Currently viewing the category: "Close Reading/Analysis"
Share

Just so we all have the same definition of close reading, I wanted to share how I define it:
The process of close reading is reading a short, worthy text more than once to get deeper into its meaning.

Here is a fun close reading activity I did with my reading classes a couple of weeks ago.

Standards for this lesson: RL.1 & RI.1 (Inference & text evidence), RL.2 (Theme), RI.2 (Central Idea), RL.3 (Narrative elements interact)

Tacky the Penguin by Helen Lester is a much more complex text than it first seems, so I really wanted to take this fun text and push my students’ thinking to realize that Tacky teaches us more than they first thought.

First read: For the first read of Tacky the Penguin, I just had my students enjoy the story. I love watching kids see this book for the first time because he is such a ridiculous yet awesome penguin.

Second read: When we read the story again, this time I chunked the text and had them take notes about a different characters’ emotions for each section. They then went on our Canvas discussion board and made an inference about how the character was feeling based on their notes and included evidence.

“The other penguins are much more accepting of Tacky at the end. In the text it shows that all the penguins hugged Tacky since his oddness had scared the hunters away and saved them. This action showed that even though they might disagree on how to do things they were still thankful of him.” -EX, 8th grade

“I think that the other penguins, Goodly, Lovely, Angel, Neatly and Perfect are happy that Tacky is around. In the story it is showing all the penguins celebrating that the hunters were gone. Usually when you are celebrating it is because someone has accomplished something and you feel happy for them. So, you can conclude that the other penguins are happy that Tacky is around because he got rid of the hunters and without Tacky they might’ve died.” -JK, 6th grade

For the final section of the text, I asked them to think about the theme of the story, and they answered their inferred theme with evidence on the discussion board.

“I think the theme of Tacky the penguin is that differences can be good. I think that because at first the other penguins didn’t like Tacky because he was very different in the way he acted. They thought he was annoying and didn’t really include him in their group. At the end, they appreciate him because he saved them from the hunters, so his differences were good.” -AN, 8th grade

“The theme is to treat everyone fairly. Because in the beginning the other penguins treated Tacky badly, by excluding him, being annoyed at his greets, singing, and diving. But when Tacky acted like a hero they all appreciated him like they should of in the beginning.” -AK, 8th grade

“I think the theme of TACKY THE PENGUIN is to always be yourself. In the beginning of the story, the other penguins didn’t seem to really like Tacky because he did things so differently from them. However, as the middle towards end of the story, Tacky uses that to his advantage to scare away the hunters. So really, because Tacky was himself, he saved the day!” -DV, 7th grade

As we know, there are many themes that can be taken from a story, and most of the themes I received were spot on and focused primarily on how Tacky may seem odd but that doesn’t mean being different is bad. But there was one theme that I didn’t have any students pick up on, and I felt it was a big one. So, for the third read, I added in another text.

Third read: For the third read, I had my students read an Aesop Fable to connect with Tacky. “The Lion and the Three Bullocks” has the theme “In Unity is Strength” because the bulls survive the predator because they work together. The students did a wonderful job realizing that this theme connected to Tacky because it was only when all the of the penguins worked together that they were able to ward off the hunters.

“The theme “Unity is Strength” works for both books because together they defeated the enemy(ies). In Tacky the Penguin it says, “ Tacky began to sing, and from behind the block of ice came the voices of his companions, all singing as loudly and dreadfully as they could.” This shows that together the penguins can work together to be strong. The next page says “The hunters could not stand the horrible singing” This evidence illustrates that together as a team they can do anything. In Aesop For Children (Three Bullocks and a Lion), it says that a hungry lion is looking for his next meal. He was only sitting and watching because all of them were together so he would lose. In a little bit the bullocks separated and it was the lion’s time to strike (He ate them). This shows that when you are together you can be even stronger then when you were alone.” -EN, 7th grade

At this point, I was so proud of the connections my students were making, but it was still on a level where they were not connecting it to life–they saw it as a penguin and bullocks lesson mostly. This meant that I added in another text that I had them close read:

Scila Elworthy’s TED Talk is titled “Fighting with Nonviolence” and shares how fighting violence with violence is not successful while using nonviolence has been successful. I love TED Talks because you have the video and the transcript! What a great text for the classroom! (And thank you Jennifer Shettel for pointing me in this direction!)

First read: We watched the first 5 minutes and 11 seconds of the TED talk, and I gave each student a Post-It note. I asked them to write down words that stuck out to them. We then shared the words and defined any words they didn’t know.

Second read: For their second read of the text, they went to the transcript and were to focus on the central idea of this section of the text. Each person wrote down their own central idea.

Then I did a variety on one of the discussion ideas that Ricki shared in her Engaging Classroom Discussion Techniques post. Kind of like in Facts of Five, I had students then go into groups of three and come up with a consensus of a central idea together. They then wrote these on sentences strips to display in the room. We also discussed each one and talked about the supporting evidence for each central idea. I called it “Most Important Point.”

“As a group for the “most important point activity” we came up with the point that “solving a problem with violence only ever causes more violence”. Toward the end of the ted talk the speaker gives an example of when her ‘heroine’ was faced with guns during a protest and solved it by walking up to them and getting them to put their guns down. Had she not solved that problem this way it can be assumed that the soldiers would have shot them. By solving a situation with non violence she avoided the problem all together. We concluded from this, and the other points she made in ted talk including Nelson Mandela and her own personal anecdote about non violence, that that was the central point.” -KA, 8th grade

Third read: For the culminating task for all of these texts, I added in one more text to truly make all of this connect to reality. I knew I wanted to pick an image from the Civil Rights Movement because it is a true example of this idea at work. I introduced my students to sit-ins.

I then asked, “Why did we watch this TED Talk and why did I share the Sit-In images after reading Tacky the Penguin and the Aesop Fable? How do they all connect? Write a short paragraph explaining the connection, and remember to Restate, Answer, have Text evidence, and Explain/elaborate.”

All of these connect because they all show them going against things together. In “Tacky the Penguin” all of the penguins started singing in the end together, driving them away. If it was only Tacky singing, the hunters might not have gone away if the other penguins had not shown up.  In “Three Bullocks and a Lion”, the lion would not attack them when they were together because he knew he was no match for all three of them combined. In the Sit- In photo, there are four people sitting at a counter, and in the other photo, it shows them getting drinks poured on them from other people in the restaurant. If there was only one person sitting at the counter, the point would not have been proven as well as it would if there were four. All of them show that when they are together, they are stronger.” -MA, 7th grade

The Ted Talk, Sit-in images, Tacky the Penguin, and Aesop Fable connect because they show how if we stick together and try to solve conflict in nonviolent ways, we will not have to resolve problems with more fighting.  The Ted Talk says that bullies use violence to intimidate, terrorize, and undermine, but “only very rarely in few cases does it work to use more violence.” This just makes people more and more violent. An example is when the “Students who participated in sit-ins refused to become violent” even when people were not treating them fair by not serving them or even pouring a drink on them. Tacky the Penguin helped save all the penguins from being taken away by hunters because he had the attitude that people should be friendly and kind to each other and because he acted like this, it scared the hunters and they ran away. In the Aesop Fable, the bulls were able to keep the lion from eating them by staying close and being strong together. When they began to argue and separated from each other, they were not strong enough alone to keep from being attacked. “It was now an easy matter for the lion to attack them one at a time, and this he proceeded to do with the greatest satisfaction and relish.” This shows that we need each other to be strong and reach our goals and when we begin to fight, we lose our strength against enemies. We can control all of this, like she says, “It’s my response, my attitude, to oppression that I’ve got control over, and that I can do something about.” -DA, 6th grade

I was so impressed with my students’ deep thinking, connections, inferences, and elaboration! And overall they truly loved the activity, and I think that it truly shows that a text to analyze can be more than the canon!

 

 

Tagged with:
 
Share

Garbage Island
Author and Illustrator: Fred Koehler
Published October 9th, 2018 by Boyds Mills Press

Summary: Mr. Popli, the mouse mayor of Garbage Island, is always at odds with Archibald Shrew, a brilliant but reckless inventor. When Garbage Island, their home in the Great Pacific Garbage Patch, splits apart, they are trapped together in Mr. Popli’s houseboat, desperate to find their way back home. At first, they only argue, but when they face a perilous thunderstorm and a series of predators, they begin to work together and recognize – in themselves and in each other – strengths they didn’t know they had.

About the Author: Fred Koehler won a Boston Globe/Horn Book Honor Award for his illustrations for One Day, The End. He is the author-illustrator of How To Cheer Up Dad, which received three starred reviews, and he is the illustrator of This Book Is Not About Dragons and Puppy, Puppy, Puppy and Flashlight Night.  He lives with his children in Lakeland, Florida.

Visit the Garbage Island Boyds Mills Press page to view an interview about his inspirations and what’s coming next!

Praise: 

“In this series opener, a mouse and a shrew find themselves unlikely allies as they unite to save Garbage Island. The clever pairing of opposites adds humor, making the gradual emergence of friendship…all the sweeter. Dramatic black-and-white illustrations highlight key action. Exciting, fast-paced adventure and unexpected friendship in a “trashy” venue.” –Kirkus Reviews

“This adventurous tale is packed with action, examples of creative thinking, and ingenuity. Use this as an introduction to STEM thinking, a science fair project, a lesson on ecology, or simply read it for the enjoyment the story provides. This book will appeal to the adventure seeker, animal lover, explorer, and just about everyone else. A must-read for readers ready to strap in for a great ride!” – School Library Connection, starred review

“(With) fast-paced action and danger… this entertaining animal adventure stands out… because of its strong characters and an underlying message of environmental awareness.”–School Library Journal

Review: I love Archibald Shrew. He actually reminds me of Tinkerbell, specifically from the movie Tinkerbell and the Lost Treasure. Archie is a genius; he just is a genius that sometimes makes a mess when he is creating or may forget something essential if he’s brainstorming or might put him or someone else in danger if trying something new. But he is just so gosh darn lovable! From the very first page when we meet him, and he’s trying out his bicycle invention. Archie is obviously just ahead of his time. And while Mr. Popli starts off as a bit of a stern, uptight character, he is forced to see what is most important through this journey. Lastly, Merri. She is a special character who I connect with so much. She tries so hard to take care of everyone. She is never not helping or doing something; everyone can rely on her. But she also feels a lot of pressure to be a caregiver in so many different ways; so much that she pushes herself way too hard sometimes. It is because of these three characters plus the plot arc of Mr. Popli and Archie’s nearly always perilous adventure that this book is hard to put down. I know this is going to be one that Trent and I will read when he is a bit older: so much to unpack and just so entertaining!

Teachers’ Tools for Navigation: There is an Educator Guide available:

Discussion Questions: 

  • How did Mr. Popli change over the course of the book?
  • What did the egg teach Archie and Mr. Popli?
  • What are the differing character traits between Archie, Mr. Popli, Merri, and Edward? Similarities?
  • How does Archie effect the other characters at the beginning of the book? The end?
  • What part of the book surprised you?
  • How does the book promote environmental awareness?
  • Which of the opponents was the biggest foe for Archie and Mr. Popli? Explain why you think that foe was the toughest?

Flagged Passages: Chapter 3

“A week into his punishment for the sea-cycle incident, Archie had taken to his new routine with all the enthusiasm of a one-armed starfish. During the day, he did everything that was asked of him, but the work made him hungry, and the hunger made him grumpy. And still, his yearning for his workshop rose in his throat each evening like the moon in the sky.

Merrie had come to visit Archie each night at the Watchtower. She was the only bird left on Garage Island. He was the only shrew. In many ways, they were kindred. But Merri was an outsider because of her species. And she was sure that Archie was treated as an outsider because of his actions. If she could get him to see that, perhaps his life could improve. Her attempts to convince him turned into another argument.” (p. 30)

Read This If You Love: Anthropomorphic stories like Redwall by Brian Jacques, Silverwing by Kenneth Oppel, Seekers series by Erin Hunter, Mez’s Magic by Eliot Schrefer, Good Dog by Dan Gemeinhart, An Army of Frogs by Trevor Pryce;Fiction that promotes environmental awareness; Plastics Ahoy! by Patricia Newman

Giveaway!:

a Rafflecopter giveaway

Don’t Miss Out on the Other Blog Tour Stops!: 

Mon 10/1           Always in the Middle
Tue 10/2             Miss Marple’s Musings
Wed 10/3           Inkygirl
Thu 10/4             Storymamas
Fri 10/5               Teen Librarian Toolbox
Mon 10/8           Librarian in Cute Shoes
Tue 10/9             KidLit Frenzy
Wed 10/10         Middle Grade Book Village
Thu 10/11          Mrs. Knott’s Book Nook
Fri 10/12             Middle Grade Minded
Fri 10/12            Unleashing Readers

Recommended For: 

classroomlibrarybuttonsmall 

Signature

**Thank you to Boyds Mills for providing copies for review and giveaway and for hosting the blog tour!**

Tagged with:
 
Share

Vincent and Theo: The Van Gogh Brothers
Author: Deborah Heiligman
Published April 18th, 2017 by Henry Holt and Co.

Summary: The deep and enduring friendship between Vincent and Theo Van Gogh shaped both brothers’ lives. Confidant, champion, sympathizer, friend, Theo supported Vincent as he struggled to find his path in life. They shared everything, swapping stories of lovers and friends, successes and disappointments, dreams and ambitions. Meticulously researched, drawing on the 658 letters Vincent wrote to Theo during his lifetime, Deborah Heiligman weaves a tale of two lives intertwined and the love of the Van Gogh brothers.

About the Author: Deborah Heiligman has written many books for children, including National Book Award Finalist Charles and Emma: The Darwins’ Leap of Faith and The Boy Who Loved Math. She lives with her family in New York City.

AccoladesMichael L. Printz Award – Honor, School Library Best Books of the Year, CPL: Chicago Public Library Best of the Best, NYPL Books for the Teen Age, Booklist Editors’ Choice, YALSA Award for Excellence in Nonfiction Finalist, YALSA Award for Excellence in Nonfiction Winner, BCCB Blue Ribbon Award, Boston Globe – Horn Book Award, Kirkus Best Teen Books of the Year, Publishers Weekly Best Books of the Year, Texas TAYSHAS High School Reading List, Horn Book Magazine Fanfare List

Praise: 

“A remarkably insightful, profoundly moving story of fraternal interdependence and unconditional love.” —Kirkus, starred review

“A breathtaking achievement that will leave teens eager to learn more.” —School Library Journal, starred review

“In fittingly painterly language, Heiligman offers vivid descriptions of Vincent’s artwork and life, which grow more detailed and colorful as Vincent’s own artistic style becomes richer and more refined . . . This illuminating glimpse into the van Goghs’ turbulent life and historical period will add compelling depth to readers’ understanding of the iconic painter. ” —Booklist, starred review

“A unique and riveting exploration of art, artists, and brotherly love.” —The Horn Book, starred review

“An intensive exploration of their turbulent lives” —Publishers Weekly, starred review

“This title is a treasure for readers who want to immerse in a roiling domestic drama and who don’t back away from a good cry” —The Bulletin, starred review

Review: I could not stop talking about this book while I was listening to it. That, and that I couldn’t stop listening to the book–I would listen whenever I could, show me what a fabulous book it was. Hieligman does an amazing job making Vincent and Theo’s story come to life through such emotional narrative that the reader cannot help but feel as if we are living alongside the Van Gogh brothers. As someone who loves learning about history and art as well as an interest in brain health, this was a story that was more fascinating than I can even describe.

Also, I feel personally connected to this book in a fun way. In November, 2016 Deborah Heiligman and I had a dinner at NCTE, and we got talking about art since she had just finished Vincent and Theo. If you didn’t know, my dad has a BA in Art History and a MFA in Museumology and runs art museums (currently the LSU Museum of Art), so I have grown up around art museums my whole life and with art as a big part of it. One of the things we spoke about is the new information that a painting thought to be a self-portrait (right below) was actually the only known painting of Theo Van Gogh that Vincent painted. One thing that made it hard to determine this was that Theo is wearing the straw hat that Vincent is known to wear while Vincent is wearing Theo’s business felt hat. And this is where Deborah’s question came in: “The hats on the cover matched the hats the men are wearing in the photo although those are not actually their hats. Does it matter?” Now although I love art, I am not the expert, so I offered to ask my dad, and he responded with, “I like the cover as it is. I think it causes a questioning that evidences the new research in an interesting way. It defies previous thoughts and expectations.” Thus the cover stayed as is with an explanation on the jacket (below).

But I think what can show you about the book more than just me raving is all of the awards it received, ⇑ see above, and all of the amazing information about how Deborah researched for the book, ⇓ see below, and of course an excerpt from the book, ⇓ also below.

Teachers’ Tools for Navigation: View Deborah Hieligman’s research for Vincent and Theo and view all the articles & interviews about the book to use with students when reading this nonfiction text. There is so much that can be done with this story and the author’s writing process; use this amazing text in your classrooms, have it in your libraries, read it yourself–however you see fit, but read and share it!

Discussion Questions: 

  • How were Vincent and Theo’s life parallel with each other?
  • In what way were Vincent and Theo’s view of love part of their downfall emotionally?
  • Looking at the two portraits above and after reading the article about the portrait being of Theo, what do you believe? What similarities and differences do you see between the two?
  • How did Deborah Hieligman take all of the letters and research she did and turn them into a narrative?
  • I described this book to my sister as “A love story about two brothers.” Why would I call it a love story?
  • How did Theo’s short but mighty marriage set up for the current popularity of Vincent Van Gogh?
  • Why did it take so long for Vincent to find art?
  • In what way did finding friends in the impressionist art community help Vincent as an artist?

Flagged Passages: 1. TWO BROTHERS, ONE APARTMENT, PARIS, 1887

There was a time when I loved Vincent very much, and he was my best friend, but that’s over now. —Theo van Gogh to his sister Willemien, March 14, 1887

THEO’S BROTHER VINCENT has been living with him for just over a year, and Theo cannot take it anymore.

It is “almost intolerable for me at home,” he writes to their sister Wil in March 1887. Even though Theo has moved them to a larger apartment, this one still feels too small to hold Vincent’s outsized personality and Theo’s desperate need for quiet. He’s dying to tell Vincent to move out, but he knows if he does, Vincent will just be more determined to stay.

Dogged. Contrary. Stubborn. Vincent.

Theo van Gogh is the manager of Goupil & Cie, a successful art gallery on the fashionable Boulevard Montmartre in Paris. Theo is good at his job, but it’s terrifically frustrating for him right now. The owners of the gallery want him to sell paintings in the traditional style because they’re popular and bring in money. Though Theo certainly needs to make money—he has to support himself and Vincent and help their mother—he wants to sell art that is truly exciting to him, paintings by the Impressionists and their crowd, friends of his and Vincent’s: Émile Bernard, Paul Gauguin, Claude Monet, and Henri de Toulouse-Lautrec. Soon, maybe even paintings by Vincent himself.

But these modern painters don’t bring in enough money, so it’s a constant battle with his bosses. Theo haspersuaded them to let him set up a little display of Impressionists on the entresol. The entresol is not the ground floor, and it’s not the first floor. It’s the floor in between. It’s as if the paintings are there, but not quite yet, a glimpse into the future. It’s a start. But he spends his days working hard and comes back to the apartment at 54 Rue Lepic exasperated and exhausted. What he needs at home is rest and peace, but instead he gets VINCENT.

Theo loves his brother’s brilliant mind, his gregariousness, even his fiery temperament. Vincent can be a good antidote to Theo’s own inwardness and tendency to melancholy.

But after so many months of the cold Parisian winter spent indoors with Vincent, Theo is a wreck both mentally and physically. A few months back, in December, he was actually paralyzed—he couldn’t move at all for a few days. Although Theo knows he can’t blame his bad health on his brother, to get better he needs a break from Vincent’s gusts, his squalls, his constant talking and lecturing.

And, to make matters worse, lately Vincent has been furious at him. “He loses no opportunity to let me see that he despises me and I inspire aversion in him,” Theo tells Wil.

A portrait done of the brothers at this time would be sizzling with streaks of red-orange paint.

* * *

WHEN VINCENT AND THEO were young, growing up in the village of Zundert in the Netherlands, their father, a pastor, had written a special prayer. All the Van Gogh children had to memorize it and recite it when they left home:

“O Lord, join us intimately to one another and let our love for Thee make that bond ever stronger.”

Theo has valiantly been living up to that prayer. He’s been Vincent’s best friend for most of the last fifteen years, ever since they made a pledge to each other on a walk. And through many ups and downs and storms, for the past seven years, Theo has been giving Vincent money for paint, pencils and pens, ink, canvases, paper, clothing, food, and, until he moved in, rent.

On March 30 Vincent turns thirty-four; on May 1 Theo will be thirty. They’ve made it this far in their journey together—how can Theo kick him out now?

* * *

VINCENT AND THEO VAN GOGH look a lot alike: They both have red hair, though Vincent’s is redder, Theo’s more reddish blond. Vincent has freckles; Theo does not. They are both medium height—around five feet seven—but Vincent is broader, bigger; Theo slighter, thinner. They have pale blue eyes that sometimes darken to greenish blue. They are definitely brothers.

But they couldn’t give more different impressions.

Vincent in his workman’s clothes spends his days painting, outside if it’s not too cold, or inside the apartment. He is covered with Parisian soot and grime, overlaid with splatters and spatters of paint: ochre, brick red, orange, lemon chrome, cobalt blue, green, black, zinc white.

He doesn’t bathe often, which is typical for a nineteenth-century man, but it’s even less often than he should. He stinks—of body odor, dirt, food, paint, turpentine, wine, and tobacco. He usually has a pipe in his mouth, though he has very few teeth left, and those that are left are rotten.

And yet Vincent looks healthy: he’s robust, sturdy, and vehemently alive. Passion pours from him, as if the world he’s trying to capture is inside him, bursting to come out.

Theo is tidy, well dressed in a suit, looking very much the proper Parisian businessman. His features are finer, more refined. He would be handsome if he weren’t so sick: he’s thin and pale; he looks as though the life is being sucked out of him. He feels that way, too.

* * *

IN MANY WAYS, Vincent’s move to Paris has been good for both brothers. Thanks to Theo’s influence, to the artists he’s met, and to his own tenacious work, Vincent’s paintings are better than ever: they are imbued with color and light and Vincent’s own particular style.

And Vincent has given Theo more of a life. He’d been lonely in Paris, so lonely, and now, even though he doesn’t have a wife and family, Theo at least has a circle of friends through Vincent. For that he is grateful. So even though he’s desperate, Theo doesn’t kick out his brother. Yet.

In April, Theo acknowledges to another sister, Lies, that he’s been ill, “particularly in my spirit, and have had a great struggle with myself.” If he were well, he could deal with Vincent.

In fact both brothers do better with sun and warm air and hours spent outside. The Parisian days are getting longer—by minutes, anyway. If only spring would arrive! But there’s still too much gloom outside and in.

Gloom and fire.

It’s as if there are two Vincents, Theo has told Wil. He knows both sides of his brother very well. Sometimes Vincent is ebulliently happy and kind, sometimes furiously angry and difficult. He has a huge heart, but he’s stubborn and argumentative.

Vincent argues not only with Theo, and with himself, but also with friends and people he admires. One cold and fiery night in the near future, Vincent will fight with another roommate. And that argument will end in blood.

Read This If You Love: History, Art, Brain health, Van Gogh, Heiligman’s writing

Recommended For: 

classroomlibrarybuttonsmall 

Signature

Tagged with:
 
Share

When the Moon Was Ours
Author: Anna-Marie McLemore
Published October 4, 2016 by Thomas Dunne

Goodreads Summary: To everyone who knows them, best friends Miel and Sam are as strange as they are inseparable. Roses grow out of Miel’s wrist, and rumors say that she spilled out of a water tower when she was five. Sam is known for the moons he paints and hangs in the trees, and for how little anyone knows about his life before he and his mother moved to town. But as odd as everyone considers Miel and Sam, even they stay away from the Bonner girls, four beautiful sisters rumored to be witches. Now they want the roses that grow from Miel’s skin, convinced that their scent can make anyone fall in love. And they’re willing to use every secret Miel has fought to protect to make sure she gives them up.

My Review: This book appears again and again on English department lists for courses about gender and sexuality. After I saw it for the dozenth time, I realized that I had to read it. I loved it so much that I adopted it for my course, and my students read it along with three other texts when we talked about gender and sexuality as they pertain to adolescence. I will admit that a few of my students had difficulty with the magical realism of the book, but overall, they found this book to be incredibly powerful and recommended I continue to use it in the course. There is so much to discuss, and it offers beautiful insight. I attach so many emotions to this book, which proves how much I cared deeply for the characters and content. If you missed this one, you should read it. I promise it will be different than any other book that you’ve read.

Teachers’ Tools for Navigation: The third of my class that read this book developed a great activity to inspire their peers to want to read it. They asked the students: “If an egg could cure your heartsickness, what color would it be? If a flower grew from your wrist, what type of flower would it be? If you could hang a moon from the trees to help you sleep at night, what would it look like? Or, pick another object to connect with.” We had a lot of fun discussing the great possibilities.

Discussion Questions: 

  • Why is this book used often in college English courses? What makes it so impactful?
  • What does this book teach you about people, places, life, and quite frankly, humanity as a whole?
  • There are a very many magically realistic objects in the text. If you examine them closely, what does each mean? For example, why are glass pumpkins growing in the town?

We Flagged: “Miel was a handful of foil stars, but they were the fire that made constellations” (p. 12).

Read This If You Love: Magical realism, books that make you think, books that push binary traditions of gender

Recommended For: 

closereadinganalysisbuttonsmall classroomlibrarybuttonsmall litcirclesbuttonsmall

RickiSig

Tagged with:
 
Share

Astronaut, Aquanaut: How Space Science and Sea Science Interact
Author: Jennifer Swanson
Foreword by Fabien Cousteau and Kathryn D. Sullivan
Published January 9th, 2018 by National Geographic Society

Summary: Journey from the deepest trenches in the oceans to the farthest humans have ventured into space and learn what it takes to explore the extremes. You might just be surprised by how similar the domains of ASTRONAUTS and AQUANAUTS really are.

Space and the ocean. If you don’t think they go together, think again! Both deep-sea and space explorers have to worry about pressure, temperature, climate, and most importantly, how to survive in a remote and hostile environment. Join us on an amazing journey as we go up in space with astronauts and dive deep down in the ocean with aquanauts to explore the far-off places of our planet and the solar system.

With a strong tie into STEM topics–such as making connections, making comparisons, and recognizing patterns across content areas–readers will discover the amazing science and incredible innovations that allow humans (and sometimes only machines) to survive in these harsh environments.

Review: First, I want to share this image because it is one of my favorites ever, and I want a poster of it for Trent’s room!

I love the idea of this book! First, from a personal point of view: my son loves animals and space, so this is a perfect book for him. We didn’t read word for word together, but we spent hours over the last couple of weeks flipping through the book, looking at different spreads, reading parts of the book, and answering any questions that Trent had. Also, from a educator point of view: this text is so full of information told in such an interesting way with fun facts, activities, and so much fascinating information! Swanson did a beautiful job making connections between the two professions and scientists and giving equal looks into both. And since the book is for middle grade students, it is essential for it to be written in a way that will be intriguing to readers, and this book is definitely that!

Teachers’ Tools for Navigation: Throughout the book there are questions that can lead to inquiry (see below) and many topics that are introduced that could be further researched. Additionally, there are a few activities throughout such as one on submersibles, docking the ISS, and design your own space suit. The book is also set up for comparing and contrasting looking at exploration in both space and the sea and how they differ and overlap.

Discussion Questions: The text is FILLED with books that can lead to phenomenal discussions or inquiry projects such as

  • How does studying the topography of the ocean floor help us understand the space?
  • Why is it important for astronauts to train underwater?
  • What does it feel like during blastoff?
  • What is it like to live in space/under water for a long time?
  • Why and how do we explore?
  • How can studying the ocean help astronauts better understand conditions in space?
  • What can space teach us about the ocean?

Flagged Passages: 

Read This If You Love: Space travel, Science, Marine biology

Recommended For: 

classroomlibrarybuttonsmall 

Signature

**Thank you to the author for providing a copy for review!**

Tagged with:
 
Share

Orphaned
Author: Eliot Schrefer
Published September 25th, 2018 by Scholastic Press

Summary: Before humans, and before human history, there were the apes.
Snub is a young gorilla, living in the heart what will eventually be known as Africa. She is jealous of her mother’s new baby . . . and restless in her need to explore. When a natural disaster shakes up her family, Snub finds herself as the guardian of her young sibling . . . and lost in a reshaped world.

Snub may feel orphaned, but she is not alone. There are other creatures stalking through the woods — a new form of predator, walking on two legs. One of their kind is also orphaned, and is taken in by Snub. But the intersection of the human world and the gorilla world will bring both new connections and new battles.

In his boldest work yet, two-time National Book Award finalist Eliot Schrefer shows us a riveting, heartbreaking early encounter between ape and man — told from the ape’s point of view. It is a journey unlike any other in recent literature.

About the Author: Eliot Schrefer is a New York Times-bestselling author, and has twice been a finalist for the National Book Award. In naming him an Editor’s Choice, the New York Times has called his work “dazzling… big-hearted.” He is also the author of two novels for adults and four other novels for children and young adults. His books have been named to the NPR “best of the year” list, the ALA best fiction list for young adults, and the Chicago Public Library’s “Best of the Best.” His work has also been selected to the Amelia Bloomer List, recognizing best feminist books for young readers, and he has been a finalist for the Walden Award and won the Green Earth Book Award and Sigurd Olson Nature Writing Award. He lives in New York City, where he reviews books for USAToday.

Praise: “Scientific accuracy paired with lyrical, subjective language describing the young gorilla’s impressions of her surroundings and bodily needs make this book an imaginative, eloquent evocation of a little-known era in prehistory from an animal’s viewpoint. A plausibly authentic account skillfully avoiding risk of excessive anthropomorphism.” – Kirkus Reviews

Review: What a fascinating book! Orphaned is so different than Schrefer’s other novels but in a way that is new and so well done. Where Endangered, Rescued, and Threatened were about humans interacting with apes in a contemporary setting, Orphaned is about apes interacting with early humans in a pre-historic setting. There is no book like this! And it is done beautifully.

When we visited virtually with Eliot Schrefer he shared with us that the story was originally told in prose but his editor, David Levithan, pointed out to him that apes, though intelligent, would not think the way that Eliot writes prose. That their thoughts would be focused on immediate needs and would lack in descriptive and fluffy language. He then completely rewrote the story in verse and WOW! Snub’s voice is perfect.

While I originally thought that the point of view and setting would make the story a challenge, but it was the contrary–it made it just that more interesting!

Teachers’ Tools for Navigation: What a great mentor text for point of view and setting! Have students write a story with an animals main character in an interesting setting. Then have them change from prose to verse to hone in on the point of view of the animal and make sure they are including the setting as a main aspect of the story.

Discussion Questions: 

  • How does the inclusion of the ape “language” help with the realism of the story?
  • Why do you think the author included the illustrations of what apes were currently in the story at the top of the page?
  • How did the change from prose to verse storytelling impact the way the story was perceived?
  • How do you think the early humans perceived the gorillas when they interacted with them?
  • How does the point of view shape this story?
  • How did the eruption change the life of the gorillas and early humans?
  • How are gorillas and early humans similar and different?

Flagged Passages: 

Central Eastern Africa
600,000 Years Ago

Until this time, gorillas lived by the millions in a broad band of jungle across Africa. Then a series of volcanic eruptions, many times more foreful than any the modern world has experience, occurred in the Great Rift Valley. The shift in landscape allowed tribes of early humans to travel south into this area for the first time. 

It would be the first meeting between ape and human.

Part One: Home

Rock. Nut.
Snub looks between the two, thinking.
This tree keeps its nuts high in its branches–
a fallen one is a lucky treat.
She imagines rolling the inside nugget in her mouth,
biting its oily flesh.
Tongue between her teeth, brow scrunched,
she raps the rock on top of the nut.
It does not crack.
She licks the rock.
The rock tastes like rock.
She licks the nut.
The nut tastes like dirt.
Snub twists the woody halves.
They will not part.
Opening nuts is Mother’s job,
but Mother let Snub go off alone.

                                                                              mrgh. 

Fresh fury surges.
Snub hurts the nut, aiming
at a pair of magpies.
It goes wide and disappears into the foliage.
Worthless nut.
Snub looks to see if anyone has
been impressed by her rage.
But this only reminds her:
Her family is not here.”

Read This If You Love: The Ape Quartet books #1-3, Early humans, Gorillas

Recommended For: 

classroomlibrarybuttonsmall 

Signature

Tagged with:
 
Share

A Perilous Journey of Danger & Mayhem: A Dastardly Plot
Author: Christopher Healy
Published September 25th, 2018

Summary: It is 1883—the Age of Invention! A time when great men like Thomas Edison, Alexander Graham Bell, Nicola Tesla, and George Eastman work to turn the country into a mechanical-electrical-industrial marvel: a land of limitless opportunity. And it all happens at the world famous Inventors Guild headquarters in New York City—a place where a great idea, a lot of hard work, and a little bit of luck can find you rubbing elbows with these gods of industry who will usher humanity into the bright promise of the future.

Unless, of course, you’re a woman.

Molly Pepper, daughter of brilliant but unknown inventor Cassandra Pepper, lives with her mother in New York. By day, they make ends meet running a small pickle shop; but by night, they toil and dream of Cassandra shattering the glass ceiling of the Inventors Guild and taking her place among the most famous inventors in America. In an attempt to find a way to exhibit Cassandra’s work at the 1883 World’s Fair, they break into the Inventors Guild—and discover a mysterious and dastardly plot to destroy New York. The evidence points to the involvement of one of the world’s most famous inventors, and now it’s up to Molly, Cassandra, and a shop hand named Emmett Lee to uncover the truth—even if no one will ever know it was they who did it.

Christopher Healy, author of the acclaimed Hero’s Guide series, returns with the first book in a rip-roaring adventure about the inventors history remembers—and more than a few that it’s forgotten.

About the Author: Christopher Healy is the author of The Hero’s Guide to Saving Your Kingdom, New York Times Book Review Editor’s Choice, as well as its two sequels, The Hero’s Guide to Storming the Castle and The Hero’s Guide to Being an Outlaw. Before becoming a writer, he worked as an actor, an ad copywriter, a toy store display designer, a fact-checker, a dishwasher, a journalist, a costume shop clothing stitcher, a children’s entertainment reviewer, and a haunted house zombie. He lives in New Jersey with his wife, two children, and a dog named Duncan. You can visit him online at www.christopherhealy.com

Praise: 

“A zany, rollicking series opener.”– Kirkus Reviews

“Plot twists and banter hit at breakneck speeds in this heartfelt yet tongue-in-cheek look at the tumultuous Age of Invention, and its focus on two often marginalized groups—immigrants and women—allows for relevant social commentary.”– Publishers Weekly

“Healy has created a steampunk-inspired alternative history featuring some of the greatest minds in invention (including a number of women) in this series opener. A solid choice for adventurous readers.”– Booklist

“Christopher Healy, author of the Hero’s Guide series knows how to tell a good story. He’s done it again with the adventures of a determined girl named Molly Pepper.”– Brightly

Review: This is the exact book the world needed! Our traditionally told history is lacking in all things diversity because it was told by bias individuals who left out people who made huge differences despite their gender or race. I love that Christopher Healy was able to take this fact, show the ridiculousness of lack of great female minds being included in history and create this book filled with humor, adventure, heart, and a bit of history. He also includes prejudice against immigrants in the story in a way that will make any reader realize how undeserving these humans just looking for a life are of this prejudice.

Now starting my review that way may make you think that the book is preachy or boring, but it is anything but. Right from the beginning, you want to see if Cassandra and her brilliant inventions will ever be acknowledged and if they are going to be able to stop New York from being destroyed. Now throw in deceit from men the Peppers and Emmett trust, inventions of all sorts, a gang of men trying to kill whomever get in their way, and a group of brilliant women who won’t let anything stop them, and you will get this crazy adventure of Molly’s and Emmett’s.

Teachers’ Tools for Navigation: Although the book is fiction, much of what is included is shrouded in fact. The author includes “What’s Real and Not…” in the back matter which allows for inquiry into the historical elements of the story. This also allows teachers to see what parts of the story include more fact than fiction and different aspects could be pulled out when learning about the different historical elements.

An educator’s guide is also for the book from the publisher!

Discussion Questions: 

  • What part of the books were historical and what parts were fiction?
  • Would you consider the book historical fiction or science fiction or steam punk?
  • What invention would you want to make?
  • Research Edison. Do you think he deserves as much recognition as he gets?
  • Research the World’s Fair. Why do we not have them anymore?
  • Which deceitful events in the story surprised you? Were your predictions correct?
  • How did meeting Emmett and the MOI change Molly’s life trajectory?
  • Other than for entertainment, why do you think the author chose to write this story?

Flagged Passages: Check out this clip from the audiobook! You can also read a sample here!

Read This If You Love: The Invention of Hugo Cabret by Brian Selznick, The Mechanical Mind of John Coggin by Elinor TeeleExplorers: Door in the Alley by Adrienne Kress

Recommended For: 

classroomlibrarybuttonsmall 

GIVEAWAY!

a Rafflecopter giveaway

Don’t miss out on the other blog tour stops!

24-Sep Novel Novice  Post by Christopher Healy https://novelnovice.com/
25-Sep A Foodie Bibliophile in Wanderlust http://www.foodiebibliophile.com/
26-Sep Unleashing Readers http://www.unleashingreaders.com
27-Sep Teach Mentor Texts http://www.teachmentortexts.com
28-Sep Novel Novice  Review https://novelnovice.com/
29-Sep Maria’s Melange http://www.mariaselke.com/
1-Oct The Flashlight Reader http://www.theflashlightreader.com/
2-Oct Nerdy Book Club https://nerdybookclub.wordpress.com/
3-Oct Book Monsters https://thebookmonsters.com/
3-Oct Novel Novice Q and A with Chris https://novelnovice.com/
4-Oct Bluestocking Thinking http://bluestockingthinking.blogspot.com/

Signature

**Thank you to Walden Pond Press for providing copies for review and giveaway!**

Tagged with: