Critical literay

There are four components listed in the article by Lewison, Flint , and Van Sluys (2002) for critical literacy (1) disrupting the commonplace, (2) interrogating multiple viewpoints, (3) focusing on sociopolitical issues, and (4) taking action and promoting social justice.  I was very surprised to find that critical literacy had been practiced with k-2 students because of the complexity of the components.  However, the teacher found literature that the students could relate too and he scaffold learning  by first encouraging the students to make personal connections, he also used role-play to facilitate the interrogation of multiple viewpoints.  The teacher played an important role in guiding his students through several components of critical literacy.  One important note is that the teacher was very interested and actively involved in social action, which gave him insight into the 4th component of critical literacy, taking action and promoting social justice.  In the elementary grades, we struggle with what critical literacy looks like at this level and issues that might not be appropriate young children.  However, it is important that we not let our apprehensions deter us but instead expose our students to critical literacy in the early grades.  At this level, we can help children foster a habit of  interrogating text, developing the language of critique, and examining multiple viewpoints. 

Gender and sexuality

     March noted in her article - "But I want to fly too!": girls and superhero play in infant classroom, the active participation of girls in role-play as a superhero.  Even though children are fascinated with superheroes,  boys are expected to be attracted to the superhero narrative more so than girls because of socio-cultural stereotyping.  What was interesting is the fact that the girls were just as attracted as the boys to the superhero role-play. The girls were eager to enter the "bat cave" (play area with props for role playing).  However, there were still distinct differences in the interactions of the boys and that of the girls.  It is also important to note that the girls were usually Bat-women, none took on the masculine role of Batman. As a matter of fact they use certain clothing to portray Bat-woman and did not want the boys to use them because they were designated for Bat-woman.  The boys also stayed in the masculine role of Batman or the Joker.  None of the boys pretended to be Batwoman.  Also the role of Bat-woman was more that of a nurturing role as she was more interested in protecting the weak than fighting the villain as opposed to the boys who were more interested in fighting and conquering the villain.   Girls wrote longer narratives while engaged in role-play but the boys' narratives were shorter  as they were more engaged in physical action.
     The stereo typical view of masculinity and femininity also influenced the reading practices of boys according to a study done by Martino that investigated the impact of masculinity on the reading preferences of boys and their involvement in literacy.  Martino found that most of the boys either claimed that they preferred sports or outdoor physical activity to reading or that they preferred reading non-fiction ( sports magazine, Guinness book of world records, how- to books, comics, even pornography) and not the "soppy" stuff.  
     Teachers are faced with the challenge of presenting opportunities for children to question these stereo typical images.  However, educators are not always prepared to engage students in certain discourse.  It is, therefor, very important as educators that we become life-long learners.  We must keep abreast of important studies and instructional strategies that impact our students' learning and empower them.

African American English and Bilitracy

In order to compete in a globalized world it would be very beneficial to draw from existing linguistic, multilingual, and multi literate societal resources(Reyes et al., 2012).  However in our existing U.S educational system, bilingualism and bi literacy are usually not valued except in individuals of status and power in society who were formally educated (Reyes et al., 2012).  The focus is on mono-literacy or the standard(mainstream) system.  Students who do not belong to the dominant community(mainstream) or speaks a language other than the dominant(standard) language are usually seen as belonging to a lower status.  This includes African American students who are "African American Vernacular English (AAVE)" speakers and students who speak a language other than the "standard" English.  These students have talents and knowledge that are not appreciated nor encouraged.  Many educators struggle with implementing literacy learning that would support AAVE- speaking students and students who speak a language other than English.   Many educators and administrators are not prepared ( lack the knowledge/strategy) to support and help these students to release their full potential.  It is important that we embrace our students' culture, language, and ethnicity because in doing so, we are embracing our students as valuable individuals and committing ourselves to truly develop their cognitive abilities.

Literacy Practices of "Gangsta" Adolescents

             Moje, E. B., 2000. "To be part of the story": The Literacy practices of    

                       Gangsta adolescents. Teachers College Record, vol. 102, 3, p. 651-690

Background information:


The primary participants in this study were five gang-connected youth that attended school in an urban area of Salt Lake City, Utah.  The youths were of four different ethnic groups, Vietnamese(Anthony), Latina(Chile), Latino(Jeffrey), Laotian(Khek), and Samoan(Mike).  Data was collected over a period of 3 years which included audio and video tape recordings, formal and informal interviews, photographs, notes, and a research's journal.   It is critical to note that Salt Lake City Utah is the world headquarters of the Church of Latter-Day Saints(Mormons).  The leaders of this church organization are generally white and the church has a predominately white, middle-class ethic which has a great influence in the Salt Lake Valley.  Consequently this shapes the type of schooling that's available and also teacher perspective.  None of the focus youth were white, middle-class, nor Mormon and to make matters worse they were either gang members or associated with gangs.  Needless to say, these students were not a part of the mainstream culture.  They were, in fact, marginalized.




Reflection:




The ethnicity, color, and social class of these young people made it difficult for them to be a part of the dominant group so they turned to a place were they would be valued and accepted.  Even though they were considered deviant and they had no voice in the dominant group, they used their literacy practices(ways of thinking, believing, acting, feeling) to make their voices heard and to establish their place in society.  There literacy practices are considered unsanctioned (gang related literacy and language practices) but it is a tool for them to construct an identity, express themselves, make-meaning, communicate, and establish a social position in their world.  These literacy practices include, rap, poetry, art, a dress code, make-up, music, tattoos, gestures, body movement, and hand signs.  Their art included graffiti and tagging which are unsanctioned forms of literacy practices but it is essential to who they are.  It establishes and maintains an identity and power.  Their written discourse showed depth of thought, a particular writing style, gang identity, and respect for their fellow gang members.  However, educators did not value their literacy practices.  They rejected the contributions of these young people.  Therefore, it is important as educators that we do some soul searching from to time and confront our own biases and misconceptions.  It is also critical that we acknowledge our students' literacy practices because they are used to make meaning and construct one's identity.  All students must be given an opportunity to learn.  It is important to find ways to support all our students and build on their strengths by establishing a nurturing and inclusive learning environment.

Genre 6, Realistic Fiction/Fantasy/YA

 

(Image obtained from barnesandnoble.com)

 

 

 

 

1.  Biography:

 

DiCamillo, K. and Campbell, K. G.  2013.  Flora & Ulysses.  Massachusetts:  Candlewick Press.  ISBN 978-0-7636-6040-6

 

2.  Plot Summary: 

 

Flora Buckman loves superhero comic books even though her mother considers such books "idiotic high jinks".  It is no wonder that she jumps into action just like a superhero to save a squirrel that was being sucked up by a vacuum cleaner.  A tremendous bond is formed between her and this very special squirrel.  The squirrel has been changed and born anew and so would Flora. 

 

3.  Critical Analysis:

 

Flora Belle Buckman is a "natural-born cynic" who has a unique animal companion.  Ulysses , her remarkable squirrel companion, gained super-hero powers after being sucked up by the "Super-Suction, Multi-Terrain 2000X" vacuum cleaner.  He became a super-hero through a tragic accident, pretty much the same way other super-heroes have gotten their powers including Flora's comic book hero, the Amazing Incandesto. Ulysses's remarkable powers include supernatural strenght, the ability to fly, write poetry, and the ability to communicate non-verbally with humans.  The story is fun, witty, with a touch of mystery and adventure.  However, under all the funny episodes and eccentric characters, DiCamillo deals with very realistic issues such as divorce, rejection, and the lost of a loved one.  Flora Belle's parents are divorced and she does not feel that her mom loves her.  In fact, she believes that her mother loves her little shepherdess lamp more than she does her own daughter.  Flora's dad also feel rejected by Flora's mom.  He feels that his ex-wife loved her romance novels more than she did him.  The plot thickens, when Flora Belle's mom looses her temper and says that her life would be easier without Flora.  Soon after, Flora's mother kidnaps Ulysses and Flora illicit the help of her friend William Spiver and his great aunt, Tootie Thickman to find him.  William Spiver is battling with his own feelings of rejection as his mother has "banished" him to the home of his great aunt and uncle because he destroyed his step dad's car.  William's dad is deceased and his mother has remarried and seems to have chosen her new husband over her son.  He feels alienated and alone, so he wears dark glasses that prevent him from seeing.  Even so,  he attempts to establish and maintain his own identity as William Spiver not just William, as it distinguishes him from the other Williams in the world .  Dr. Meescham has also experienced the lost of a love one, her beloved husband.  She is also lonely but remains hopeful and gain many new friends including the friendship of a very special squirrel.  In the end all is well as Flora's mom admits that she loves her more than anything and the lamp is smashed.  Flora's parents get back together and Willem Spiver realizes that he is loved by his aunt and Flora Belle.  Campbell creates graphic comic-style black and white illustrations throughout the novel which provides wonderful visuals, that allows the reader to further connect to the story.  DiCamillo also conveys a wonderful message that we can find love and acceptance from others when the one that is supposed to provide it unconditionally doesn't.  William Spiver found that love in Flora and his aunt Tootie even though his mom had disappointed him.  She also lets us know that it is alright to hope.  Flora was afraid to hope but in the end she found that she was truly loved by both her parents.  Children who need support in dealing with issues such as divorce, lost of a loved one, and rejection could make meaningful connections and find hope through this story. 

 

4.  Review Excerpt(s) and Awards:

 

School Library Journal:

 

 "... But then we come to the lovely Flora and Ulysses. It's written for the 9-12 year- olds of the world but is much sillier and sweeter ..."

 

Booklist:

 

"Flora, a determined cynic and avid reader of superhero comics, finds her cynicism undermined one day by a squirrel ..."

 

Kirkusreview:

 

"Original, touching and oh-so-funny tale starring an endearingly implausible superhero and a not-so-cynical girl. (Fantasy. 8-12)"

 

Awards:

 

Winner of the 2014 Newbery Medal

Shortlisted for the 2014 Guardian Children's Fiction Prize
A 2013 Parents' Choice Award Winner for Fiction

 

5.  Connections:

 

DiCamillo's novel Because of Winn-Dixie also deals with a child surviving heartbreak and disappointment.  India Opal Buloni, known as Opal by those who know her best, was heartbroken when her mother left seven years ago. Opal waited patiently for her mother's return, asking her father questions about her mother, now a stranger, so that she would recognize her when she returned home.  Opal also befriends an animal just like Flora.  Opal adopts Winn-Dixie, the stray dog abandoned in the town grocery store. Her new pal, with a lively spirit just like her own, accompanies Opal as she meets new people that would change her life.  Flora, William Spiver and Opal  find friendship and love from others as they cope with life's disappointments and heartbreaks.  In both novels, the protagonist is engaging and entertaining.  Both carry a message of hope.  Opal finally realizes that her mom wasn't coming back and learns to appreciate life's treasures.  She now understands what Gloria has been telling her all along: "...[Y]ou can't hold on to anything. ...[Y]ou can only love what you've got while you've got it." DiCamillo also leaves us with a message of hope in this meaningful story as she touches the heart of her readers and connect with children with similar experiences.

 

Activity #1:

 

After reading and discussing the story, have students create a character Map.  Model first and provide clear instructions.  Students can write "Flora" in the center of their sheet or draw a picture of her. Have students first turn and talk to a partner about Flora's character traits and what traits helped her cope with her parents' divorce.  Students must justify each character trait by explaining how it was demonstrated in the story.

 

Activity #2:

 

Have students create their own animal super hero.  

- Choose an animal 

- Create a list and describe at least 3 superpowers

- Choose a superhero name that coincides with the superpowers

- Who would be his/her friends/enemies? Why?

- Draw your superhero and give him/her a uniform

 Present your super-hero in a unique and creative way.

 

 Children's Response:

 

My eight year old said that the story reminded him of  the book Turbo.  Turbo was a snail that fell into a car engine and then became super fast.  My son liked the story but he mainly focused on the super-hero squirrel and the children's attempt to rescue the squirrel.  He ignored the underlying theme of divorce and the issues of rejection and coping with the lost of a loved one.  The fourteen year old also liked the novel and focused on the adventure and super-hero part of the story.  His attitude was matter-of-fact concerning the issue of divorce.  I guess because divorce is so prevalent, he accepts it as a part of life.  The issue of William losing his dad was sad and depressing to him because he is close to his dad.  He also did not like William's mother and felt that she had rejected her own son.

 

 

  

 

Resources used:

 

http://www.barnesandnoble.com

http://www.booklist.com

http://www.kirkusreview.com

http://www.schoollibraryjournal.com

 

http://www.candlewickpress.com

 

 

 

 

 

 

 

  

(Image obtained from barnesandnoble.com)

 

 

 

 

1.  Bibliography:

 

 

Anderson, L. H.  1999.  Speak.  New York: Farrar Straus Giroux.  ISBN 0-374-37152

 

2.  Plot Summary:

 

Melinda Sordino, a High school freshman, has a traumatic experience that caused her to accidentally bust an end of the year summer party.  She is unable to talk about what happened to her, so she doesn't say why she called the police.  She is ostracized by her peers, including her best friend, and nearly stops speaking altogether. 

 

3.    Critical analysis:

 

 Melinda Sordino attends a senior party with her friends, the summer before her freshman year of high school.  There she meets Andy Evans who rapes her outside the woods. Melinda calls 9-1-1, but she does not know what to say and she is caught making the call.  So, she then runs home.  The police come and break up the party, and some people get arrested and Melinda is seen as a snitch. Melinda does not tell anyone what happened to her, she remains silent. She starts high school as an outcast, abandoned by her old friends , and shunned by her peers for calling the police. She never speaks of the incident and sinks into depression.  Melinda is befriended by a new girl, Heather, who clings to her but later ditches her for "the Marthas", the "popular" girls at Merryweather High.  Melinda,  begins to skip school as her depression deepens.  She withdraws from her already distant parents and other  figures of authority.  Adults see her silence as her way of getting "attention".  However, she befriends her lab partner, David Petrakis, and he encourages her to speak up for herself. Melinda tries to communicate with her ex-best friend and writes down that she was raped the night of the party.  Rachel is very empathetic but soon becomes outraged when she finds out that the culprit was her new boyfriend.  Rachel accuses Melinda of jealousy and lying. However, the truth finally comes out about what happened at the party when Andy attacks Melinda in her "sanctuary", the abandoned janitor's closet.  The students now knew the truth and they no longer treat Melinda as an outcast but as a sort of hero instead.  Finally, Melinda tells her story to her art teacher, Mr. Freeman, and the truth sets her free.  Melinda's best friend Rachel, who was dating Andy, breaks up with him  and reaches out to her.  Anderson bravely tackles the issue of teen rape in this novel.  She writes the story in a diary format, the plot is not linear and she uses jumpy narrative to mirror the trauma Melinda experienced.  Anderson uses symbolism in the narrative by incorporating the book , The Scarlet Letter(a woman shunned) and the poster of Maya Angelou(who was also raped as a child and was a selective mute for years) to further represent Melinda's trauma.  This is truly a story of survival as Melinda learns to express her voice through the art she creates for Mr. Freeman's class which slowly helps Melinda to acknowledge what happened.  She faced her problems and recreated her identity.  This message of hope in the face of sexual and physical abuse, ostracism, and depression should truly encourage young adults facing similar situations.



4.  Review(s) and Awards:

Goodreads:

"Melinda Sordino busted an end-of-summer party by calling the cops. Now her old friends won't talk to her, and people she doesn't even know hate her from a distance. The safest place to be is alone, inside her own head. But even that's not safe. Because there's something she's trying not to think about, something about the night of the party that, if she let it in, would ..."

Kirkusreview:

"The plot is gripping and the characters are powerfully drawn, but it is its raw and unvarnished look at the dynamics of the high school experience that makes this a novel that will be hard for readers to forget. (Fiction. 12+)"

Publisher's weekly:

"In a stunning first novel, Anderson uses keen observations and vivid imagery to pull readers into the head of an isolated teenager. ..."

Awards:

1999 National Book Award Finalist

1999 BCCB Blue Ribbon Book^[

2000 SCBWI Golden Kite Award for Fiction

2000 Horn Book Fanfare Best Book of the Year

2000 ALA Best Books for Young Adults

2000 Printz Honor Book

2000 Top Ten Best Books for Young Adults

2000 Fiction Quick Pick for Reluctant Young Adult Readers

2000 Edgar Allen Poe Best Young Adult Award Finalist

2001 New York Times Paperback Children's Best Seller

2005 New York Times Paperback Children's Best Seller

5.  Connections:

In the novel Silent to the Bone (2000) by E. L. Koningsburg, Branwell Zamborska is unable to speak after his infant sister Nicole suffers a head injury and slips into a coma.  He is suspected of causing the accident and is taken to the Juvenile Behavioral Center.  Connor, his best friend is the first-person narrator.  As in Speak a traumatic event causes Branwell to withdraw into silence.  Like Melinda, Branwell is afraid to speak-up and therefor allows the abuser to take away his voice. Both characters were wrongly accused and misunderstood. Unlike Rachel in the novel Speak, Connor believes in his best friend and tries to solve the mystery.  When Branwell first speaks since the incident, he explains that Nikki was neglected and harmed by tobacco smoke coming from Vivian(the babysitter) and her boyfriend Morris. He feels guilty for looking at Vivian's breasts, with only one of the incidents being accidental.  He feels that the police cannot be told about the child abuse without also learning that Vivian saw Branwell become erect. Connor convinces Branwell that he has to come to terms with the events connected to the incident and stop Vivian from harming another child. In both novels the victims felt ashamed but they had to take a stand. 

Activity #1: 

After reading the book, have students write a reflective piece of at least one page.  They could use the following questions as a guide.
What part of the story resonated with you the most? Why?
What connections did you make? Explain

Activity # 2:  After reading the book, create a WEB of the major issues the author addresses in the book.  List the issues the class indicated and have the students choose any one of the issues from the list to research further as it pertains to teenagers/young adults.  Teenage sexual abuse, physical abuse and depression are examples of subjects the students could research.  Students who chose similar issues could team up with no more than 3 in a group.  Students must provide statistics indicating the number of youths affected, programs and places that offer assistance, and what schools are doing to help young people cope with such issues. 
They should conclude by suggesting programs their school or district could implement to help their youth cope with the different challenges they are facing today.


Children's response(s):

My fourteen year old was outraged by the way Melinda's best friend treated her.  He felt that a good friend should be there for you no matter what.  He didn't know any one who was dealing with the issue of rape but he could easily see how a party could get out of hand without adult supervision.


Resources used:

http://www.barnesandnoble.com

http://www.kirkusreview.com

http://www.goodreads.com

http://www.amazon.com

http://en.wikipedia.org

http://publishersweekly.com

(Image obtained from barneandnobel.com)

 

 

 

1.  Bibliography:

 

Holm, J. L. & Holm, M. 2007.  BABYMOUSE, SKATER GIRL.  New York: Random House, Inc.  ISBN 978-0-375-83989-4

 

2.  Plot Summary:

 

Babymouse is ready to win her very own trophy.  She is tired of just receiving an honorable mention.  So, when coach Bearnakova tells her she has talent, she becomes determined to win the skating competition.  She readily accepts coach Bearnakova's offer to train her, but will she be able to sacrifice her precious cupcakes, spending time with good friends or just having time to read a good book?

 

3.  Critical Analysis:

 

Babymouse, a precocious little mouse, stares at the trophies in her school's trophy case and longs to gain a trophy of her own.  She is ready for a chance at glory, so when a famous figure skating coach invites her to train at the ice rink after school, she jumps at the opportunity. Babymouse dreams of being an ice princess so she gladly shows up for practice after practice.  However, she quickly discovers that preparing to be the next gold medalist isn’t quite what she expected.  Babymouse keeps on practicing, she even imagines that she is the little Babymouse engine that could and is determined not to give up.  Yet, what Babymouse thinks she wants,  may not be worth fighting so hard for or giving up her favorite pleasure, cupcakes, or spending time with her friends in order to win a trophy. She must endure the stress of 4:30 a.m. alarms,  practice before and after school, exhaustion,  

having to do homework in the car and a very-competitive teammate.  Jennifer Holm has teamed up with her brother Matthew Holm once again to create another delightful Babymouse story.  Using her very vivid imagination, she has skilfully created fun and entertaining characters like coach Bearnakova(a bear), the Hippo teacher, Ginger(the very competitive goat) and of course Babymouse with her unruly whiskers and dreams of grandeur. The reader will fall in love with this cute little mouse and her escapades and Babymouse fans will not be disappointed.  Babymouse has big dreams, but realizes quickly it may not be worth all her sacrifices.  Jenifer Holmes creatively infuses life lessons in this fun-loving fantasy.  We are reminded that some dreams may not be worth us sacrificing things that are very dear to us.  Also many things in life don't come easy but require hard work and sacrifice.  Mathew Holm also plays an integral part in this brother and sister duo. His illustrations fit the story perfectly. The black and white illustrations with splashes of pink, and whimsical heart shapes give homage to Babymouse's fun, sassy, and lively personality.  Mathew Holm uses an easy to follow format, thought boxes and comic book frames which gives this story a wonderful design.  This graphic fantasy novel offers a wonderful transition to chapter books.  Readers will enjoy the humour, irony, and lessons in this delightful fantasy.

 

 

4.  Review Excerpt(s) and Awards:

 

Goodreads:

 

"BEST GYMNAST. BEST speller. Best kazoo player. It seems everyone has a talent except Babymouse. That is, until Babymouse takes to the ice and surprises everyone with her spectacular spins and jubilant jumps. Until the famous Olympic coach, Coach Bearnakorva, discovers her and asks Babymouse to be her new protege. Will Babymouse's dreams of a medal come true? ...T GYMNAST. BEST speller. Best kazoo player. It seems everyone has a talent except Babymouse. That is, until Babymouse takes to the ice and surprises everyone with her spectacular spins and jubilant jumps. Until the famous Olympic coach, Coach Bearnakorva, discovers her and asks Babymouse to be her new protege. Will Babymouse's dreams of a medal come true? Or is she treading on thin ice? Find out in the seventh Babymouse adventure: Skater Girl!..."

 

School Library Journal:

 

"As she glides across the frozen pond, Babymouse daydreams about being a medal-winning figure skater. She can almost hear the roar of the crowd, the fans cheering her name, the sportscasters' excitement. But when she's actually noticed by a professional coach and told she has talent, Babymouse develops a lust for glory...which is greatly tested by the harsh..."

 

Barnes and Noble:

 

"....This seventh in the series certainly does not disappoint. Training to compete as an ice skater proves to be more work than Babymouse ever dreamed."

 

Awards:

 

"The series has won multiple Children's Choices awards, and one title was the first graphic novel ever to be named an ALA Notable Children's Book."

• WINNER 2006 - Gryphon Award
• WINNER 2006 - ALA Notable Children's Book
• WINNER 2006 - New York Book Show Awards

5.  Connections:

There are about 19 books in the Babymouse series.  The graphic novels are very humorous and Babymouse is always learning important lessons.  Babymouse is a sassy and loving mouse who sometimes gets down because she can't always do everything  just right. She has a very vivid imagination and often imagines herself as the successful lead in books, movies,  and musicals.  Just as  how she imagines herself a successful figure skater in this novel. She daydreams about being famous in Babymouse the Musical and obsesses about the upcoming school musical.  When the new kid from England calls her "brilliant", Babymouse musters enough courage to try out for the lead.  She is up against the very competitive and mean feline, Felicia Furrypaws.  Even though things don't always work out as she plans, Babymouse learns that working hard
and being positive will help her succeed in everything she tries. 

Activity #1:

Have students choose their favorite character from the story then have them create a WEB of different words and adjectives that describe their character.  Students can work in pairs and brainstorm words with a partner.  Establish a minimum number of words students are expected to produce.

 

Activity# 2:

 

Using a Venn diagram have students compare and contrast two of their favorite books in the Babymouse series.  Provide the students with a rubric and make sure to give clear expectations.  Before having the children work independently, compare two of the books in the series whole group first.  Have the children turn and talk to their neighbor about what the stories have in common and things that differ in the stories. 

 

Children's Response:

 

I thought that my boys may have found the novel to girly but instead they enjoyed it.  They found it to be amusing and entertaining.  My fourteen year old was familiar with the Babymouse series which surprised me.  He said he'd always enjoyed the novels and thought they were very funny.  He liked Babymouse's vivid imagination and said she was always day dreaming, kind a like girls.

 

 

Resources:

 

http://www.barnesandnoble.com

http://www.goodreads.com

http://www.kirkusreview.com

http://www.schoollibraryjournal.com

http://www.booknotes.com

 

http://www.commonsensemedia.com

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 





Genre 5 - Historical Fiction

 

(Image obtained from Amazon.com)

 

 

 

 1.  Bibliography:

 

Curtis, C.P. 2007. Elijah of Buxton.  New York: Scholastic Press.  ISBN - 13:978-0-439-02344-3

 

2.  Plot Summary:

 

Elijah Freeman lives with his family in Buxton, Canada.  The Buxton settlement is a haven for freed slaves.  Elijah is considered "fra-gile" by his parents but he embarks on a dangerous journey with a friend to track down a traitor and thief.

 

 3.  Critical Analysis:

 

Elijah Freeman is an eleven year old boy who was the first child to be born free in the Buxton settlement, a refuge for run away slaves from America.  He has heard of slavery but he had never experienced it first hand.  Elijah lives a simple, peaceful life with his loving parents and he's surrounded by a caring community.  His days are filled with boyhood adventures with his best friend Cooter.  After school, he works along-side a quite hard working man named Leroy.  Mr. Leroy works hard in order to save enough money to buy his family out of slavery.  Mrs. Holton is also saving her money to buy her husband back from slavery but she receives a letter informing her that he was beaten to death for trying to run away.   Mrs. Holton then gave the money to Mr. Leroy who entrusted the money to Zaphariah to transport to someone that is to secure his family's freedom.  Zaphariah is the greedy and tricky preacher, whom Elijah considers a friend but he took advantage of the trusting boy and almost sold him to a traveling carnival owner.   Zaphariah continues his treacherous ways by betraying Mr. Leroy and stealing the money entrusted to him.  Mr. Leroy is determined to find Zaphariah and he takes Elijah with him to assist him in his search.  Elijah embarks on the adventure of his lifetime as he journeys to America and comes face to face with the ugly reality of slavery.  The setting of the story in Buxton, Canada in the 1800 's is significant as Christopher Curtis presents the historical facts of this city in his "Author's notes".  African-American slaves found freedom in this settlement in southern Ontario. The story is humorous, but also heart-wrenching as it brings one face to face with the harsh realities of that time.  Christopher Curtis is a masterful story teller as he takes us back in time to the horrors of slavery but also the hope of sanctuary for run away slaves.   He leaves us with a message of hope as Elijah not only finds his way back home but also fulfills the dreams of loving parents by transporting their baby daughter to freedom.  Those who may be seen by others as "fra-gile" can find connections through the courage of a boy who would find his way back to freedom. 

 

4.  Review excerpt(s) and awards:

 

Goodreads:

 

"Newbery Medalist and CSK Award winner Christopher Paul Curtis's debut middle-grade/young-YA novel for Scholastic features his trademark humor, compelling storytelling, and unique narrative voice."

kirkusreview:

"This is Curtis's best novel yet, and no doubt many readers, young and old, will finish and say, 'This is one of the best books I have ever read.' (author's note) (Fiction. 9+)"

Booklist:

 

"This funny, wise historical novel set in a community of former slaves tells of a young boy who ..."

 

Awards:

 

The winner of the Coretta Scott King Award and a Newbery Honor Book for 2008.

 

 

 5.  Connections:

 

Christopher Curtis is also the author of the historical novel The Watson's  goes to Birmingham.

During that time many African-Americans had migrated to the North but kept close ties with family members in the South. The Watson family went to Birmingham from Flint, Michigan to visit Grandma Sands and to leave Byron with grandma because he kept getting into trouble and needed the guidance of  a strict disciplinarian. This historical novel also shows us issues of that time that sparked the civil rights movement in the 1960's.  We note the bombing of the church in Birmingham. The main character and narrator is also a young boy, Kenny.  Kenny is in the fourth grade, so he may be just about a year younger than Elijah.  Kenny gets bullied a lot and he seems to be well behaved like Elijah.  Kenny's big brother Byron is the one with the discipline problem but his behavior changes when he gets to Birmingham.  This time it was Kenny who was disobedient and he almost drowns but Byron saves him.   Kenny also became fearful and timid after the bombing of the church in Birmingham.  So, just like Elijah, Kenny must overcome fear and timidity after a tragedy.  Kenny overcomes his fear through the love and support of his big brother.  This novel is also an example to others that love and courage can help us overcome life's tragedies.

 

Activity #1:

 

In social studies have students research settlements in Canada that were a haven for free slaves.  Include research about the Fugitive Slave Law of 1850. Have them answer questions like why did this law make it dangerous for African Americans living in the Settlement, which was in Canada, to cross over to Detroit, which was in the USA?  How did the law affect those born in freedom, like Elijah Freeman traveling to America?

 

 

Activity #2:

 

For writing have the students make a poster advertising a carnival coming to town.  What are three important details your poster must have?  How could you grab the attention of people so that they would come to the carnival? Be creative and informative.  Make sure to provide the students with a rubric.

 

 

Children's response:

 

 My eight year old didn't like the story.  He said it was too sad even though it had a good ending.  My thirteen year old felt that the story was depressing.  The boys didn't know about the settlements in Canada that were a refuge for run away slaves.  They knew about the Underground Rail Road but was unaware that slaves escaped to Canada.  So, this story taught them something new about that time period.  Of course both boys enjoyed the chapter about the snakes.  It seems that slavery is a concept that is difficult for most children to comprehend or deal with.

 

 

 

  References:

 

 

http://www.amazon.com

http://www.kirkusreviews.com

http://www.goodreads.com

http://www.google.com

http://www.booklist.com

http://www.scholastic.com

 

 

 

 

 



(Image obtained from goodreads.com)

 

 

1.  Bibliography:

 

Giff, P. Reilly.  2000.  Nory Ryan's Song.  New York: Random House Children's books, a division of Random House, Inc.  ISBN 0-439-31674-X

 

2.  Plot Summary:

 

Twelve year old Nory lives with her family in Ireland.  They own their home and land but must pay rent to the English.  Unfortunately, the family faces starvation along with the rest of Ireland as the potatoe crops are dying in the fields.  Nory struggles to survive and  dreams of one day moving to America "where no one is ever hungry."

 

 3.  Critical Analysis:

 

Nory Ryan, her sisters Maggie and Celia and their three year old brother Patch live in Maidin Bay, Ireland. They are staying with their grandfather while their father is away fishing to earn money to pay the taxes. The family own their land and house but Ireland is under British rule, so an Englishman, Lord Cunningham, requires the Irish people to pay taxes. When they don't pay, they  lose their home and land. The Ryan's farm of one pig, two chickens and potato fields have helped them survive thus far, however Nory hopes her family can eventually travel to Brooklyn, New York, where life seems much better.  Sadly, one morning, Nory wakes to the  terrible, rotting smell of diseased potatoes dying in the fields.  All their hopes for the year's harvest are ruined.  Now they are hungry and must struggle to survive.  The beaches are stripped of edible seaweed, there are no more fish close to the shore, in desperation people even chew on grass for nourishment.  Her community is falling apart but Nory struggles to find food for her family.  Maggie gets married and moves to America with her husband.  Celia and grandfather leaves to find dad in their desperation and Nory is left to take care of Patch.  They stay with Anna and Nory does what she must to provide for her starving brother.  Nory never gives up but courageously fights on.  Her father "da", eventually sends her two tickets, she was to meet him at the port, she was on her way to America.  Giff writes in her note to the reader that the Great Hunger of 1845 to 1852 was a tragic time for the Irish. Enough food to feed double the population was sent out the land and an indifferent British government ignored the starving masses.   More than one million of the eight million people in Ireland died of sickness and starvation. Giff tells a beautiful story of one heroic girl who refuses to give in to hopeless circumstances.  Many facing difficulties can connect with Nory's story of courage and hope.

 

4.  Review excerpt(s) and awards:

 

School Library Journal:

 

"When a terrible blight attacks Ireland's potato crop in 1845, twelve-year-old Nory Ryan's courage and ingenuity help her family and neighbors survive."

 

Booklist:

 

"From the first scene on a cliff’s edge, the characters in Giff’s latest novel balance perilously between ..."

 

 

Kirkusreview:

 

"Newbery Medal-winner Giff (Lily's Crossing, 1997, etc.) weaves wisps of history into this wrenching tale of an Irish family sundered by the Great Potato Famine. "

 

Awards:

 

Newbery Honor, an ALA Notable Book and an ALA Best Book for Young Adults.

 

5.  Connections:

 

Patricia Reilly Giff is also the author of Lily's Crossing.  This historical fiction takes place during the second World War.   Lily's father is drafted into the military in the summer of 1944.   She is left         

alone with her grandmother in the family's summer home in Rockaway, New York. However, Lily makes a friend. His name is Albert, a shy Hungarian refugee her own age.   Lily is experiencing a difficult time dealing with her Poppy (father) leaving to help win the war.  Like Nora,  Lily's is left with a grandparent .  Both girls seem to be very attached to their fathers.  Life is not the same for Nory nor Lily after their fathers leave.   In the story Nory Ryan's Song, Nory befriends the old Anna who helps her through very trying times.  Anna had survived heartbreaking situations that Nory had been unaware of.  Lily's friend Albert had also survived difficult situations.   Like Nory, Lily

does not know were her father is or when he would return.  knowing where Poppy is or when he will return gives Lily a new perspective on the war. Both girls learn valuable lessons about family and friendship.

Activity # 1:

Give the students a book list of similar books such as Lily's Crossing,  Anne Frank: The Diary of a Young Girl, Out of the Dust by Karen Hesse,  and Sarah Bishop by Scott O'Dell.  Ask the children to choose one of the books to compare and contrast to Nory Ryan's Song.  Give the students clear instructions and expectations and also a rubric that they could refer to.

Activity # 2:

In social studies have the students research the Great Hunger of 1845 to 1852 in Ireland.  Have students create a map of Ireland as part of their assignment and answer questions such as what caused the hunger? What were some of the effects of British rule in Ireland? List at least three effects.  Make sure that you give the students clear expectations and a rubric to reference.

Children's Response:

My boys felt that the story was sad but they liked it.  They were upset about how the British treated the Irish people and wanted to know why didn't anybody do anything about it.  I told them about the Irish Liberation party and the violence that occurred in England as they sought to be independent from Great Britain.  My thirteen year old tought about so many people coming to America today for a better life.




Reference:

http://www.amazon.com

http://www.kirkusreviews.com

http://www.goodreads.com

http://www.google.com

http://www.booklist.com

http://www.schoollibraryjournal.com
http://www.scholastic.com

 

 

(Image obtained from Amazon.com)

 

 

 

1.  Bibliography

 

Holm, J. 2010.  Turtle in Paradise.  New York: Random House, Inc.  ISBN: 978-0-375-83688-6

 

 

2.  Summary plot: 

 

The story takes place in 1935 when jobs and money were scarce. Turtle's mother got a job housekeeping for a lady who didn't like children.  So, Turtle had to leave her mom and move to Key West, Florida to live with relatives she'd never met before.

 

3.  Critical Analysis:

 

 In 1935, jobs are hard to come by because of the Great Depression.  Turtle's mother is lucky to find a job as a live-in maid but she soon learns that her employer can't stand children.  So, she sends her 11-year-old daughter from New Jersey to Key West to live with her sister.  Unfortunately for Turtle, her aunt didn't know she was coming, so she wasn't thrilled to see her.  Her aunt Minnie has three children Beans is the eldest, Kermit has a heart-defect, and Buddy is the youngest.  Beans was not welcoming at all.  Aunt Minnie eventually lets Turtle stay, but she has to stay Beans' room which causes him to hate her more.  The boys are known as the Diaper Gang because they and two other boys care for babies.  Turtle is determined to find a job and save money so that she and her mother can buy the Bellewood house.  A fisherman named Slow Poke hires Turtle.  She later finds out that he is her father.   Her mother didn't really talk about her dad. Turtle also meets her grandmother, whom her mother said was dead because of an argument they had.   Turtle later hears a rumor of a buried pirate treasure somewhere in the Keys and she really wants to find it so she can use it to purchase a house for her mother. Turtle and the Diaper Gang steal a boat and head out to the Keys to find the treasure. They find the treasure, but they forget to anchor the boat and it floats off, and they are left  stranded. Soon, there is a hurricane,  and aunt Minnie becomes worried because the children are missing.  Slow Poke and the rest of the town later rescue the children.   Turtle's mom, Sadie Belle and her friend Archie, arrived in Key West, announcing that they had gotten married. However, Archie soon steals the money and leaves for Cuba. Turtle and her mom end up staying in Key West with the rest of her family. Aunt Minnie allows Turtle and Sadie Belle to stay with them until they get a house and Beans allows Turtle to stay in his room.  Holm tells a beautiful family story that's funny and witty.  It shows family being there for each other no matter what.  The story is based on actual family tales, and give a true glimpse of life during the Depression in Key West.  The places are real and Holm  includes photographs and notes in her "Author's Note." She even suggests other books and provides websites readers could explore. 

 

4.  Excerpts and awards:

 

School Library Journal:

 

"In Jennifer L. Holm's New York Times bestselling, Newbery Honor winning middle grade historical fiction novel, life isn't like the movies. But then again, 11-year-old Turtle is no Shirley Temple. She's smart and tough and has seen enough of the world not to expect a Hollywood ending."

 

Goodreads:

 

"She's smart and tough and has seen enough of the world not to expect a Hollywood ending. After all, it's 1935 and jobs and money and sometimes even dreams are scarce."

 

Kirkusreview:

 

"Eleven-year-old Turtle falls in with the Diaper Gang—her boy cousins Beans, Kermit and Buddy and their friends Ira and Pork Chop—when she is packed off to stay in her mother's hometown of Key West because her housekeeper mother has a new job with a woman who doesn't like kids. "                                          

 

Awards:

 

A 2010 Newbery Honor book and the book also won the The Golden Kite Award.

 

5.  Connections:

 

Jennifer Holm is also the author of Penny from Heaven.  This novel is also inspired by Jennifer Holm's own family.  It's a story is about her Italian American family.  Like Turtle in Paradise, it's a story about families and their conflicts and also about the things that bring them together.  Penny is also eleven years old just like Turtle.  She wants to go swimming and play baseball but her mother is afraid somthing might happen to her.  Her uncle lives in a car and the two sides of her family aren't speaking to each other.  The story is amusing and dynamic.

 

Activity # 1:

 

In social studies, have students research the Great Depression  that took place in 1935.  What caused the Great Depression? How long did it last? How did it effect families and what did they do to survive? Who did it effect the most and why? Could it happen again? Why? or Why not?

 

Activity # 2:

 

Students could research Key West.  Its location, history, main industry, goods and services.  Have students create a map of the Florida Keys, clearly indicating Key West as part of their project. Provide clear expectations and a rubric.

 

Children's Response:

 

The children ranged from 3rd grade to 8th grade.  They found the book amusing.  They liked the conflicts between Turtle and her cousin and the adventures of the Diaper Gang.  They thought that the name "Diaper Gang" was funny.  They seem to relate to the story.

 

References:

 

http://www.amazon.com

http://www.kirkusreviews.com
http://www.goodreads.com

http://www.google.com

http://www.schoollibraryjournal.com

http://www.scholastic.com

 

 

 



Genre 4: Non-fiction

                                                        (image obtained by barnesandnoble.com)

 

 

1.  Bibliography:

 

Nelson, Khadir.  2011.  Heart and Soul: The Story of America and African Americans.   New York: Balzer and Bray An Imprint of Harper Collins Publishing.  ISBN 978-0-06-173074-0

2.  Plot Summary:

A story of African Americans and their struggle, hope, and courage in the face of adversity.  This
non-fiction reveals details of the African Americans' role in American history.

3. Critical analysis:

Khadir Nelson expertly uses the narration of a single story teller to tell the whole of the African American history in America.  He makes it an intimate narrative as he informs us of the Africans who came to America in 1565 as laborers with the Spanish. The African American Revolutionary War Soldiers, who fought on the side of the British because they were promised their freedom from slavery.  The African children who were kidnapped from their villages and shipped to America as slaves even after it was illegal to capture and import slaves to America.  Abolitionist like Frederick Douglas and others who spoke up against slavery. The Lincoln administration and the American civil war that divided the nation but freed a people. Martin Luther King, the preacher, who believed in the idea of a peaceful protest.  Nelson's use of the informal voice of a hundred year old African American female narrator is clever and makes the information interesting and relative to young readers. The narrator tells an engaging story of courage and resilience of the African American people from the early formation of this nation to the election of the first African American president.  She also tells of black inventions such as the dustpan, the almanac, the traffic light, the ice-cream scooper and more.   We not only learn of the plight of the average African American but also of African American musicians, athletes and soldiers.  So, the narrator also offers insight into the creativity, talent, intellect, and determination of the African American.  Nelson's illustrations are stunning, vivid and breathtaking as he uses forty four full page oil paintings to visually depict the experience this extraordinary group of people.  The" Heart and Soul" time line, a bibliography and index complete this award winning informative picture book.


4. Review excerpts and awards:

School Library Journal:

"Nelson’s done a remarkable job of selecting choice elements, and using a voice and specific family memories to enliven the telling of the history from a distinct point of view."

"Our fabulous librarian just handed me Khadir Nelson’s, Heart and Soul The Story of America and African Americans (Harper Collins, 2011). At first, the weight of the book struck me, as did the heartening illustrations on every page of the book. That’s how deep and heavy the pictures are."

Kirkus reviews:

"This intimate narrative makes the stories accessible to young readers and powerfully conveys how personal this history feels for many African-Americans. (Nonfiction. 10 & up)"


Goodreads:

"The story of America and African Americans is a story of hope and inspiration and unwavering courage. This is the story of the men, women, and children who toiled in the hot sun picking cotton.."

Awards:

The recipient of  the 2012 Coretta Scott King Author Award and Illustrator Honor, and the recipient of five starred reviews.


5.  Connections:

Khadir Nelson is also the author and illustrator of another informative picture book called
We Are the Ship: The Story of Negro League Baseball.  Nelson uses the voice of a narrator in this book also and dramatic full page size oil painting illustrations.  This book tells the story of the Negro League.  It is a look into the lives of gifted black athletes, racial discrimination, the owners and international sportsmanship.  He tells the story of African American players who had to overcome segregation, hatred and difficult situations.  Both books uses an informal narrative voice that captures the resilience, determination and strength of the African American people.


Activities:

Activity #1:

Heart and Soul: The Story of America and African Americans can be used in the study of different periods in American history.  We can use it as a supplement in the study of the life of president Lincoln.  The students can use it as a reference in the investigation of president Lincoln's accomplishments.  Have the students work in pairs and research details of at least two major historical contributions of president Lincoln.

Activity #2:

Divide the history of the African Americans in two major sections.  The historical events before the 1900's and events from 1900 to the present. Using the book, create a list of major historical events during both time periods.  For example: the Revolutionary war, the Civil war, Slavery, World War II, the Civil Rights movement, etc.  Put the students in groups of four and have each group choose one major event that occurred before the 1900's or one that occurred after the 1900's to investigate.   Create a rubric and guidelines with clear expectations.  Establish the number of sources that must be cited(at least 3) and key information each report should contain.  Allow the students to be creative in presenting their findings.

Children's Response:

The pictures were used with the younger children to explain certain events in the book.  I paraphrased the information and the pictures were very effective in conveying the basic information.  The picture of "paps" as a child slave made an impression on the little ones.  They noted that he looked poor, with no clothes.  They were sad that he was taken away from his mom and dad.

My 13 year old enjoyed the book.  He did not complete the book due to lack of time but he liked how the book was organized, the illustrations and the engaging narrative.


References:

http://www.barnesandnoble.com

http://www.kirkusreviews.com

http://www.schoollibraryjournal.com

 

http://www.goodreads.com

 

 

 

 

 

 

                                                           (image  obtained by barnesandnobles.com)

1.  Bibliography:

 Jenkins, Steve and Page, Robin.  2006.  Move.  New York: Houghton Mifflin Harcourt.  ISBN-13: 978061864637-1

2.  Plot Summary:

Animal movement and why they move the way they do.  A look at how animals move around in the animal kingdom.

3.  Critical Analysis:

Animals swinging through the jungle trees or walking on their two back legs.  Animals swimming, floating, diving, slithering, jumping, dancing, and running.  All provide insight of movement in the animal kingdom.  Jenkins present unique animals like the jacana bird that can not only float on a lily pad but is also able to dive under water to catch a fish.  The huge blue whale that not only swims under the ocean waves but also dives to great depths.  The roadrunner that can not only fly, even though "not too far", but also runs fast to catch its prey.  Jenkins tells of the playful movement of the Arctic rabbit as it dances and tumbles with its mate.  Move is engaging, and filled with action verbs that allows young readers to explore the unusual ways in which animals move.  Robin Page uses texture through colorful cut-paper collages on a white background that brings the animals to life and provide a visual effect that give the young reader an opportunity to further discover the uniqueness of motion in the animal world.  Jenkins offers intriguing facts such as a jumping spider that dances to impress then uses the silky thread from its web to float through the air. A huge polar bear that can float in icy water and is also an expert diver.  The two page spreads, in this beautiful non-fiction picture book,  show actions that connect two different animals. Move introduces the young reader to movement in a unique and engaging way.

4.  Review excerpts and awards:

School Library Journal:

"Animals move! Follow them as they swing, dance, float, leap, and slide from page to page, then learn why these animals move the way they do, from the jumping spider who dances to impress and then floats away on a thread of silk, to the roadrunner who flies, but not too far, and would rather run to catch its prey."

Kirkus Reviews:

"Handsome textured cut-paper collages on white paper show animals of the same species that are vastly different in size."


Goodreads:

"Illustrated in eye-popping cut- and torn-paper collages by Caldecott Honor artist Steve Jenkins, Move! is a playful introduction to motion in the animal kingdom that invites young readers to guess some of the unusual ways that animals get around."

Awards:

Caldecott Honor artist


5.  Connections:

Steve Jenkins has written many animal books.  Actual size is an informative picture book about unique animals of different sizes such as a moth that's so big that it's mistaken for a bird and the dwarf Goby which is the smallest fish(1/3 of an inch long).  The Goliath frog is thirty six inches long and can weigh up to seven pounds.  The Alaskan brown bear is thirteen feet tall ,weighs seventeen hundred pounds and it's the largest meat eating animal.  Both books offer interesting information about animals with life like illustrations.  In both cut- and torn-paper collage artwork is used which has a dramatic effect.  The books are very engaging and allow young readers to explore the animal kingdom.  The book What do you do with a tail like this? provides information on the unique way animals use their eyes, ears, nose, mouth, tails and feet.  The hippopotamus closes its ears before going under water.  The alligator breaths through its nose while hiding under water and the hyena uses its nose to find food.  Steve Jenkins makes natural science interesting for young readers as he presents animal facts in a playful and extraordinary way.

Activities:

Activity #1:

After reading the text, invite the children to act out the movements that are described in the book and to come up with additional animal movements.  Model by first giving an example of an additional animal and acting out the movement such as that of a monkey or an eagle.

Activity # 2:

The children can play animal charades.  Model first by acting out an animal movement and then have the children guess what animal it is.  Invite the children to choose an animal then take turns performing the movement and actions of the animal while the other children guess the identity of the animal. 

Children's Response:

I read this book to my pre-k students and they loved it.  We acted out the movements of all the animals and the children had lots of fun while learning about the different animals.  The children were able to retell many of the facts about the animals because they were all so engaged in the text.

References:

http://www.barnesandnoble.com

http://www.kirkusreviews.com

http://www.schoollibraryjournal.com

http://www.goodreads.com

http://www.hmhbooks.com

http://www.amazon.com

                                                           (image obtained from barnesandnoble.com)


1.  Bibliography:

Freedman, Russell.  2004.  The Voice that Challenged a Nation: Marian Anderson and the Struggle for Equal Rights.  New York: Houghton Mifflin Company.  ISBN 0-618-15976-2

2.  Plot Summary:

The life of Marian Anderson, an account of her struggles and accomplishments while pursuing her art.

3.  Critical Analysis:


The Lincoln Memorial was jammed with thousands of people who had come to hear one of the greatest voices of our times. It was an Easter Sunday in 1939 and the people were determined to show their support for racial justice.  Marian Anderson stood on the steps of the Lincoln Memorial and gave a free concert as she was denied the right to sing at the Constitution Hall because of her race.  The daughters of the American Revolution(DAR) owned the Hall, one of Washington's largest and finest auditoriums, and they had bared black artist from performing at the Hall a few years earlier.  Marian Anderson changed the course of history that day as she sang on the steps of the Lincoln Memorial.  Marian Anderson was instrumental in breaking racial barriers.  Freedman  shows readers how Marian Anderson pursued her art despite segregation in the arts and other social and political barriers.   Freedman also noted the support of Mrs. Eleanor Roosevelt, a member in good standing with DAR., and her stance against injustice by resigning from that organization.   He recorded the discrimination Anderson faced when she first went to enroll in music school and was told "We don't take colors".  When Anderson was invited to sing at a gala at Georgia State Industrial College in Savannah Georgia, she experienced  the "Jim Crow" laws that enforced racial segregation in the South.  She was traveling from Philadelphia to Georgia and had to transfer to the coach reserved for blacks.  She recalled how dirty and stuffy the car was.  The Savannah Morning News reported "[Marian ] Anderson has one of the most remarkable voices ever heard." Anderson also struggled because she lost her dad at age twelve.  She and her sisters delivered bundles of laundry her mother had done and scrubbed steps.  Marian Anderson performed before President and Mrs. Roosevelt, dignitaries and soldiers.  She sang to a national and international audience.  She received a honorary doctorate of music from Howard University in 1938.  In 1935 in Austria, the celebrated conductor Arturo Toscanini declared after attending one of Marian Anderson's recital that  hers was " A voice...heard in a hundred years." Freedman's use of black and white photographs in this biography is a visual testimony of the life and legacy of Marian Anderson. " Chapter Notes", "Selected Bibliography", and "Selected Discography: Some Recent Marian Anderson Release" completes this biography.

4.  Review Excerpts and Reviews:

School Library Journal:

"Freedman's comprehensive account of Anderson's burgeoning career shows the singer's intensive study of and dedication to the..."

Kirkus Review:

"She had played the major cities in Europe, appeared before filled-to-capacity halls throughout the US, and been welcomed at the White House, but famous contralto Marian Anderson was turned down by Constitution Hall in Washington, D.C. The Daughters of the American Revolution, headquartered there, stood by their "white artists only" policy and wouldn't let her perform."

Goodreads:

"In the 1930s, black singer Marian Anderson was not allowed to perform at Constitution Hall. But with help from Eleanor Roosevelt, Anderson staged an amazing concert at the Lincoln Memorial and became an activist for civil rights."

Awards:

John Newberry Medal and Sibert Medal.
Nominations: Dorothy Canfield Fisher Children's Book Award

5.  Connections:

Freedman is the author of several biographies.  He wrote Eleanor Roosevelt: A life of Discovery.  The biography also dealt with the life and struggles of the former first lady.  As with the biography of Marian Anderson, he traced Eleanor Roosevelt's life from early childhood to adulthood.  He also reported the difficulties Eleanor Roosevelt faced during her years in the White House.  Both biographies are stories of courage and resilience.

Activities:

Activity #1:

After reading the  biography of Marian Anderson and that of Eleanor Roosevelt.  Discuss differences and similarities between the two whole group.  Divide the students in groups of three or four and have the groups us Graphic Organizers to compare and contrast both books and present the results to the class.

Activity #2:

After reading and discussing the biography of Marian Anderson have the students write a reflective piece of at least one paragraph of one life lesson they could learn from Anderson's biography.

Children's Response:

My 13 year old son found her life very interesting.  He had never heard of Marian Anderson and was under the impression that racial barriers mainly existed in the South.



References:

http://www.barnesandnoble.com

http://www.kirkusreviews.com

http://www.schoollibraryjournal.com

http://www.goodreads.com