily flow as the number of syllables in a thought/phrase are grouped within a poem to match up in number. It could be a poem that has four stanzas and stanzas 1 & 3 are grouped using 3 lines, while stanzas 2 & 4 might be similarly written but use 5 lines.

Another technique that Sones uses is in the repetition of words to get a deliberate meaning across to the reader. For example in the poem, “At the County Fair,” the poem repetitively begins each stanza with “If only Dylan liked_____.” And then the next stanza switches to, “If only I liked ______.” Each verse keeps a comparison of the differences already inferred by Sophie.

No matter the design in format, all of the poems easily move forward when read. There is plenty of drama used in Sone’s words without the deliberate use of sound techniques such as alliteration and onomatopoeia. The language used in this collection of poems is vivid, full of figurative language and the typical verbiage you would expect to hear coming from a teenage voice.

The sentiments and realism expressed in the diction thoroughly help in the character development of Sophie as she expresses herself in a first-person point of view. The imagery throughout this book is surprising and unexpected, possibly causing one to blush with embarrassment. The absence of illustrations is not missed. Any female in touch with their feminine side will appreciate the honest perspective that Sophia portrays.

The emotional impact that this collection had on me was one of relief that I’ve already been there and done that, and secondly that although 25 years have past since I was in high school, my memories are still fluid and I can remember myself going through all of the things that Sophie similarly does.

Young females will especially appreciate reading this collection of poems. The recommended age would be about 13. These poems could help a naïve young lady to see reality in a realistic fiction sort of way. The collection could also be read for pure enjoyment. It’s a full story, with lots of juicy details, but shared in as few words as possible, making it a quick read.

What My Mother Doesn’t Know is a two hundred fifty-nine page book of poems. There is no table of contents or index to be able to locate a certain poem. Information about the author, Sonya Sones is published on the inside of the back cover. The front cover of the book appears to be a partial photograph of a young girl’s face smiling with her hand somewhat covering her smile. My assumption is that this is what Sophie, the main character, must look like. Anything else about her physical features is left up to the reader’s imagination.

As an adult, this book reminded me of a modern, teen-romance version equivalent to an adult book written by Nora Roberts. Parts of the book made me think about sheltering my own little girl who will someday be this age. The poems were so real, I would definitely read another book written by Sones

REVIEW EXCERPT(S)

Best Children’s Books of the Year, 2002; Bank Street College of Education; United States

Booklist Book Review Stars, Nov. 15, 2001; United States

Booklist Editors’ Choice: Books for Youth, 2001; American Library Association

Kirkus Book Review Stars, September 15, 2001; United States

Top 10 Youth Romances, 2002; American Library Association

YALSA Best Books for Young Adults, 2002; American Library Association

YALSA Quick Picks for Reluctant Young Readers, 2002; American Library Association

Young Adults’ Choices, 2003; International Reading Association

Lone Star Reading List, 2003-2004; Texas

Iowa Teen Award, 2006 Winner United States

Iowa Teen Award, 2005-2006; Nominee; Iowa

Soaring Eagle Book Award, 2003-2004; Nominee; Wyoming

Soaring Eagle Book Award, 2004; 2^nd Runner up Grades 7-12 Wyoming

Thumbs Up! Award, 2002; Honor Book Michigan United States

Beehive Award, 2003-2004; Nominee; Utah

Rhode Island Teen Book Award, 2004; Nominee

South Carolina Young Adult Book Awards, 2003-2004; Nominee

Volunteer State Book Award, 2004-2005; Nominee

Booklist Starred Review: “The poetry is never pretentious or difficult; on the contrary, the very short, sometimes rhythmic lines make each page fly. Sophie's voice is colloquial and intimate, and the discoveries she makes are beyond formula, even while they are as sweetly romantic as popular song. A natural for reluctant readers, this will also attract young people who love to read.”

VOYA: “The poems are snappy, and each one strikes a chord that fluidly moves the reader on to the next episode. Whether she is socking a boy who molests her on the street, purchasing a half dozen sperm-shaped-print panties off the discount rack or watching her parents finally split apart, Sophie is a strong, likeable, and memorable character.”

Publishers Weekly Starred Review: "Drawing on the recognizable cadence of teenage speech, the author poignantly captures the tingle and heartache of being young and boy-crazy. She weaves separate free verse poems into a fluid and coherent narrative with a satisfying ending.”

School Library Journal: “Although the reading is sometimes too rapid for listeners to absorb the changes in topics, girls will relate to the author's honest prose and Sophie's angst. An excellent addition to YA collections.”

CONNECTIONS

*Read Sonya Sones first book, Stop Pretending: What Happened When My Big Sister Went Crazy

*A mother and daughter could read and discuss this book together

*Various poems taken from this book could be used in a school nurse’s presentation to a girls' only group to discuss puberty and the maturation into lady

*Teaching manners of using sensitivity when someone’s religious beliefs are at stake

*Making good friend choices

*A sex talk about “the birds and the bees”

*Discussing possible situations of peer pressure

*Dealing with unhappy parents/families

Poetry Review #2

Grimes, Nikki. 2002. DANITRA BROWN LEAVES TOWN. New York: Harper Collins. ISBN 0-688-13156-5

PLOT SUMMARY

In this book of poetry, Grimes has produced an engaging group of poems centered among the test of time that friendships must sometimes endure. The young characters that are best friends, Zuri and Danitra, are separated during summer vacation while Danitra heads for the country to visit relatives and leaves Zuri back home in the city. Danitra’s excitement about going away rubs Zuri the wrong way. Once Zuri realizes the innocent intentions of Denitra they are able to move forward by sending letters in the mail to keep each other up to date. Zuri learns to appreciate the friendship of a new girl, Nina, and has fun dancing at a block party, playing softball and showing off in front of the boys. Danitra relishes sleeping under the stars, learning to garden, and hanging out at her family reunion. Each girl has their own separate summer fun, but is thrilled to see each other and continue with their friendship where they last left off. Young people will relate with the genuine high and low emotions and experiences that are authenticated in this poetry bundle.

CRITICAL ANALYSIS

The rhythm that Grimes uses throughout this book is mixed. Some of her poems are short lines that help create a staccato rhythm, and others are written with free verse allowing the couplets to flow. The rhyme is created differently in each poem. Some have words that rhyme at the end of the lines, while others seem naturally written in a flow that is still easy to understand without any rhyme present. Assonance sounds using short vowel and long vowel sounds are scattered by Grimes in her poems. In a poem titled “First Night,” a few of the lines read, “Clusters of fireflies, dancing ‘round my head, keeping me from bed, for hours.” The short e vowel sound is repeated in the words head and bed found at the end of the lines. Grimes also use similes as she writes in the same poem, “And the sky! I’ve never seen one so blue-black, like a thick overcoat all buttoned up with stars.” She also uses an echo of words in places that bring a stronger meaning.

The imagery displayed in the poems throughout the book come to life more critically with the help of the illustrations. The influence of the African-American ethnicity and culture are at the heart of every poem told. In one of the poems called, “Block Party,” it says, “In a blink I become a hip-swinging, head-bobbing, foot-stomping, fancy-dancing fool.” Creating an image with these words in my head, pulling from my own personal experiences and visually seeing the illustration on the page with this poem, allows my mind to freely see this poem rolling live in my head as the story is told. Each poem has a double page spread illustration that details or acts out the interpretation of the poem that has been mounted somewhere in the picture’s scene. The illustrations are dimensional with much detail and illicit a soft watercolor touch.

The realistic feelings that are captured in the friendship at stake in this compilation of poems are truly worthy for children ages 8 and up to read. An older reader will be able to better understand the feelings and emotions exchanged between the two girls, but all will be engaged with the drama and action expressed. Everyone can learn or be reminded of what it feels like to be left out from something that you wanted badly to be a part of.

REVIEW EXCERPT(S)

Georgia Children’s Book Award, 2004-2005; Nominee

Texas Bluebonnet Award, 2004-2005; Nominee

Best Children’s Books of the Year, 2003; Bank Street College of Education; United States

Horn Book: “Cooper's muted illustrations in this picture book capture the personalities of the two young friends.”

Kirkus Review: “Grimes’s poems read and flow well, and Cooper’s paintings simply burst with energy and expressiveness.”

Booklist: “ Kids will see that both friends travel far and welcome each other home.”

Children’s Literature: “The final picture of Danitra and Zuri hugging is accompanied by a poem that's sure to ring true with other friends.”

CONNECTIONS

*At the beginning of the school year, complete a unit of study on “Friendship.” In addition to sharing Danitra Brown Leaves Town, also share the books Enemy Pie by Derek Munson, How to Lose All Your Friends by Nancy Carlson, and My Mouth Is a Volcano by Julia Cook.

*Have students share situations where they have gotten hurt feelings before in a friendship.

*Have the teacher read various scenarios to students of how someone got their feelings hurt. These should be legitimate situations as well as situations with misunderstanding or interpreting the information.

*Have students pair up and role play a scenario to the class that involves a situation between friends that will need to be resolved. After seeing the scenario acted out, have the audience(students) decide what has happened and the best way to “mend” the situation.

*Create a form for students to complete and submit to a box when they want to brag on someone for being a good friend and how they have shown that. It can be called, “Friends have heart.”