Bartoletti, Susan Campbell. They Called Themselves the K.K.K.: The Birth of an American Terrorist Group. 978-0-618-44033-7.
Susan Bartoletti captures the truth behind the K.K.K. in her stunning nonfiction book They Call Themselves the K.K.K.: The Birth of An American Terrorist Group. Aspects of this organization that are often not spoken of are revealed through interviews with various Klansmen. It provides an accurate account of history focusing on the reconstruction period after the Civil War. The reader is able to interpret events of this time through a collection of photographs that line the pages of this book. Anyone wanting to understand this unthinkable time in history would find this book a knowledgeable source of information.
Collins, Suzanne. (2009). Catching Fire. New York: Scholastic Inc. 978-439-02353-5.
Suzanne Collin’s strikes again with her phenomenal sequel to her first book The Hunger Games. The action in Catching Fire begins immediately after the close of the Hunger Games, which sends Peeta and Katniss home to prepare for their tour of all the districts. However, the Capital is upset that they were mocked when the duo threatened to eat the poisonous berries at the close of the Hunger Games. President Snow captures our attention when he visits Katniss at her home to remind her that she need to convince everyone of her love for Peeta. She doesn’t stop short as they stage their proposal on national television. Now with the rumor of several districts revolting, the Quarter Quell will begin. This is version of the Hunger Games that is celebrated every 25 years. However, the rules are changed to up the ante. The 75th year will be celebrated by having one male and one female drawn from the existing pool of victors in each district. This news sends Peeta and Katniss into the arena for round two. The twists and turns of the plot are constant throughout this book leaving much anticipation for the final book in the trilogy, Mockingjay.
Hamilton, Virginia. (1988). In the Beginning: Creation Stories from Around the World. Barry Moser. San Diego: Harcourt Brace Jovanovich. 0-15-238740-4.
Most American, Christian or not, know the Christian version of the creation story. In Virginia Hamilton’s book, In the Beginning: Creation Stories from Around the World readers are introduced to the creations stories from different cultures from around the world. Myths from various cultures, including Eskimo, Chinese, Russian, African, American Indian, Icelandic, and Greek, reveal the typically unknown beliefs of these backgrounds. Each myth focuses on the creation of the Earth and the first man.
Tan, Shaun. (2008). Tales from Outer Suburbia. New York: Scholastic. 978-0-545-05587-1.
Shaun Tan takes your average suburban neighborhood and considers it a bit differently. Between his unique perspective and his colorfully illustrated pictures he provides a surreal experience for his reader. His story is told in a matter of fact tone that makes it seem very normal to have a water buffalo in the corner lot giving unspoken directions to passersby, or to have a foreign exchange alien live in your cabinet. It is equally normal to find an alien in the street or a sea animal from the Indian Ocean laying in your front yard. These are only a few examples of the outrageous adventures that take place in this suburban neighborhood.
Wiles, Deborah. (2010). Countdown. New York: Scholastic Press.
978-0-545-10605-4.
Deborah Wiles recounts history in her historical fiction book Countdown. The reader journeys with Franny as she lives out the tension during the Cuban Missile Crisis in the early 1960’s. She shows the reality that people were living with as the daily threat of nuclear warfare loomed in the future. Instead of fire drills at school, Franny and her classmates took part in “duck and cover” drills. Wiles provides a realistic account of this period with Franny’s family being the center of the story. Franny is the middle child who always feels forgotten. Her older sister is involved in “secret stuff the Franny wouldn’t understand” and her younger brother is too young to understand. Franny struggles with the identity in her family and with her friends as she tries to understand what it happening in the world around her. Her novel documents history within its pages with the addition of several inserts including interviews, photographs, advertisements, etc. from the 1960’s. This is the first book of a trilogy.
Tuesday, December 14, 2010
Monday, December 13, 2010
The Inventions of Hugo Cabret (Podcast)
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Selznick, Brian. The Invention of Hugo Cabret. (2007). New York: Scholastic Press. 978-0-439-81378-5.
Brian Selznick unlocks the imagination of youth with his novel The Invention of Hugo Cabret. Young Hugo is orphaned and left to live with his uncle, the caretaker of the clocks in a train station in Paris. One day his uncle leaves for work to never return, and Hugo finds himself alone. Desperate not to be discovered he continues to reside in the train station and take care of the clocks. Meanwhile, his uncle’s paychecks begin to pile up on the table, as his disappearance goes unnoticed.
Hugo became accustomed to stealing for his basic means of survival; however, when he is caught stealing from the toymaker in an effort to restore the automaton his father left behind, he finds himself at risk of being exposed. With the help of Isabelle, the toymakers goddaughter, he succeeds in assembling the pieces of the broken automaton. Isabelle wears a suspicious, heart shaped key around her neck that is an exact fit to the automaton. Once they wind the automation, it reveals a drawing from a famous early film, signed by Georges Melies. After investigating, they learn that the toymaker is Georges Melies.
Selznick uses his novel to expose and esteem the life of Georges Melies. The reader learns who Melies was, and how he influenced the early film industry. This fictional story is intertwined with history creating an imaginative story that exposes readers to pieces of history that they may not realize exist otherwise. The novel provides several original images from Melieses’ films, bringing his films to life.
Selznick provides a complex plotline that brings several components together in the end. His story telling technique captures the attention of the reader, but the biggest contributing factor is the 284 pages of original drawing that Selznick created to enhance his story. The Invention a Hugo Cabret is a 526-page book that has 284 drawings embedded into its content. He uses these images, as well as his writing to tell the complete story of Hugo Cabret. A reader is not able to look exclusively at the pictures, or solely read the words. Both elements in this novel are crucial to comprehending the plot accurately.
The images are used individually to intensify different sections of the text. For example, when the museum where Hugo’s father worked burned down with his father inside, Selznick provided an image of the fire, or when Isabelle discovered a hidden armoire in her godparent’s closet, an image was revealed to help the reader visualize the scene.
However, most of the images are used in a sequence to tell a section of the plot. For example, when Hugo was running from the Station Police towards the end of the book, the images spanned several pages providing a visual understanding of the chase. The pictures are also used to travel farther and farther within one another. For example, the book is introduced by showing an image of the whole city, followed by an image of a particular building. The next image focuses in on a specific doorway of the building, with subsequent pictures taking the reader through the doorway, up the stairs, across the train tracks, down a hallway, to a vent in the wall, into the vent, to a clock revealing an eye that is watching out over the city.
This sequence of pictures set up the exposition of the story. The reader is aware through the images that there are two initial characters, a boy and a toymaker. The images reveal that the story takes place in a large city, and that the boy is hiding behind the clock in the train station. The entire background of this novel is revealed through pictures before we read Selznick’s first words on page 46 of his book.
The pages of this book are printed on bright white pages that are edged with black trim. The drawings throughout the book are all pencil drawings done in black and white (with the exception of the black and white photos from the films by Georges Melies). Each drawing provides intricate details that allow the reader to understand their intended meaning and relevance to the story.
This well-written and illustrated novel would be a great addition to any classroom in upper elementary or middle school. A proficient reader will find this highly exciting novel a quick read, and a more reluctant reader will feel a great sense of accomplishment after completing this lengthy book.
Tuesday, December 7, 2010
Maus I
Personal Response
As any Holocaust book, this was a difficult book to read. I teach the Holocaust each year in 8th grade. They read Anne Frank and one other Holocaust novel of their choice. To end our unit, they write a research paper on a Holocaust topic. I have found that the students really are interested in the history of this time, and they are specifically touched by the true Holocaust stories. I think that Maus would be a great addition to my Holocaust unit.
I am always fascinated to hear and understand the stories of Holocaust survivors. I think that we often connect Anne Frank with the Holocaust, but we forget that there are so many other survivors with equally amazing stories. I actually had the opportunity to hear a survivor speak last year at a conference, and it was very powerful to hear her story. It is something that most of us cannot understand on any level.
I enjoyed this book, but I do find graphic novel difficult to read. I find myself reading the words, but forgetting to take the time to look at the pictures. In this genre, the pictures really tell so much of the story. I found that if I didn’t look at the pictures, I wouldn’t always know who was speaking. I found the images in this book more difficult to view than in American Born Chinese. They aren’t as crisp, and they are in black and white. However, I felt that the black and white images really worked considering the darkness of the topic.
The graphics themselves were very powerful. I felt that it was very effective to have the mice representing the Jewish people and the cats, the Nazis. This simple variation in the images sent a very powerful message.
I found the dialogue in the present to be effective. I enjoyed the conversations between Artie and his father. His father reminded me of my grandfather, and his marriage reflected that of my grandparents. These details allowed the reader to understand the humanness of the characters.
Critical Response
Art Spiegelman successfully captures his father’s story in his graphic novel Maus I. His story follows the plotline and provides a well-thought out story of his father’s life. He uses many different literary and graphic techniques in his graphic novel.
The use of black and white pictures provides a dark feeling, which is very appropriate for the content of this book. As I mentioned before, he uses mice for the Jewish people and cats for the Nazis. This provides the contrast in the personalities or roles of the Nazi’s in relation to the Jews. When he inserts the comic strip of his mother’s death, the reader sees the characters become actual people. This transition allows the reader to understand that they were damaged humans after the Holocaust.
Spiegelman’s use of flashback allows the reader to understand Art’s father as a character after the Holocaust ended. This is important because it allows the reader to understand the role this tragedy still plays in his current life. It brings to life how this experience has molded him, how it has affected his relationship with his son, and how he manages his relationship with his current wife. The back and forth dialogue in the present provides a vivid image of these relationships.
Additionally, the use of the inserted comic strip about Art’s mother was very effective. It was used to educate the reader of their family’s past. In those short few pages, we learned that Artie’s mother committed suicide (this was mentioned one other time) and that Art himself was in a mental institution. This information helps us understand more the long-term effect that the Holocaust had on them.
Lastly, the cliffhanger at the end of this book is a technique used to transition the reader into the next book. Spiegelman leaves the reader wanting to know what will happen between his father and him. I definitely plan to read the second Maus.
As any Holocaust book, this was a difficult book to read. I teach the Holocaust each year in 8th grade. They read Anne Frank and one other Holocaust novel of their choice. To end our unit, they write a research paper on a Holocaust topic. I have found that the students really are interested in the history of this time, and they are specifically touched by the true Holocaust stories. I think that Maus would be a great addition to my Holocaust unit.
I am always fascinated to hear and understand the stories of Holocaust survivors. I think that we often connect Anne Frank with the Holocaust, but we forget that there are so many other survivors with equally amazing stories. I actually had the opportunity to hear a survivor speak last year at a conference, and it was very powerful to hear her story. It is something that most of us cannot understand on any level.
I enjoyed this book, but I do find graphic novel difficult to read. I find myself reading the words, but forgetting to take the time to look at the pictures. In this genre, the pictures really tell so much of the story. I found that if I didn’t look at the pictures, I wouldn’t always know who was speaking. I found the images in this book more difficult to view than in American Born Chinese. They aren’t as crisp, and they are in black and white. However, I felt that the black and white images really worked considering the darkness of the topic.
The graphics themselves were very powerful. I felt that it was very effective to have the mice representing the Jewish people and the cats, the Nazis. This simple variation in the images sent a very powerful message.
I found the dialogue in the present to be effective. I enjoyed the conversations between Artie and his father. His father reminded me of my grandfather, and his marriage reflected that of my grandparents. These details allowed the reader to understand the humanness of the characters.
Critical Response
Art Spiegelman successfully captures his father’s story in his graphic novel Maus I. His story follows the plotline and provides a well-thought out story of his father’s life. He uses many different literary and graphic techniques in his graphic novel.
The use of black and white pictures provides a dark feeling, which is very appropriate for the content of this book. As I mentioned before, he uses mice for the Jewish people and cats for the Nazis. This provides the contrast in the personalities or roles of the Nazi’s in relation to the Jews. When he inserts the comic strip of his mother’s death, the reader sees the characters become actual people. This transition allows the reader to understand that they were damaged humans after the Holocaust.
Spiegelman’s use of flashback allows the reader to understand Art’s father as a character after the Holocaust ended. This is important because it allows the reader to understand the role this tragedy still plays in his current life. It brings to life how this experience has molded him, how it has affected his relationship with his son, and how he manages his relationship with his current wife. The back and forth dialogue in the present provides a vivid image of these relationships.
Additionally, the use of the inserted comic strip about Art’s mother was very effective. It was used to educate the reader of their family’s past. In those short few pages, we learned that Artie’s mother committed suicide (this was mentioned one other time) and that Art himself was in a mental institution. This information helps us understand more the long-term effect that the Holocaust had on them.
Lastly, the cliffhanger at the end of this book is a technique used to transition the reader into the next book. Spiegelman leaves the reader wanting to know what will happen between his father and him. I definitely plan to read the second Maus.
American Born Chinese
Personal Response
The book American Born Chinese is a great example of a graphic novel. It is also a book that I probably wouldn’t have picked up and read without it being assigned. I enjoyed the opportunity to read a graphic novel and appreciate what they have to offer the reader. I have become more familiar with this genre in the last few years, and I want to incorporate examples into my classroom. However, I always question if they are only for reluctant readers. After reading this, I realized that they have a lot to offer a reader.
I definitely think that a reluctant reader would benefit from the use of a graphic novel. It would be a great way to allow a student to gain confidence in their reading. I also was pleasantly surprised that the plot of the story was still so present with fewer words. It was amazing that the pictures told so much of the story. The vivid graphics brought the story to life and allowed the reader to visualize what was happening.
I initially dove right into the book, but considering the title, I found myself confused. I went back and read the inside flap of the book to discover that there were three characters. I assumed as I read that they would all come together, but I didn’t foresee how they would intertwine. I thought that this approach created excitement as I read. I enjoyed the different collection of plots. I really liked how the book had several different elements imbedded within one. The fantasy storyline crossed with the realistic fiction story line reaches a wide range of reading interests. The Monkey King showed us how dedicated he was to be successful, Jin Wang allows us to understand the struggles he felt to fit in, and Chin-Kee provides a stereotypical antagonist character.
I questioned the relationship between Danny and Chin-Kee as I read. My questions were answered when it was revealed that Danny was really Jin Wang.
Critical Response
Gene Luen Yang provides a well thought out story. The three plotlines that end up intertwining at the end provide a strong resolution to the book. Each story follows the plotline and comes alive with the brightly colored artwork. Each plotline was depicted by a different set of graphics, which provided a clear division of each story. Additionally, the blank page with the trademark logo that divided each section allowed the reader to know that the storyline was changing.
The graphics are very clear. The sharp, colorful images create the personalities of the characters. Many of the images don’t have words to accompany them, but they have a series of imaged that explain the details of an event. This was also used to show the passage of time. An example would be when the Monkey King was buried beneath the pile of rock for 500 years.
The language used for each plotline captured the characters completely. For example, we learn from the dialogue that Wei-Chen Sun has just moved to the United States. He speaks a very broken language, leaving out words.
“When I move to America, I was afraid nobody wants to be my friend. I come from a different place. Much, much different.”
Additionally, the character of Chin-Kee is created through his language and the inappropriate things that he says. For example, when he meets Danny’s study partner he says, “Hubba, Hubba, such pletty Amellican girl wiff bountiful Amellican bosom. Must bind feet and bear Chin-Kee’s children.” Through that line alone, the reader has a clear impression of Chin-Kee’s character.
Lastly, Yang provided a strong message of identity in his novel. He used the Monkey King who was determined to be better and bigger than he was as one example. It turned out that the Monkey King could escape his destiny under the mountain of rock by returning to his original form or being himself. Additionally, Jin Wang wanted to fit in and we learn at the end that he had “transformed” himself into Danny. The message is a strong one and one that young adolescents can easily relate to.
The book American Born Chinese is a great example of a graphic novel. It is also a book that I probably wouldn’t have picked up and read without it being assigned. I enjoyed the opportunity to read a graphic novel and appreciate what they have to offer the reader. I have become more familiar with this genre in the last few years, and I want to incorporate examples into my classroom. However, I always question if they are only for reluctant readers. After reading this, I realized that they have a lot to offer a reader.
I definitely think that a reluctant reader would benefit from the use of a graphic novel. It would be a great way to allow a student to gain confidence in their reading. I also was pleasantly surprised that the plot of the story was still so present with fewer words. It was amazing that the pictures told so much of the story. The vivid graphics brought the story to life and allowed the reader to visualize what was happening.
I initially dove right into the book, but considering the title, I found myself confused. I went back and read the inside flap of the book to discover that there were three characters. I assumed as I read that they would all come together, but I didn’t foresee how they would intertwine. I thought that this approach created excitement as I read. I enjoyed the different collection of plots. I really liked how the book had several different elements imbedded within one. The fantasy storyline crossed with the realistic fiction story line reaches a wide range of reading interests. The Monkey King showed us how dedicated he was to be successful, Jin Wang allows us to understand the struggles he felt to fit in, and Chin-Kee provides a stereotypical antagonist character.
I questioned the relationship between Danny and Chin-Kee as I read. My questions were answered when it was revealed that Danny was really Jin Wang.
Critical Response
Gene Luen Yang provides a well thought out story. The three plotlines that end up intertwining at the end provide a strong resolution to the book. Each story follows the plotline and comes alive with the brightly colored artwork. Each plotline was depicted by a different set of graphics, which provided a clear division of each story. Additionally, the blank page with the trademark logo that divided each section allowed the reader to know that the storyline was changing.
The graphics are very clear. The sharp, colorful images create the personalities of the characters. Many of the images don’t have words to accompany them, but they have a series of imaged that explain the details of an event. This was also used to show the passage of time. An example would be when the Monkey King was buried beneath the pile of rock for 500 years.
The language used for each plotline captured the characters completely. For example, we learn from the dialogue that Wei-Chen Sun has just moved to the United States. He speaks a very broken language, leaving out words.
“When I move to America, I was afraid nobody wants to be my friend. I come from a different place. Much, much different.”
Additionally, the character of Chin-Kee is created through his language and the inappropriate things that he says. For example, when he meets Danny’s study partner he says, “Hubba, Hubba, such pletty Amellican girl wiff bountiful Amellican bosom. Must bind feet and bear Chin-Kee’s children.” Through that line alone, the reader has a clear impression of Chin-Kee’s character.
Lastly, Yang provided a strong message of identity in his novel. He used the Monkey King who was determined to be better and bigger than he was as one example. It turned out that the Monkey King could escape his destiny under the mountain of rock by returning to his original form or being himself. Additionally, Jin Wang wanted to fit in and we learn at the end that he had “transformed” himself into Danny. The message is a strong one and one that young adolescents can easily relate to.
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