Basketball Belles: How Two Teams and One Scrappy Player Put Women's Hoops on the Map

Author:  Sue Macy

Illustrator: Matt Collins

Peach’s Picks Rating:

 

Year of publication: 2011

City of publication: New York

Publisher: Holiday House

ISBN: 978-0-8234-2163-3

Author website: http://suemacy.com/

Illustrator website: http://www.mattcollins.com/

Media used for illustrations: Corel Painter

Annotation: This informational picturebook tells the story of the first intercollegiate women’s basketball game. It is narrated in first person by Agnes Morley, a Stanford University player, who grew up in New Mexico.

Personal reaction to the book: The first women’s intercollegiate basketball game was played in 1896 in San Francisco. Today’s well-established rivals, Stanford University and University of California, faced off in the exciting match lasting 40 minutes and ending with Stanford winning 2-1. The story is told in present-tense, first person through Agnes Morley. She grew up on a ranch in New Mexico and attended Stanford University where she played basketball. The author cleverly weaves the history of women’s basketball and the differences between men’s and women’s basketball into the exciting narrative; for example the reader learns that “Women [players] are assigned to a section, and they have to stay there. In the men’s game, players are allowed to run all over the court” (page 6). The photorealistic illustrations draw the reader into the action and help explain historical aspects of women’s basketball. Pages 7-8 offer readers an interesting perspective as running legs clad in bloomers cross the court. The illustrator further draws the reader into the action on pages 11-12 when two players from each team fall to the floor tussling over possession of the ball. Finally, the game ends with the reader engulfed by Stanford’s cheering team (pages 25-26). Look closely at the basketball net found on page 20. Notice that it has a closed bottom. The ball must be released by a drawstring. Drawstring baskets are explained in the “Timeline of Women’s Basketball” at the end of the book. The illustrator included this information in the pictures to provide facts and emphasize authenticity. Another illustration that pulls the reader into the story is found on pages 1-2 where Miss Morley excitedly runs to the stadium while holding onto her hat. She has wide grin on her face and her eyes are filled with excitement. The color palette is strong and color saturates each illustration. From a bird’s eye view, the wrap-around cover show Miss Morley and a University of California player going up for the ball. Two players in the background guard one another as they watch the action. Back matter rich in information and fact include an “Author’s Note” offering information about women’s basketball, Agnes Morley, and the Stanford University team. An excellent “Timeline of Women’s Basketball” is also included as well as a list of resources, a list of places to visit, a photograph of the 1896 Stanford team, and “Acknowledgements”. This excellent book offers succinct, accessible information about the history of women’s basketball that is suitable for all ages.

General curricular connections:

• Women’s basketball
• Sports
• History of women’s basketball
• Agnes Morely Cleveland
• Biography

Recommended grade levels:

School Library Journal recommends this book for use with grades 2-5

Booklist recommends this book for use with grades 3-5

Peach’s Picks recommends this book for use with grades 2 and up

Awards/Recognitions:

Booklist starred review

Junior Library Guild Selection

Note: This entry applies to the assignment criteria to review books published during 2010-2011. The title was selected from the list of the Association for Service to Children/ALA Notable Children’s Books – Nominated Titles for Discussion, 2011 Annual Conference - New Orleans, Informational picture books.

Symbolism: Pages 3-4; The illustrator places San Francisco icons and landmarks in the pictures – cable car, Alcatraz Island, Lombard Street

Symbolism: Page 9; Players with “U C” on their blouses. The letters represent “University of California”

Symbolism: Pages 19-20; Blue and gold banners drape the stadium symbolizing University of California’s school colors

Symbolism: Pages 25-26; Red and white banners drape the stadium symbolizing Stanford University’s school colors

Book cover picture retrieved from http://suemacy.com/books

Dark Emperor & Other Poems of the Night

-----------------------------------

Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Joyce Sidman

Illustrator: Rick Allen

Peach’s Picks Rating:

 

Year of publication: 2010

City of publication: Boston, MA

Publisher: Houghton Mifflin Books for Children

ISBN: 978-0-547-15228-8

Author website: http://www.joycesidman.com/

Illustrator website: http://www.kenspeckleletterpress.com/

Media used for illustrations: Quotation about the creative process was from retrieved from the book’s copyright page: “The prints in this book were made by the process of relief printing. A drawing or sketch is transferred onto a block of wood or, in this instance, a sheet of linoleum mounted on wood, and the drawing is then cut and carved away using a variety of tools. The areas left uncut are covered with ink and printed on paper by hand or on a press; a number of blocks can be cut and then successively printed in different colors, with the different blocks being “registered” or aligned to create a multicolored print. The prints for Dark Emperor were each printed from at least three blocks (and in some instances as many as six) and the hand-colored with a strongly pigmented watercolor called gouache.”

Annotation: A picturebook collection of twelve poems celebrating the night forests of North America. Factual information is offered for each poem complementing the poem’s subject.

Personal reaction to the book: This book is filled with lovely poems as well as interesting facts; for example, a baby porcupine is called a porcupette. Another interesting bit of information, “…a scientist named a. E. Dolbear worked out a formula to calculate outside temperature based on how fast a tree cricket trills” (page 21). That and more can be learned while enjoying the lyrical poems, informational facts, and stunning illustrations found in this book. It is a beautifully designed picturebook containing twelve poems as well as facts about night creatures including owls, crickets, and raccoons. Also, several poems discuss plants found in the forest. The setting is a forest in North America, most probably a forest in Minnesota, the home state of the author and illustrator. The twelve poems included in the book reflect different styles of poetry including a ballad (page 24, “Ballad of the Wandering Eft”), a concrete poem (page 12, “Dark Emperor”), and ubi sunt verse (page 28, “Moon’s Lament”)*. The striking book design includes an illustrator’s note explaining his creative process, a table of contents, pagination, and a glossary. Each poem is featured on a double-page spread. The poem is placed on the left opening accompanied by a complementary illustration. The main illustration is placed on the right opening which also includes a sidebar with factual information about the subject of the poem. The poems are printed against a white background that extends to the right page, framing the main illustration and providing the background for the sidebar. The illustrator accentuates the scenes by using dark lines in the prints. The earth tone palette offset by deep blue and black gives the impression of viewing the forest at night. The pictures show creatures hidden in night shadows and the darkness of the forest. The book introduces the reader to the forest night beginning with a wordless double-page spread of an owl swooping through the countryside as the sun sets. It ends with a wordless double-page spread of the same countryside with the owl sitting in a tree looking at the reader as the sun rises. The wrap-around cover shows a large owl sitting on a tree branch looking down on the reader. A moon is in the dusky blue sky behind him where bats and another owl are flying. The book reads well aloud. The illustrations are best enjoyed individually or in a small group so details can be appreciated. Use this book in conjunction with the author’s other poetry books that have nature themes.

General curricular connections:

• Poetry
• National Poetry Month
• Science / habitat study / study of North American forest animals and plants

Recommended grade levels:

School Library Journal recommends this book for use with grades 3-6

Booklist recommends this book for use with grades 3-6

Peach’s Picks recommends this book for use with grades 1-6

Awards/Recognitions:

Booklist starred review

Bulletin of the Center for Children’s Books starred review

Publishers Weekly starred review

Junior Library Guild Selection

Boston Globe-Horn Book Award, Honor Book, Picture Book category, 2011

Newbery Medal Honor book, 2011

ALA Notable Children’s Books, All Ages, 2011

Notable Children’s Books in the English Language Arts, 2011

Outstanding Science Trade Books for Students K-12, Life Science, 2011

Note: This entry applies to the assignment criteria to review books published during 2010-2011. *For those unfamiliar with ubi sunt verse, a definition may be found at http://www.britannica.com/EBchecked/topic/612335/ubi-sunt

Rhythm: The poem titled “Welcome to the Night” found on page one has an iambic metre

Rhyme: The poem titled “Welcome to the Night” found on page one has an AAAB rhyme scheme

Repetition: The poem titled “Welcome to the Night” found on page one repeats the line “Welcome to the night.”

Repetition: An eft is found in the illustrations of each poem

Simile: Page 5; “Evening unfolds like a primrose”

Alliteration: Use of “s” in the poem “Snail at Moonrise” found on page 3

Personification: Page 13; in the poem “I Am a Baby Porcupette” where the line reads “we mew and coo a soft duet”

Book cover picture retrieved from http://www.juniorlibraryguild.com/books/view.dT?isbn=9780547152288

Gone Wild: An Endangered Animal Alphabet

Author: David McLimans

Illustrator: David McLimans

Peach’s Picks Rating:

 

Year of publication: 2006

City of publication: New York

Publisher: Walker & Company

ISBN: 978-0-8027-9563-2

Author website: http://davidmclimans.com/

Illustrator website: See “Author website” entry

Media used for illustrations: Pencil, pen, brush, India ink, bristol board and computer

Annotation: Alphabet book incorporating select features of endangered animals into each boldly designed uppercase letter. Information about the animal’s habitat, range, threats, and endangered status are included.

Personal reaction to the book: This Caldecott Medal Honor book is an excellent choice to begin discussions about endangered species. It also could be used in art and design classes. The book’s design is quite striking. Each page contains a representation of a letter that begins the common name of an endangered animal; for example, page 6, illustrates an uppercase “F” created by using the silhouetted heads of two flamingos. Each letter of the alphabet is shown in uppercase and is placed in the middle of the page in bold, black graphics. Every letter has some element of an endangered animal distinctly incorporated into it. The pages have white backgrounds that crisply highlight the black letters. The bottom outside corner of each page contains a box with a silhouette of the animal represented on the page, scientific class, habitat, range, threat level, and endangered status. This information is printed using red ink which nicely complements the upper and lower case letters printed in red directly above. The layout invites the reader’s eye to first examine the bold, black letter in the center of the page. Red ink draws the reader’s eye to the side of the page where the upper and lowercase letters and the information box are vertically placed, similar to a sidebar. The author/illustrator opens the book with an introduction discussing why he selected the animals depicted and an explanation of the three categories used to describe their level of endangerment. Attractively laid out back matter provides more information about each animal. Endnotes provide information about organizations that help endangered animals and a bibliography. Educators using this book in art and design classes might also include these two other graphically interesting alphabet books: Alphab’art: Find the Letters Hidden in the Paintings by Anne Guery and The Human Alphabet by Pilobolus.

General curricular connections:

• Science / Endangered species
• Alphabet books
• Art and design

Recommended grade levels:

School Library Journal recommends this book for use with grades 3 and up

Peach’s Picks recommends this book for use with grades 2 and up

Awards/Recognitions:

Caldecott Honor, 2007

ALA Notable Children’s Books, Young Readers, 2007

Note: This book was selected from the list “Other books receiving Top Ten votes, Summer 2009."

Repetition in illustration: Design layout is the same on each page

Book cover picture retrieved from http://www.ala.org/ala/mgrps/divs/alsc/awardsgrants/bookmedia/caldecottmedal/caldecotthonors/ALA_print_layout_1_455517_455517.cfm

Migrant

Author: Maxine Trottier

Illustrator: Isabelle Arsenault

Peach’s Picks Rating:

 

Year of publication: 2011

City of publication: Toronto, Ontario

Publisher: Groundwood Books / House of Anansi Press

ISBN: 978-0-88899-975-7

Author website: http://www.execulink.com/~maxitrot/index.html

Illustrator website: http://www.isabellearsenault.com/

Media used for illustrations: Mixed media using watercolor, gouache, crayons and collage

Annotation: A young girl longs to have a permanent home with roots as deep as a tree’s roots. She and her family are Mennonite migrant workers from Mexico who travel following the harvest.

Personal reaction to the book: This picturebook is a fictionalized look into the little known world of Mexican Mennonite migrant workers. The families travel north in the spring following the harvest and return south to Mexico in the fall. Anna, the main character, is a little girl who is too young to work. While she watches her mother set up housekeeping in yet another empty farmhouse and observes family members harvesting crops, she wonders “What would it be like to be a tree with roots sunk deeply into the earth…” (page 25). Anna’s longing for a permanent home is apparent when she likens her life to the migration of geese, monarch butterflies, and robins. The short story opens with the family heading north toward a harvest in the spring and ends with the family returning to Mexico in the fall. The text is beautifully constructed. The narration is full of symbolism, similes, and metaphors which are effectively used. The lovely mixed media illustrations both complement and extend the story. They also contain many similes and metaphors; for example, Anna is shown with rabbit ears as mentioned in the text on page 6, “There are moments when she feels like a rabbit.” The illustrations have a quilt-like quality, especially the endpapers at the front of the book composed of triangular pieces of fabric facing both left and right, symbolizing the family’s travels to the north and south. The palette is created with soft warm colors that are highlighted with tangerine-red. Clean white backgrounds emphasize the illustrations, crisply highlighting them on each page. The characters are drawn in a doll-like manner with rosy cheeks that makes them warm and endearing. The book reads aloud well. It can best be viewed individually or by a small group. While this is a poignant story of an obscure group of Mennonite migrant workers, its theme can be applied to all migrant workers or anyone yearning for a permanent home. It can be used effectively in discussions about the lives of agricultural workers. The author includes end notes discussing Mennonite migrant workers who visit Canada each year. I book is highly recommend this book.

General curricular connections:

• Migrant labor
• Mennonites

Recommended grade levels:

School Library Journal recommends this book for use with grades 2-5

Booklist recommends this book for use with grades preschool - 2

Peach’s Picks recommends this book for use with grades 2-6

Awards/Recognitions: None to date

Note: This book applies to the assignment criteria - books published in 2010-2011. The title was selected from the list of the Association for Service to Children/ALA Notable Children’s Books – Nominated Titles for Discussion, 2011 Annual Conference - New Orleans, Picture books

Simile: Page 2; “There are times when Anna feels like a bird.”

Simile: Page 6; “There are moments when she feels like a rabbit.”

Simile: Page 7; “…Anna feels like a jack rabbit.”

Simile: Pages 22; “…their words as spicy as the hottest chilies, or as slow and rich as dark molasses.”

Simile: Page 32; “And with them goes Anna, like a monarch, like a robin, like a feather in the wind.”

Metaphor: Page 2; “Her family is a flock of geese beating its way there and back again.”

Metaphor: Page 10; “…when her older brothers and sisters dip and rise, dip and rise over the vegetables, that is when all of them are bees.”

Symbolism: Pages 1 and 2; The geese flying in the illustrations are wearing scarves and hats symbolizing the narrator’s family as mentioned in the text on page 2, “Her family is a flock of geese beating its way there and back again.”

Symbolism: Page 6; Anna is shown with rabbit ears as mentioned in the text on page 6, “There are moments when she feels like a rabbit.”

Symbolism: Pages 7-8; Pictures of shadowy people symbolizing “…the rooms filled with the ghosts of last year’s workers…”

Symbolism: Page 8; The back half of a jack rabbit is shown emphasizing that Anna feels like a jack rabbit as mentioned in the text also on page 7, “…Anna feels like a jack rabbit.”

Book cover picture retrieved from http://www.execulink.com/~maxitrot/newbooks.htm

Energy Island: How One Community Harnessed the Wind and Changed Their World

Author: Allan Drummond

Illustrator: Allan Drummond

Peach’s Picks Rating:

 

Year of publication: 2011

City of publication: New York

Publisher: Farrar, Straus, Giroux

ISBN: 978-0-374-32184-0

Author website: http://www.allandrummond.com/index.htm

Illustrator website: See “Author website entry”

Media used for illustrations: Tinted drawings

Annotation: This nonfiction picturebook tells the story of the island of Samsø, Denmark. The inhabitants harnessed wind power and reduced their carbon emissions by 140 percent during a ten year period.

Personal reaction to the book: The book opens by establishing the island of Samsø, Denmark as a very windy place to live. Over and over again the reader sees hats blowing from people’s heads, gusts of wind moving from left to right across the page, windmills twirling, and leaves being blown about. Samsø was selected by the Danish Ministry of Environment and Energy “as the ideal place … to become independent of nonrenewable energy” (page 6). Søren Hermansen, an environmental studies teacher, was selected to lead the project. Hermansen promoted the plan to everyone on the island. The community thought it was a good idea, but found excuses not to begin. Residents said that start-up would be too costly and that they were too busy to tackle the project. Other residents like Ole Jørgensen responded to the idea by saying, “What difference can we make to the world?” (page 12). Residents had excuses for not beginning the project. Hermansen was persistent and talked to the islanders for years about the energy-independence. Finally, electrician Brian Kjær, and farmer Jørgen Tranberg decided to install wind turbines. The venture had begun. Then, one cold and dark winter’s night, a snowstorm hit the island.  All electricity went out, except at Kjær’s home where his turbine continued to provide electricity as the wind blew. Soon everyone on the island learned about Kjær’s victory over the winter storm. The people of Samsø were convinced and embraced the concept of becoming energy-independent and the benefits of doing so. The project began in earnest. Readers learn that currently turbines are located throughout the island of Samsø. The island also houses an Energy Academy directed by Søren Hermansen. People come from around the world to learn more about how the inhabitants of Samsø managed to reduce their carbon emissions by 140 percent in 10 years and how the reduction of carbon emissions can be realized in their communities. Sidebars running along the select pages offer further in-depth information about nonrenewable energy, renewable energy, and energy independence. The background of the sidebars is printed in a grass green color emphasizing the “green” theme of the book. The tinted drawings suit the tone of the story well. Illustrations are laid out in a panel-like manner with the text running below. In nearly every picture the wind is shown blowing from the far left side of the page to the right. This technique serves to show the wind’s strength and constancy as well as inviting the reader to turn the page and continue reading. The illustrations use light blue, green, and pink colors accented with yellow. This is an interesting story and useful when studying renewable energy. However, it has some flaws. The reader does not learn how Mr. Tranberg, the other member of the community who installed a turbine, fared in the snow storm. Did he lose electricity? How did his experience during the storm affect the islanders? The reader does not meet Tranberg again until the end of the book when we are invited to go with him “to the very top of his fantastic wind turbine so we can see what Samsø looks like today” (page 24). Next, the map found on page 3 is a muddle with a poor representation of Europe. Denmark cannot be distinguished nor is it apparent that Denmark includes many islands. It would have been helpful if the author included a pronunciation key offering a phonetic guide to names of Danish places and people. Finally, the book lacks a bibliography and a list of websites directing readers to more information about becoming energy-independent, about Samsø, and about the Energy Academy located on the island. The author does include a note at the end explaining how he became interested in Samsø and wind power.

General curricular connections:

• Ecology
• Renewable energy sources
• Wind power

Specific example of curricular connection matched to Standards:
Subject: Science / Ecology
Grade level: 6-7

Standard:

National Science Teachers Association  

The following quotation was retrieved from http://www.nsta.org/about/positions/environmental.aspx?lid=ms

NSTA Position Statement

Environmental Education

Introduction

“NSTA strongly supports environmental education as a way to instill environmental literacy in our nation's pre-K–16 students. It should be a part of the school curriculum because student knowledge of environmental concepts establishes a foundation for their future understandings and actions as citizens. Central to environmental literacy is the ability of students to master critical-thinking skills that will prepare them to evaluate issues and make informed decisions regarding stewardship of the planet. The environment also offers a relevant context for the learning and integration of core content knowledge, making it an essential component of a comprehensive science education program.”

The National Academy of Sciences suggests content standards for grades 5-8 that include the study of “Science in Personal and Social Perspectives: Populations, resources and environments” (page 110). “By grades 5-8, students begin to develop a more conceptual understanding of ecological crises. “For example, they begin to realize the cumulative ecological effects of pollution” (page 167).

Common Core Standards

Writing Standards 6-12

Grade 6 students: Research to Build and Present Knowledge

7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Grade 7 students: Research to Build and Present Knowledge

7. Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Recommended grade levels:

School Library Journal recommends this book for use with grades 2-6

Booklist recommends this book for use with grades 1-3

Peach’s Picks recommends this book for use with grades 2-8

Awards/Recognitions:

Booklist starred review

School Library Journal starred review

Note: This book applies to the assignment criteria - books published in 2010-2011. The title was selected from the list of the Association for Service to Children/ALA Notable Children’s Books – Nominated Titles for Discussion, 2011 Annual Conference - New Orleans, Informational picture books

Repetition in text: “Hold on to your hats!” found throughout the book

Repetition in illustration: Found throughout the book, people’s hats blowing off their heads

Metaphor: Page 29: The planet earth as an island

Book cover picture retrieved from http://us.macmillan.com/energyisland/

Smoky Night

Author: Eve Bunting

Illustrator: David Diaz

Peach’s Picks Rating:

 

Year of publication: 1994

City of publication: San Diego, CA

Publisher: Harcourt Brace & Company

ISBN: 0-15-269954-6

Author website: No personal website. Information may be found at http://www2.scholastic.com/browse/contributor.jsp?id=2210

Illustrator website: No personal website. Information may be found at http://www.harpercollinschildrens.com/HarperChildrens/Kids/AuthorsAndIllustrators/ContributorDetail.aspx?CId=12021 and http://www2.scholastic.com/browse/contributor.jsp?id=3002 

Media used for illustrations: Paintings done in acrylics on Arches watercolor paper and photographs

Annotation:  A neighborhood erupts with violence during the 1992 Los Angeles riots. Neighbors come together in the safety of a shelter and establish connections leaving differences in backgrounds and ethnicities behind.

Personal reaction to the book: The story takes place during one night of the 1992 Los Angeles riots. Daniel and his mother live in an apartment that is surrounded by rioters and looters who rampage through the streets. As they look out the window and watch the action in the street below, Daniel is perplexed by the events. He acts as the narrator of the book and reflectively asks his mother questions about the scenes of violence and looting below.  She answers him directly, trying to make sense of the violence and destruction in their neighborhood. The reader learns that Mrs. Kim, whose market is being looted, seems like an unfriendly woman to Daniel and his mother. Mrs. Kim has an ornery pet cat. Daniel also has a pet cat. Suddenly, fires threaten Daniel’s apartment building as well as Mrs. Kim’s store. All neighbors flee to a shelter. In the melee, neither Daniel nor Mrs. Kim is able to locate their pet before running to safety. Daniel pleads with neighbors and firefighters to look for his cat. Finally, a firefighter enters the shelter holding both Daniel and Mrs. Kim’s cat. For safety’s sake, the cats that were once enemies appear to have set aside grievances and become friendly. Following the lead of their pets, Mrs. Kim and Daniel’s mother follow suit and form a tentative friendship. The author uses Daniel as a mouthpiece to address the underlying cause of how an event such as this could occur. It is best summed up when Daniel says that people do not trust each other because “They probably didn’t know each other before…now they do” (page 25). The text is straightforward and tightly constructed. The artwork is textural mixed media with jagged edges echoing the uneasy emotions of the 1992 Los Angeles riots. Each opening is a double-page spread with the background covering both sides. Backgrounds are photographs created by the illustrator that relate to the text; for example, breakfast cereal looking as though it exploded on to the ground from a box forms the background of pages 7-8. The text relates to the background saying, “Across the street from us people are dragging cartons of cereal and sacks of rice from Kim’s Market (page 7).” The illustrations portraying the story’s action are chunky, impressionistic paintings created using acrylic paint and bold brush strokes. Each painting is framed by a black border. While it is clear by the text that the characters are Korean, African-American, and Hispanic, the illustrator depicts the people in shades of blue and purple, thus eliminating obvious ethnicities. The text is placed in jagged rectangular boxes on the left side of the double spread while the illustrations that portray the story’s action are placed in a square boldly outlined in black on the right side of the double-spread. The color palette is dark, with yellow-gold used as highlights. Illustrations complement the text very well. I suggest that it is time to publish an updated edition that includes end notes placing the 1992 Los Angeles riots in historical perspective.

Further discussion of artwork:

In his book Looking at Picture Books, John Warren Stewig states “What goes on in the art world affects what goes on in picture book art…” (page xvii). In the case of Smoky Night, “What goes on in current events affects what goes on in picturebook art. This is the story of a tumultuous time in Los Angeles. David Diaz, the illustrator, created a tumultuous tableau reflecting the chaotic 1992 Los Angeles riots. Just as the streets were littered with debris from looting, the borders surrounding the main illustrations and the text box are littered with a collage of debris that corresponds to the text and reflects events surrounding the riots. The primary illustrations are composed of acrylic paint that is thickly applied to paper giving the pictures a heavy feel. Each picture looks like a stained glass window and seems to be lit from behind. The pictures are framed by a thick black line, like those that surround stained glass windows.  Using heavy black lines to outline each character and their features, the artist continues emphasizing the stained glass style.

Reference

Stewig, J. W. (1995). Looking at picture books. Fort Atkinson, WI: Highsmith Press.

General curricular connections:

• Los Angeles history
• Los Angeles riots, 1992
• Riots and looting
• Neighborhood relations

Recommended grade levels:

School Library Journal recommends this book for use with grades K-3

Book list recommends this book for use with ages 5-9

Peach’s Picks recommends this book for use with grades K-6

Awards/Recognitions:

School Library Journal starred review

Horn Book starred review

Publishers Weekly starred review

Caldecott Medal Winner, 1995

Simile: Page 5; “They toss out shoes like they’re throwing footballs.”

Simile: Page 5; “Smoke drifts, light as fog.”

Book cover picture retrieved from http://www.hmhbooks.com/catalog/downloadresultsa.cfm?adv=y&ean=9780152018849

Gettysburg: The Graphic Novel

Author: C. M. Butzer

Illustrator: C. M. Butzer

Peach’s Picks Rating:

Year of publication: 2009

City of publication: New York

Publisher: The Bowen Press

ISBN: 978-0-06-156176-4

Author website: http://www.cmbutzer.com/

Illustrator website: See “Author website” entry

Media used for illustrations: Drawings that are digitally enhanced

Annotation: A graphic novel using primary sources to tell the story of the Battle of Gettysburg, the creation of the soldiers’ cemetery at the site, and Lincoln’s Gettysburg Address.

Personal reaction to the book: While this book has some slight flaws it is still useful when discussing the Battle of Gettysburg and Lincoln’s Gettysburg Address with middle school students. It could be especially useful either prior to or after a visit to Gettysburg National Military Park. Two flaws stood out as I read the book. First, the drawings of people are not quite distinct enough to identify Union soldiers from Confederate soldiers. While “the cast of characters” (pages 6-7) seems as though it will be helpful, the drawings are not quite detailed enough to easily distinguish characters. Secondly, the text is sometimes clunky and does not always flow smoothly. The author/illustrator is to be applauded for using primary sources as the text, but this device does not always serve the narration well. Even with those criticisms, the book is a valuable teaching tool that makes this part of American history easily accessible. The book opens with a double-page spread of the copyright page and the dedication page. Along the bottom of these two pages runs a view of Gettysburg, a small town in rural Pennsylvania. The next page is a bird’s eye view map of the town and surrounding area where battles were fought. The map contains a compass rose to help with orientation. The following double-page spread shows portraits labeled with the names of 18 characters who are key to the story. The next double-page spread (pages 8-9) offers a forward telling of historical events leading up to the battle. The story’s action begins on page 10 when the reader sees soldiers marching into Gettysburg and its inhabitants leaving. The story proceeds, showing a battle, the aftermath, the movement to create a memorial to soldiers, a portion of Secretary of State Edward Everett’s speech, and Abraham Lincoln giving the Gettysburg Address to an assembled crowd. Author’s notes are included at the end of the book. Each note details the action of one or more panels. It is recommended that a reader review the notes while reading the book. Dialogue is featured in bubbles while narration is shown in rectangular boxes. Through text and illustrations the author/illustrator shows how this part of the Civil War affected the small town of Gettysburg as well as the nation. The book is paginated for easy reference and includes the entire Gettysburg address on page 79 as well as a bibliography, endnotes, and webliography. The grayish blue, black and white illustrations are presented in panels surround by white borders. They proceed thorough the book in a logical pattern. The illustrations are seriously presented matching the somberness of the story.

General curricular connections:

• Civil War
• Gettysburg Address
• Abraham Lincoln
• Battle of Gettysburg
• American History
• Speech and debate classes and clubs

Specific example of curricular connection matched to State Standards:
Subject: History
Grade level: 8

Standards:

California State Standards

History – Social Studies Content Standards for Public Schools: Kindergarten through Grade 12

Grade 8 United States History: Growth and Conflict

8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.

4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).

Recommended grade levels:

School Library Journal recommends this book for use with grades 5-9

Booklist recommends this book for use with grades 4-8

Peach’s Picks recommends this book for use with grades 5 and up

Awards/Recognitions: None known 

Note: This book was selected from the list “Other books receiving Top Ten votes, Summer 2009." This book applies to the assignment criteria – nonfiction graphic novel.

Allusion: Pages 58-59; the horizontal three panels covering the double-spread allude to the progression of Civil Rights in the United States

Use of sophisticated language: Page 79; The inclusion of “The Gettysburg Address” printed in its entirety. “The Gettysburg Address” is also found within the text of the book.

Use of sophisticated language: Pages 45-47; Containing excerpts of the speech by Secretary of State, Edward Everett

Symbolism: Page 56; Handcuffs with broken chains show symbolizing breaking the bonds of slavery

Book cover picture retrieved from http://www.cmbutzer.com/store.php

Won Ton: A Cat Tale Told in Haiku

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Recipient of Peach’s Picks Award

Top Ten Favorite Books

Summer 2011

Author: Lee Wardlaw

Illustrator: Eugene Yelchin

Peach’s Picks Rating:

 

 

Year of publication: 2011

City of publication: New York

Publisher: Henry Holt and Company

ISBN: 978-0-8050-8995-0

Author website: http://www.leewardlaw.com/

Illustrator website: http://www.eugeneyelchin.com/ and http://www.eugeneyelchinbooks.com/

Media used for illustrations: Graphite and gouache on watercolor paper

Annotation: A heartwarming story told in haiku of a shelter cat that is adopted, adjusts to his new home, and is loved by a boy.

Personal reaction to the book: This lovely, heartwarming picturebook tells the story of a cat named Won Ton. It begins in an animal shelter where Won Ton awaits adoption. Several people pay attention to him, but ultimately, he is chosen by a boy who rubs his chin. Won Ton makes the journey to his new home in a car. He is not sure that he wants to leave the familiar shelter and during the trip he thinks “Letmeoutletmeoutletmeout” (page 9). Once in his new home, Won Ton gradually adapts and forms a trusting relationship with the boy. Won Ton tentatively explores the house and seeks security by hiding under a bed. After a time, he feels more comfortable and takes a trip outside, but quickly decides that inside is more secure. He watches “his boy” and finally has the opportunity to lovingly curl up on the boy’s tummy for a nap. The story is told through a series of senryu poems that create an interconnecting story. An author’s note informs readers that senryu is a type of poetry similar to haiku that focuses on “the foibles of human nature – or in this case, cat nature…expressed by a narrator in a humorous, playful, or ironic way” (copyright page). The poetry and illustrations work perfectly together catching the essence of cat. An example of this is found on page 14 when the cat decides to play with a string if it will “make you happy” (page 14). Though the cat gives in to his feline tendencies, he will not relinquish his cat pride by admitting that he actually wants to play. Readers unfamiliar with the actions of cats will be introduced to their idiosyncrasies and perhaps even fall in love with a cat. The book reads aloud well and the clear illustrations can be viewed by a large group. There are chapter-like breaks that are titled which allow the action to transition smoothly. The dual image cover is eye-catching. Won Ton, a thin gray cat with large blue eyes peers sideways from the cover’s bright yellow background on the front of the front cover. The back cover shows Won Ton with his mouth wide open in a delightfully happy cat yawn. The interior illustrations use a soft color palette of repeating blues and purples. Red is occasionally used for emphasis; for example, the red car (pages 9-10) and a red lamp (page 20). The illustrations have a Japanese-like tone that is emphasized by the title of the book and the use of senryu. In particular, the illustrations found on pages 9-10 look like a Japanese landscape painting and the illustrations found on pages 23-24 are reminiscent of Japanese cherry blossoms. Won Ton: A Cat Tale Told in Haiku is a delightful book.

General curricular connections:

• Poetry
• Creative writing
• Cats
• Relationships
• National Poetry Month

Specific example of curricular connection matched to Standards:
Subject: Language Arts
Grade level: 5-6

Standards:

California State Standard:

Reading Standards for Literature K-5

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Common Core Standard:

Common core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms

Narrative Writing

“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that that provide insight  into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense . . . (page 23).”

“The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion (page 23).”

Recommended grade levels:

School Library Journal recommends this book for use with grades 2-5

Booklist recommends this book for use with grades K-3

Peach’s Picks recommends this book for use with grades 2-6

Awards/Recognitions:

Booklist starred review

Kirkus Review starred review

Library Media Connection starred review

Publishers Weekly starred review

School Library Journal starred review

Note: This book applies to the assignment criteria - books published in 2010-2011

Repetition: “letmeoutletmeoutletmeout” pages 10, 22, and then on 26 “letmeinletmeinletmein”

Alliteration: Page 24; “Crickets crunch” and “…meat on a moth”

Alliteration: Page 27; “pesky pencil”

Onomatopoeia: Page 25; “Ssscat”

Simile: Page 30; “Your tummy, soft as warm dough.”

Book cover picture retrieved from http://www.leewardlaw.com/Won-Ton-A-Cat-Tale-Told-in-Haiku.htm

The Unforgettable Season: The Story of Joe DiMaggio, Ted Williams and the Record-Setting Summer of ʼ41

Author: Phil Bildner

Illustrator: S. D. Schindler

Peach’s Picks Rating:

Year of publication: 2011

City of publication: New York

Publisher: G. P. Putnam’s Sons

ISBN: 978-0-399-25501-4

Author website: http://philbildner.com/

Illustrator website: No website available

Media used for illustrations: Ink, watercolor, and gouache

Annotation: The 1941 historic baseball season is chronicled in this picturebook relating the on field successes of baseball players Joe DiMaggio and Ted William.

Personal reaction to the book: This picturebook tells the story of one unforgettable season in baseball, a season that has not yet been equaled. It chronicles the summer of 1941 when Joe DiMaggio played for the New York Yankees and Ted Williams played for the Boston Red Sox. DiMaggio made history that season with a record-breaking hitting streak, when he hit in 56 consecutive games. Ted Williams created baseball history when he ended the season with a .406 batting record. The narrative tells of their successes, describes the men and times, and the nation’s interest in baseball. The author has written two stories that meet in the middle of the book when both men play on the same All-Star team. Then the men return to their respective teams and continue to rack up records and create baseball history. Though the book contains a lot of interesting information, there is no tension or conflict to drive the story. Especially when contrasted with a book like A Nation’s Hope: The Story of Boxing Legend Joe Louis by Matt de la Peña. However, the information in this book will be interesting to many readers and especially appealing to baseball fans young and old. Baseball lingo is found throughout the book lending authenticity to the narrative; for example:  the numbers “60. 2,130. 714” (page 1), “stroked a base hit” (page 3), and “twin bill”, “nightcap”, “hitting show” (page 10). The end note explains the significance of “60. 2,130. 714” (page 1) which was especially helpful as I did not understand the reference. A bibliography is included. The illustrations complement the story, but I cannot help thinking how much more powerful the book would be if it were illustrated with the stunning paintings of Kadir Nelson. 

General curricular connections:

• Baseball
• Joe DiMaggio
• Ted Williams
• Use this book in conjunction with the novel Keeping Score by Linda Sue Park

Recommended grade levels:

School Library Journal recommends this book for use with grades 3-6

Booklist recommends this book for use with grades 2-4

Peach’s Picks recommends this book for use with grades 4-6

Awards/Recognitions:

Kirkus Review starred review

Publishers Weekly starred review

School Library Journal starred review

Note: This book applies to the assignment criteria - books published in 2010-2011

Alliteration: Page 1; “When they root for the Reds, Royals, Rockies or Rays…”

Metaphor: Page 2; “Joe DiMaggio played the game with grace of a clipper ship, so they called him the Yankee Clipper.”

Metaphor: Page 10; “I’ll let my timber do the talking.” Ted Williams makes this declaration showing that his batting expertise will make a statement rather than talking about what might happen in an upcoming game.

Personification: Page 3; “…screamed the headline in The New York Journal-American.”

Symbolism: Found throughout the book; the names “TED” and “JOE” are printed in bold uppercase letters. “TED” is printed in red symbolizing the team color for the Red Sox. “JOE” is printed in blue symbolizing the team color for the Yankees. Together, red and blue emphasize that baseball is an all-American sport, just like the red, white, and blue of the United States flag.

Repetition: Pages 6 and 18; The use of rectangular illustrations with game numbers in the top right corner symbolizing that time is passing and DiMaggio continues to make consecutive hits.

Simile: Page 6; “…because he smacked the ball so hard, it was like an electric jolt…”

Book cover picture retrieved from http://philbildner.com/

A Kick in the Head: An Everyday Guide to Poetic Forms

Author: Edited by Paul B. Janeczko

Illustrator: Chris Raschka

Peach’s Picks Rating:

 

Year of publication: 2005

City of publication: Cambridge, Massachusetts

Publisher: Candlewick Press

ISBN: 0-7636-0662-6

Author website: http://www.paulbjaneczko.com/

Illustrator website: No illustrator website. Information may be obtained from http://www2.scholastic.com/browse/contributor.jsp?id=2847 and http://nccil.org/experience/artists/raschkac/

Media used for illustrations: Watercolor, ink, and torn paper

Annotation: An illustrated compilation of twenty-nine poems; each poem represents a different poetic style by a different poet. Brief definitions are given for the styles of poetry included in the book.

Personal reaction to the book: This compilation of twenty-nine different poetic styles by various poets creates an engaging picturebook. It is excellent for use with students new to poetry, educators, and all those who enjoy poetry. The poems vary in length, but all are relatively short.  One of the shortest is a couplet found on page one. It contains two lines and nine words. One of the longest is an ode found on pages 34-35. The book does not need to be read from beginning to end. Just dip in any place and enjoy a poem. A broad range of styles is covered: a limerick (page 20); a riddle (page 33); sonnets (pages 28 and 29); a somber poem of address (page 52-53); a spiritual aubade (pages 52-53), and more. At the bottom of the page where the poem is printed there is a brief explanation of the technique used. The style of poetry is named on the upper outside corner of the page where the poem is presented. Pictures accompany the style name offering visual clues. These clues help the reader understand the poetic form. One of my favorite poems is the riddle found on page 33. The reader is advised to look closely at the illustrations where they will find the answer to riddle. The poems are well chosen to keep a reader’s attention and lure them into ever increasing difficulties of technique. The illustrations delightfully complement the poetry. For example; a thoughtful Edgar Allan Poe is shown with a fork in his hand getting ready to chew some roe when writing gruesome poetry (page 19). Overall, the book is designed very well. The pages are not cluttered. The poems and illustrations are attractively placed against white backgrounds. There is an author’s introduction, table of contents, pagination, and back matter including “Notes on the Forms” and acknowledgements. However, two indices would be helpful; one listing the authors alphabetically by last name, the other listing the poems alphabetically by first line. Use in conjunction with A Poke in the I, also edited by Paul B. Janeczko.

General curricular connections:

• Poetry
• Creative writing
• National Poetry Month 

Specific example of curricular connection matched to Standards:
Subject: Language Arts
Grade level: 5-6

Standards:

California State Standard:

Reading Standards for Literature K-5

10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Common Core Standard:

Common core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms

Narrative Writing

“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that that provide insight  into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense . . . (page 23).”

“The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion (page 23).”

Recommended grade levels:

School Library Journal recommends this book for use with grades 3-9

Booklist recommends this book for use with grades 4-6

Peach’s Picks recommends this book for use with grades 3 and up

Awards/Recognitions:

Booklist starred review

Horn Book starred review

School Library Journal starred review

ALA Notable Children’s Books, Middle Readers, 2006

Rhyme: Page 10-11; A rhyming couplet

Rhyme: Page 12; A rhyming tercet

Rhyme: Pages 26-27; A triolet with the rhyme scheme abaaabab

Rhythm: Page 20; the rhythm of the limerick by Edward Lear

Simile: Page 35; “He wants to dirty like his shoes”

Repetition: Page 30-32; “villain in your villanelle”

Alliteration: Page 44; “Neatly stacked in separate piles, we wait for the shape of a stencil – the press of a pencil the snip, snip, snip, of silver scissors. We wait to become lacy snowflakes, fat santas, pointy Christmas trees”

Sophisticated language: Page 28; “Sonnet Number Twelve” by William Shakespeare

Book cover picture retrieved from http://www.paulbjaneczko.com/books/kick.htm