A.Bibliographic Data:
Johnson, Angela. 1998. Heaven. Simon and Shuster Books for Young Children: New York, New York. ISBN 0-689-82229-4.
B. Plot Summary:
Heaven is the name of the small town where fourteen year old Marley lives with her Momma Pops and younger brother Butchy. Marley writes letters to her Uncle whom she has never met but whom through correspondence shares many of her thoughts. She has never met him, but she knows that he travels with his dog boy, and writes to her about his travels. they Marley had three friends Shoogy, Bobby and his daughter Feather who she usually babysits. Marley's parents confess that they are not her parents that her mother Christine died when she was a baby, and that her father left her because he couldn't deal with the loss. Momma and Pops took care of Marley as if she were their own, but she still feels betrayed and struggles with the feelings that flood over her with this new discovery. She struggles with those feeling but with through unconditional love that her family and friends give her she is able to accept the change in her life, and embrace's it when in the last chapter of the book she meets Jack, her real father.
C. Critical Analysis:
Johnson does an excellent job of portraying emotions and actions that are unexpected. Heaven's character develops tremendously, and Johnson keeps readers intrigued by every action. One example is how although Heaven is furious with her Momma and Pops for not telling her the truth earlier, she never lashes out at them. I checked out this book at the public library and noticed that on the cover it has a black label that states: Coretta Scott King Award, and Non-Violent Social Change. After reading this book I understood why it was an award winner. I liked the mention in the book of the alley with flowers and benches and walls with grafitti, and statements like, “Some stuff still gets tagged on the overpass-but I don't think the spayers really put their heart into it anymore.” Heaven finds a meaning in the things that surround her as she observes them.
D. Review Excerpt:
From School Library Journal:
“ In spare, often poetic prose reminiscent of Patricia MacLachlan's work, Johnson relates Marley's insightful quest into what makes a family. Her extreme anger with her supposed parents, who turn out to be her aunt and uncle, for not telling her the truth, for not being the perfect family that she d always thought them to be, wars with her knowledge that not even her friend Shoogy Maple s model family is as perfect and beautiful as it seems. The various examples of "family" Marley encounters make her question what's real, what's true, what makes sense, and if any of that really matters as much as the love she continues to feel for her parents in spite of their seeming betrayal Johnson exhibits admirable stylistic control over Marley's struggle to understand a concept that is often impossible to understand or even to define.” by Linda Bindner.
E. Connections
An activity that can done as a whole group would be to have students create an additional final chapter to this book.
Have students keep a journal and have them add an entry after reading each chapter.
Saturday, June 23, 2007
The Old African by Julius Lester, illustrated by Jerry Pinkney.
A.Bibliographic Data:
Lester, Julius. Illus. Jerry Pinkney. 2005. The Old African. Penguin Group Inc.: New York, New York. ISBN 0-8037-2564-7.
B. Plot Summary:
The Old African is a story of slaves that are at the hands of a cruel plantation owner called Master Riley. The story opens with a young slave boy with his arms tied around his wrists being whipped by Riley because he ran away as the other slaves are forced to watch. The Old African is introduced as he uses his strong magical powers to ease the pain of the young slave boy as each lash tears at his back, and the pain of the other slaves whose heart aches for the young boy. The Old African defies Riley when he goes to the boy's aid after Riley instructed all the slaves not to do so. This infuriates Riley and he is about to attack the Old African once again uses his powers to prevent him from doing so. After this incident the Old African knows that Riley's next step will be to kill him. The story then flashes back in time to the Old Africans memories of when he was captured and enslaved. The Old African, his wife Ola, and the others from his tribe are captured, marched three days through forest until they reached the ocean. The loud waves of the oceon, the magnificent view, the strange house sitting on the water, the small boats leaving the strange house and the “Muene Puto”, Lord of the Dead which chained them and took them to the strange house petrified the people. There they became slaves and suffered subhuman standards that they would never forget. The Old African lost his wife Ola when she jumped off he ship and his mentor Jaja when he refused to eat. The story then flashes back to the present and the Old African finds out that when the young slave boy ran away he came across a large body of water. The Old African uses his magical powers to turn into a bird and travel to verify for himself if the water was really as the young slave boy claimed and he saw it. He returned to his human form and used his magical powers once more to create dark clouds in the form of slave ships, and thunder that set fire to John Riley's house. The Old African then led all of the slaves to the ocean shore, protecting them all the way. When they arrived he leads them into the water and they walked across the oceon floor to their homeland. Along the way the skeletons of the people that died at sea joined them and were back to life once they reached the shore of their homeland. The Old African was reunited with his wife Ola and Jaja who were resurrected.
C. Critical Analysis:
Julius Lester built the character of the Old African as strong, magnificient, powerful, intelligent being that longed for freedom, and his homeland. The Old African was the steadfast faith that the people needed to escape slavery. In the section of the book titled: A Note From the Author, Julius Lester states, “...a place in Georgia, called Ybo Landing where, it was believed a group of Ybo slaves has walked into the water saying they were going to walk back to Africa”. I understand where a story like this can cause you to question what those people must have been feeling when they walked into the oceon water. Julius Lester answers many of those questions through this story. It is the power of belief that gives courage. Jerry Pinkney does a wonderful job illustrating the magnitude of pain, suffering, and cruelty, that encompass this story.
D. Review Excerpt:
From Horn Book Magazine:
“Where the taut mystery of Virgina Hamilton's “The People Could Fly” derives its power from its mythic dimension, The Old African's strength lies in its specific, unblinking detail and Lester's signature informality of style. Pinkney's illustrations are superb: muted tones of worn fabric; impressionistic shadows among masses of heroic, striving bodies; resolute dramatic focus; harrowing grief; steadfast courage; quiet jubilation. Not since Tom Feeling's Middle Passage has there been such an eloquent visual expression of the heroism of the suffering Africans who were ensnared onto those vicious ships. Author's and artist's notes. J.R.L.”
E. Connections
Another excellent book to read along with this one would be: In the Time of theDrums / by Kim L. Siegelson ; illustrated by Brian Pinkney. ISBN 0-7868-0436 (trade) ISBN 0-7868-2386-0 (lib. bdg.). This book also focus on the legend of the water taking the Ibo people back to their homeland.
Lester, Julius. Illus. Jerry Pinkney. 2005. The Old African. Penguin Group Inc.: New York, New York. ISBN 0-8037-2564-7.
B. Plot Summary:
The Old African is a story of slaves that are at the hands of a cruel plantation owner called Master Riley. The story opens with a young slave boy with his arms tied around his wrists being whipped by Riley because he ran away as the other slaves are forced to watch. The Old African is introduced as he uses his strong magical powers to ease the pain of the young slave boy as each lash tears at his back, and the pain of the other slaves whose heart aches for the young boy. The Old African defies Riley when he goes to the boy's aid after Riley instructed all the slaves not to do so. This infuriates Riley and he is about to attack the Old African once again uses his powers to prevent him from doing so. After this incident the Old African knows that Riley's next step will be to kill him. The story then flashes back in time to the Old Africans memories of when he was captured and enslaved. The Old African, his wife Ola, and the others from his tribe are captured, marched three days through forest until they reached the ocean. The loud waves of the oceon, the magnificent view, the strange house sitting on the water, the small boats leaving the strange house and the “Muene Puto”, Lord of the Dead which chained them and took them to the strange house petrified the people. There they became slaves and suffered subhuman standards that they would never forget. The Old African lost his wife Ola when she jumped off he ship and his mentor Jaja when he refused to eat. The story then flashes back to the present and the Old African finds out that when the young slave boy ran away he came across a large body of water. The Old African uses his magical powers to turn into a bird and travel to verify for himself if the water was really as the young slave boy claimed and he saw it. He returned to his human form and used his magical powers once more to create dark clouds in the form of slave ships, and thunder that set fire to John Riley's house. The Old African then led all of the slaves to the ocean shore, protecting them all the way. When they arrived he leads them into the water and they walked across the oceon floor to their homeland. Along the way the skeletons of the people that died at sea joined them and were back to life once they reached the shore of their homeland. The Old African was reunited with his wife Ola and Jaja who were resurrected.
C. Critical Analysis:
Julius Lester built the character of the Old African as strong, magnificient, powerful, intelligent being that longed for freedom, and his homeland. The Old African was the steadfast faith that the people needed to escape slavery. In the section of the book titled: A Note From the Author, Julius Lester states, “...a place in Georgia, called Ybo Landing where, it was believed a group of Ybo slaves has walked into the water saying they were going to walk back to Africa”. I understand where a story like this can cause you to question what those people must have been feeling when they walked into the oceon water. Julius Lester answers many of those questions through this story. It is the power of belief that gives courage. Jerry Pinkney does a wonderful job illustrating the magnitude of pain, suffering, and cruelty, that encompass this story.
D. Review Excerpt:
From Horn Book Magazine:
“Where the taut mystery of Virgina Hamilton's “The People Could Fly” derives its power from its mythic dimension, The Old African's strength lies in its specific, unblinking detail and Lester's signature informality of style. Pinkney's illustrations are superb: muted tones of worn fabric; impressionistic shadows among masses of heroic, striving bodies; resolute dramatic focus; harrowing grief; steadfast courage; quiet jubilation. Not since Tom Feeling's Middle Passage has there been such an eloquent visual expression of the heroism of the suffering Africans who were ensnared onto those vicious ships. Author's and artist's notes. J.R.L.”
E. Connections
Another excellent book to read along with this one would be: In the Time of theDrums / by Kim L. Siegelson ; illustrated by Brian Pinkney. ISBN 0-7868-0436 (trade) ISBN 0-7868-2386-0 (lib. bdg.). This book also focus on the legend of the water taking the Ibo people back to their homeland.
In the Time of the Drums by Kim L. Siegelson, illustrated by Brian Pinkney.
A.Bibliographic Data:
Siegelson, Kim L. Illus. Brian Pinkney. 1999. In the Time of the Drums. Hyperion Books for Children: New York, New York. ISBN 0-7868-0436-X(trade), ISBN 0-7868-2386-0(lib. bdg.).
B. Plot Summary:
In the Time of the Drums is a story set on an island shore where ships docked and unloaded treasures, cargo, and slaves brought from to be sold to work on the island plantations. Some of the slaves that came from Africa built instruments that reminded them of home. Some of the slaves were born on the island and only knew of Africa. Mentu, was a young boy that was born on the island and raised by Twi , who was born in Africa and was called the Ibo conjure woman. Twi had learned magic through her grandmother. Twi shared many stories and taught Mentu many African songs and stories. She also warned him that there would be a time when he needed to be strong. Then, one day Twi and Mentu heard drum beats that notified them that a ship ship had arrived. It was a slave ship that carried Ibo people from the African Kingdom of Benin. Mentu beat his drums at the ship and the slaves recognized the music from Africa and thought they were home. Twi and Mentu watched as the Ibo people refused to walk onto the island and stood strong against whips and chanted. Twi understood what they were singing and told Mentu that they believed in old African magic, and that the water that took them to that unfamiliar place could also take them back. She also told Mentu that the water would take her also, that it was time for her to go, and for him to be strong and remember. Twi ran to the Ibo people on the slave ship and told them to follow her that she would lead them home, and they followed her into the water. Mentu was strong and he passed on the songs and stories to his children and taught them to play the drums, and his children taught their children until now.
C. Critical Analysis:
Kim Siegelson's In the Time of the Drums is a story of strength, faith and hope. Twi knew exactly what she was doing when she taught Mentu the African songs and rhythms. She didn't want what happened to the slaves that lost their faith to happen to Mentu. Kim Siegelson demonstrates that holding on to culture is very important. The loss of identity lead to the loss of faith. “... long, hard work had broken them. Made memories of Africa sink so far back in their minds that they could no longer be reached. The old ways had slowly slipped away and been felt behind like sweat drops in a newly plowed row.” Siegelson demonstrates that holding on to faith and hope made the people strong. It made the Ibo people strong enough into the ocean water, and Twi strong enough to lead them. Faith and hope made Mentu strong enough to understand why it was so important that everything that he learned from Twi be passed on from generation to generation. These strong African stories and rhythmic beats provided the enslaved people with an identity that allowed for the foundations of the struggle against slavery. Pinkney's drawings allow us to see the development of each character.
D. Review Excerpt:
From School Library Journal:
“This well-told story is unusual and powerful. It raises some interesting questions about the meaning and value of freedom, and of literal interpretations of text. The rhythms hint at Gullah language, but the narrative is clear, accessible, and at the same time poetic. Pinkney's illustrations enhance the power of the tale by being at once realistic and mystical. This thought-provoking story would be a splendid addition to any collection.” by Linda Greengrass.
E. Connections
Another excellent book to read along with this one would be: The Old African / by Julius Lester ; illustrated by Jerry Pinkney. ISBN 0-8037-2564-7. This book also focus on the legend of the water taking the Ibo people back to their homeland.
An fun activity that students can do after reading this book would be to compose a song that tells a story with the use of drums and present it to the class.
Siegelson, Kim L. Illus. Brian Pinkney. 1999. In the Time of the Drums. Hyperion Books for Children: New York, New York. ISBN 0-7868-0436-X(trade), ISBN 0-7868-2386-0(lib. bdg.).
B. Plot Summary:
In the Time of the Drums is a story set on an island shore where ships docked and unloaded treasures, cargo, and slaves brought from to be sold to work on the island plantations. Some of the slaves that came from Africa built instruments that reminded them of home. Some of the slaves were born on the island and only knew of Africa. Mentu, was a young boy that was born on the island and raised by Twi , who was born in Africa and was called the Ibo conjure woman. Twi had learned magic through her grandmother. Twi shared many stories and taught Mentu many African songs and stories. She also warned him that there would be a time when he needed to be strong. Then, one day Twi and Mentu heard drum beats that notified them that a ship ship had arrived. It was a slave ship that carried Ibo people from the African Kingdom of Benin. Mentu beat his drums at the ship and the slaves recognized the music from Africa and thought they were home. Twi and Mentu watched as the Ibo people refused to walk onto the island and stood strong against whips and chanted. Twi understood what they were singing and told Mentu that they believed in old African magic, and that the water that took them to that unfamiliar place could also take them back. She also told Mentu that the water would take her also, that it was time for her to go, and for him to be strong and remember. Twi ran to the Ibo people on the slave ship and told them to follow her that she would lead them home, and they followed her into the water. Mentu was strong and he passed on the songs and stories to his children and taught them to play the drums, and his children taught their children until now.
C. Critical Analysis:
Kim Siegelson's In the Time of the Drums is a story of strength, faith and hope. Twi knew exactly what she was doing when she taught Mentu the African songs and rhythms. She didn't want what happened to the slaves that lost their faith to happen to Mentu. Kim Siegelson demonstrates that holding on to culture is very important. The loss of identity lead to the loss of faith. “... long, hard work had broken them. Made memories of Africa sink so far back in their minds that they could no longer be reached. The old ways had slowly slipped away and been felt behind like sweat drops in a newly plowed row.” Siegelson demonstrates that holding on to faith and hope made the people strong. It made the Ibo people strong enough into the ocean water, and Twi strong enough to lead them. Faith and hope made Mentu strong enough to understand why it was so important that everything that he learned from Twi be passed on from generation to generation. These strong African stories and rhythmic beats provided the enslaved people with an identity that allowed for the foundations of the struggle against slavery. Pinkney's drawings allow us to see the development of each character.
D. Review Excerpt:
From School Library Journal:
“This well-told story is unusual and powerful. It raises some interesting questions about the meaning and value of freedom, and of literal interpretations of text. The rhythms hint at Gullah language, but the narrative is clear, accessible, and at the same time poetic. Pinkney's illustrations enhance the power of the tale by being at once realistic and mystical. This thought-provoking story would be a splendid addition to any collection.” by Linda Greengrass.
E. Connections
Another excellent book to read along with this one would be: The Old African / by Julius Lester ; illustrated by Jerry Pinkney. ISBN 0-8037-2564-7. This book also focus on the legend of the water taking the Ibo people back to their homeland.
An fun activity that students can do after reading this book would be to compose a song that tells a story with the use of drums and present it to the class.
Thursday, June 14, 2007
The Apprentice by Pilar Molina Llorente
A. Molina-Llorente, Pilar. Illus. Juan Ramon Alonzo. 1989. The Appentice. Farrar, Strauss, and Giroux; New York. ISBN 0-374-30389-4.
B.Plot Summary:
The setting of this story is Florence, Italy, during the renaissance era, when art was greatly appreciated and valued. Arduino is the main character, a young boy of twelve years who is faced with many challenges throughout the story. The novel is told in first person, and the story begins with Arduino's observations of the world around him. Arduino's first challenge is confronting his father who is a tailor, whose father was a tailer, whose father's father was a tailor, and confessing that he does not want to be a tailor, that his heart yearns to be an artist. Arduino's father agrees to arrange a three year apprenticeship for Arduino with Maestro Cosimi di Forti, an established and well known artist. At once Arduino realizes that he will have to face many hardships to accomplish his dreams but his passion to be an artist pushes him forward. The next great challenge that Arduino is faced with is sacrificing his dream of becoming an artist to save Donato, a boy he discovered chained by Cosimi because he was envious of his talent. When the Noble Duke of Algora gives Cosimi a commission, but Cosimi cannot complete it because he falls ill, Donato jumps at the opportunity to offer Donato to come to their aid, and at the same time helping free Donato. Arduino's next challenge is dealing with the envy of another apprentice that betrayed him and caused him to lose the apprenticeship with Cosimi. To finalize the story it is discovered that Arduino is innocent and he continues his apprenticeship with Donato as his Maestro.
C. Critical Analysis:
Arduino's character is challenged several times thoughout the story. First when he must accommodate to the harsh living conditions as an apprentice, but he is determined to be an artist. Then when he discovers Donato and realizes that if he reveals anything to anyone he will loose his apprenticeship. At this point Adruino's courage falters because he allows Donatelo to remain incarcerated. He does however redeem himself when he reveals his knowledge of Donatelo's existence when the opportunity arises. His character is constantly developing. Throughout the story Arduino's talent is never really exemplified, which was anticipated since he is the main character, Molina only notes his talent when Cosimo is startled by his drawing of his grandfather's hands, and when Arduino notes that Marco is using the wrong shade of blue for the sky.
The role of the female characters are not developed, Molina only mentions briefly that they suffer because they are women. Melania because she is a servant and has to obey she claims silently, although she is always complaining, and the Dukes daughter Bianca because she claims to only be able to obey and only dream, although she lives lavishly. The main focus of the story is of everyone's wants and dreams. In the story Arduino takes notice of this trend, because he is a tailor who wants to be a painter, and when Baldo tells him that he wants to be a chef instead of a painter, and the women want to be men, and the sculpture at the end of the story wants to be young again.
E. Connections:
This story can be extended into a research project on women's roles during the renaissance era. Students would be provided with a pathfinder to locate initial resources, and they would be encouraged to search beyond those resources, along with a rubric. Then they would present their research through a powerpoint presention.
B.Plot Summary:
The setting of this story is Florence, Italy, during the renaissance era, when art was greatly appreciated and valued. Arduino is the main character, a young boy of twelve years who is faced with many challenges throughout the story. The novel is told in first person, and the story begins with Arduino's observations of the world around him. Arduino's first challenge is confronting his father who is a tailor, whose father was a tailer, whose father's father was a tailor, and confessing that he does not want to be a tailor, that his heart yearns to be an artist. Arduino's father agrees to arrange a three year apprenticeship for Arduino with Maestro Cosimi di Forti, an established and well known artist. At once Arduino realizes that he will have to face many hardships to accomplish his dreams but his passion to be an artist pushes him forward. The next great challenge that Arduino is faced with is sacrificing his dream of becoming an artist to save Donato, a boy he discovered chained by Cosimi because he was envious of his talent. When the Noble Duke of Algora gives Cosimi a commission, but Cosimi cannot complete it because he falls ill, Donato jumps at the opportunity to offer Donato to come to their aid, and at the same time helping free Donato. Arduino's next challenge is dealing with the envy of another apprentice that betrayed him and caused him to lose the apprenticeship with Cosimi. To finalize the story it is discovered that Arduino is innocent and he continues his apprenticeship with Donato as his Maestro.
C. Critical Analysis:
Arduino's character is challenged several times thoughout the story. First when he must accommodate to the harsh living conditions as an apprentice, but he is determined to be an artist. Then when he discovers Donato and realizes that if he reveals anything to anyone he will loose his apprenticeship. At this point Adruino's courage falters because he allows Donatelo to remain incarcerated. He does however redeem himself when he reveals his knowledge of Donatelo's existence when the opportunity arises. His character is constantly developing. Throughout the story Arduino's talent is never really exemplified, which was anticipated since he is the main character, Molina only notes his talent when Cosimo is startled by his drawing of his grandfather's hands, and when Arduino notes that Marco is using the wrong shade of blue for the sky.
The role of the female characters are not developed, Molina only mentions briefly that they suffer because they are women. Melania because she is a servant and has to obey she claims silently, although she is always complaining, and the Dukes daughter Bianca because she claims to only be able to obey and only dream, although she lives lavishly. The main focus of the story is of everyone's wants and dreams. In the story Arduino takes notice of this trend, because he is a tailor who wants to be a painter, and when Baldo tells him that he wants to be a chef instead of a painter, and the women want to be men, and the sculpture at the end of the story wants to be young again.
E. Connections:
This story can be extended into a research project on women's roles during the renaissance era. Students would be provided with a pathfinder to locate initial resources, and they would be encouraged to search beyond those resources, along with a rubric. Then they would present their research through a powerpoint presention.
Three Wishes: Palestinian and Israeli Children Speak by Deborah Ellis
A. Bibliographic Data:
Ellis, Deborah. 2004. Three Wishes: Palestinian and Israeli Children Speak. A Groundwood Book, Douglas & McIntyre: Toronto, Vancouver, Berkeley.
B.Plot Summary:
Deborah Ellis traveled to the country of Israel to write this book so that the voices of the children that live among this terrible constant war could be heard. She interviewed many Palestinian and Israeli children asking them questions about their family, where they live, how they feel about children from the opposite culture, what they think their future holds for them, and if they had three wishes what they would be. Each chapter is a different interview from a different child, and it is titled with the child's first name and age. To open each chapter Ellis provides information about organizations, or events, or occurrences that have affected that particular child that is being interviewed in the chapter. Deborah Ellis uses several powerful methods to help readers visualize the magnitute of destruction that the children face. She opens the book with the statement, “In World War I, 15 percent of all casualties were civilians. In World War II, 50 percent of casualties were civilians. In 2004, 90 percent of casualties in war are civilians.” Following this statement she provides a map that shows how the territory in this small country is occupied. The next section provides a brief overview of why and how the war started. Also, throughout the book she provides black and white pictures of the children in or of their surroundings. She next provides a list of the complete name and age of all of the children under the age of 18 have been killed in this war. Then the children speak.
C. Critical Analysis:
Three wishes is a book that allows readers a small glimpse of the way the terrible war that is occuring in Israel over land is affecting the children that live there. The cover of the book shows two pictures. The top picture shows children in the middle of a street smiling and posing for the camera, they are signaling the peace sign with their hands at the camera. The bottom picture shows another group of children also in the middle of the street smiling at the camera. One child is eating a fruit, while another child has a bouquet of flowers in her hand. If it were not for small details like the flag peeking into the top picture, and the small hat one of the boys has placed on his head on the bottom picture one would not be able to tell which picture is of the Palestinian children and which is of the Israeli children. The point that Deborah tries to make throughout her book is that children from both cultures share the same fears, the same dreams, and the same experiences, yet many of them do not realize how alike they are because wars have isolated them from each other. This is why Dr. Vardell's quote, “Peace Through Children's Literature” kept springing to my mind while I was reading this book. If these children were only allowed to see how alike they are then maybe the terrible war that has been raging in their country for so many years might come to an end. If these children knew how alike they are would they still grow up wanting to fight each other?
D. Reviews:
Reviewed by School Library Journal:
"This collection of accounts from young people between the ages of 8 and 18 portrays the sapping toll of war on their lives. Instead of looking toward their futures, these kids are watching their backs. Instead of playing games of pick-up ball in the street, they're lobbing rocks at soldier's and dodging tear gas and bullets. Israeli students are pressed into military service. In Palestine, the scanty settlements are overcrowded and unsafe." by Allisson Follos.
E. Connections:
Deborah Ellis provides a list of additional readings towards the end of the book. (Ex. Number the stars / Lois Lowry, ISBN 0440403278).
She also provides a list of organizations. One activity that can be done with students is to have them work in groups to study an organization, and present what they learned about that organization to the class.
Ellis, Deborah. 2004. Three Wishes: Palestinian and Israeli Children Speak. A Groundwood Book, Douglas & McIntyre: Toronto, Vancouver, Berkeley.
B.Plot Summary:
Deborah Ellis traveled to the country of Israel to write this book so that the voices of the children that live among this terrible constant war could be heard. She interviewed many Palestinian and Israeli children asking them questions about their family, where they live, how they feel about children from the opposite culture, what they think their future holds for them, and if they had three wishes what they would be. Each chapter is a different interview from a different child, and it is titled with the child's first name and age. To open each chapter Ellis provides information about organizations, or events, or occurrences that have affected that particular child that is being interviewed in the chapter. Deborah Ellis uses several powerful methods to help readers visualize the magnitute of destruction that the children face. She opens the book with the statement, “In World War I, 15 percent of all casualties were civilians. In World War II, 50 percent of casualties were civilians. In 2004, 90 percent of casualties in war are civilians.” Following this statement she provides a map that shows how the territory in this small country is occupied. The next section provides a brief overview of why and how the war started. Also, throughout the book she provides black and white pictures of the children in or of their surroundings. She next provides a list of the complete name and age of all of the children under the age of 18 have been killed in this war. Then the children speak.
C. Critical Analysis:
Three wishes is a book that allows readers a small glimpse of the way the terrible war that is occuring in Israel over land is affecting the children that live there. The cover of the book shows two pictures. The top picture shows children in the middle of a street smiling and posing for the camera, they are signaling the peace sign with their hands at the camera. The bottom picture shows another group of children also in the middle of the street smiling at the camera. One child is eating a fruit, while another child has a bouquet of flowers in her hand. If it were not for small details like the flag peeking into the top picture, and the small hat one of the boys has placed on his head on the bottom picture one would not be able to tell which picture is of the Palestinian children and which is of the Israeli children. The point that Deborah tries to make throughout her book is that children from both cultures share the same fears, the same dreams, and the same experiences, yet many of them do not realize how alike they are because wars have isolated them from each other. This is why Dr. Vardell's quote, “Peace Through Children's Literature” kept springing to my mind while I was reading this book. If these children were only allowed to see how alike they are then maybe the terrible war that has been raging in their country for so many years might come to an end. If these children knew how alike they are would they still grow up wanting to fight each other?
D. Reviews:
Reviewed by School Library Journal:
"This collection of accounts from young people between the ages of 8 and 18 portrays the sapping toll of war on their lives. Instead of looking toward their futures, these kids are watching their backs. Instead of playing games of pick-up ball in the street, they're lobbing rocks at soldier's and dodging tear gas and bullets. Israeli students are pressed into military service. In Palestine, the scanty settlements are overcrowded and unsafe." by Allisson Follos.
E. Connections:
Deborah Ellis provides a list of additional readings towards the end of the book. (Ex. Number the stars / Lois Lowry, ISBN 0440403278).
She also provides a list of organizations. One activity that can be done with students is to have them work in groups to study an organization, and present what they learned about that organization to the class.
Wombat Divine by Mem Fox
A.Bibliographic Data:
Fox, Mem. Illus. Kerry Argent. 1995. Wombat Divine. Hartcourt Brace & Company: San Diego, New York, and London. ISBN 0-15-201416-0.
B. Plot Summary:
Wombat Divine is a lovely story of a gentle bear named Wombat who is in love with Christmas, in particular the Nativity play. Wombat is finally old enough to be a part of the Nativity play in his town and he rushes to the auditions with hopes of landing the perfect part. Again and again Wombat tries out for different parts but they are not right for him. He is too heavy to be the Archangel Gabriel, too big to be Mary, too short to be a king, too sleepy to be Joseph, too clumsy to be the innkeeper, and too shortsighted to be one of the shepards. Until finally all of he parts have been filled, and Wombat is devastated. Then Bilby realizes that the part of Baby Jesus is vacant and exclaims that Wombat could play the part. Emu realizes that he had not filled the very important part of Baby Jesus and exclaims that a Nativity without Baby Jesus is not complete. Wombat finally found the perfect part and that Christmas Eve he played it so well that he even really fell asleep. On Christmas Day everyone congratulated Wombat on playing such a divine part.
C. Critical Analysis:
In a sense Wombat is really the baby in the story. He is just old enough to participate in the play, and he too young to realize that there are some parts that he is just not fit for. The illustrations depict the other animals trying their best to accommodate Wombat to the different characters. An example is when Wombat decides that he wants to be the Archangel Gabriel. There is an illustration that shows a large group of animals struggling with the rope, another trying to push Wombat up with his back, and another climbing to the top of the rope and tugging on it. Together Mem Fox and Kerry Argent collaborated magnificently to keep readers wondering which is Wombats perfect part. The text on each page is subtly simple enough to let the illustrations charmingly continue the story. This story is based on friendship which is cherished and celebrated along with a holiday that brings friends and family together.
D. Review:
From School Library Journal, "Youngsters will surely identify with Wombat's hope, sadness, and, finally, his triumph. The animals frolic against a mostly white background, peering out of Nativity costumes, and looking on as Wombat tries part after part. The last three scenes, which take place in a crowded theater, the stage, and outdoors, are filled with color and energy that underline the culmination of the story. These uniquely Australian creatures are easily identifiable, but Argent still succeeds in giving them their own personalities within the story. The clever text and lively illustrations make this holiday tale a delight to read and share." by Jane Marino.
E. Connections
Read along with a Nativity Story so that children understand the role that each character plays. (Ex. A child is born : the Christmas story / adapted from the New Testament by Elizabeth Winthrop ; illustrated by Charles Mikolaycak, ISBN 0823404722).
The animals that Fox uses in the story are from Australia so the students can be introduced to different animals from that country through a book. (Ex. Australian animals / Caroline Arnold, ISBN 0688167675).
A fun activity would be to divide the children into groups where each student plays a part, (it emphasize that each part is equally important), and have the students present the play to the class.
Fox, Mem. Illus. Kerry Argent. 1995. Wombat Divine. Hartcourt Brace & Company: San Diego, New York, and London. ISBN 0-15-201416-0.
B. Plot Summary:
Wombat Divine is a lovely story of a gentle bear named Wombat who is in love with Christmas, in particular the Nativity play. Wombat is finally old enough to be a part of the Nativity play in his town and he rushes to the auditions with hopes of landing the perfect part. Again and again Wombat tries out for different parts but they are not right for him. He is too heavy to be the Archangel Gabriel, too big to be Mary, too short to be a king, too sleepy to be Joseph, too clumsy to be the innkeeper, and too shortsighted to be one of the shepards. Until finally all of he parts have been filled, and Wombat is devastated. Then Bilby realizes that the part of Baby Jesus is vacant and exclaims that Wombat could play the part. Emu realizes that he had not filled the very important part of Baby Jesus and exclaims that a Nativity without Baby Jesus is not complete. Wombat finally found the perfect part and that Christmas Eve he played it so well that he even really fell asleep. On Christmas Day everyone congratulated Wombat on playing such a divine part.
C. Critical Analysis:
In a sense Wombat is really the baby in the story. He is just old enough to participate in the play, and he too young to realize that there are some parts that he is just not fit for. The illustrations depict the other animals trying their best to accommodate Wombat to the different characters. An example is when Wombat decides that he wants to be the Archangel Gabriel. There is an illustration that shows a large group of animals struggling with the rope, another trying to push Wombat up with his back, and another climbing to the top of the rope and tugging on it. Together Mem Fox and Kerry Argent collaborated magnificently to keep readers wondering which is Wombats perfect part. The text on each page is subtly simple enough to let the illustrations charmingly continue the story. This story is based on friendship which is cherished and celebrated along with a holiday that brings friends and family together.
D. Review:
From School Library Journal, "Youngsters will surely identify with Wombat's hope, sadness, and, finally, his triumph. The animals frolic against a mostly white background, peering out of Nativity costumes, and looking on as Wombat tries part after part. The last three scenes, which take place in a crowded theater, the stage, and outdoors, are filled with color and energy that underline the culmination of the story. These uniquely Australian creatures are easily identifiable, but Argent still succeeds in giving them their own personalities within the story. The clever text and lively illustrations make this holiday tale a delight to read and share." by Jane Marino.
E. Connections
Read along with a Nativity Story so that children understand the role that each character plays. (Ex. A child is born : the Christmas story / adapted from the New Testament by Elizabeth Winthrop ; illustrated by Charles Mikolaycak, ISBN 0823404722).
The animals that Fox uses in the story are from Australia so the students can be introduced to different animals from that country through a book. (Ex. Australian animals / Caroline Arnold, ISBN 0688167675).
A fun activity would be to divide the children into groups where each student plays a part, (it emphasize that each part is equally important), and have the students present the play to the class.
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