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A Single Shard Review
Park, Linda Sue (2001). A Single Shard. New York: Clarion Books
Tree-Ear and Crane-man are best friends, despite one being a young teen and the other an old man. They live together under a bridge. Both are poor and without family. Crane-man simply wishes to live out his life as it is, but Tree-Ear has a dream to become an apprentice to the greatest porcelain potter.
Tree-ear watches the master potter for a long time, then begins helping the elderly potter by doing chores that are beyond the master’s abilities. Before long he is being given a chance at an apprenticeship. After some time, the master sends Tree-ear on a long and dangerous journey to the court of the King. He is to take samples of the master’s work to the king who will order large quantities of pottery from the best potter in the country. Tree-ear worries about leaving his elderly friend, fearing he will not be able to get food or stay warm. Crane-man wants him to go.
Along the way, Tree-ear is accosted and the pottery damaged. Tree-ear is torn between completing his journey and giving up now that he does not have any samples. Tree-ear must find the courage to honor his commitment and present the pottery to the King.
Park weaves an intricate story of twelfth century Korea with the beauty of perfectly made porcelain pottery. Park’s protagonist, Tree-ear, reaches for a dream that is outside of his class level. His dialogue is easy to read and the themes, while poignant, are handled without sentimentality. Park takes on the issue of orphans, class, and dreams daring to give her protagonist his dream of becoming a potter.
Parks masterful command of research and description takes a common story structure – Protagonist is low class, poor orphan who overcomes great odds to achieve his dreams- and gives it a new energy that will have both children and parents enjoying this book.
From Publishers WeeklyPark (Seesaw Girl) molds a moving tribute to perseverance and creativity in this finely etched novel set in mid- to late 12th-century Korea. In Ch'ul'po, a potter's village, Crane-man (so called because of one shriveled leg) raises 10-year-old orphan Tree Ear (named for a mushroom that grows "without benefit of "parent-seed"). Though the pair reside under a bridge, surviving on cast-off rubbish and fallen grains of rice, they believe "stealing and begging... made a man no better than a dog." From afar, Tree Ear admires the work of the potters until he accidentally destroys a piece by Min, the most talented of the town's craftsmen, and pays his debt in servitude for nine days. Park convincingly conveys how a community of artists works (chopping wood for a communal kiln, cutting clay to be thrown, etc.) and effectively builds the relationships between characters through their actions (e.g., Tree Ear hides half his lunch each day for Crane-man, and Min's soft-hearted wife surreptitiously fills the bowl). She charts Tree Ear's transformation from apprentice to artist and portrays his selflessness during a pilgrimage to Songdo to show Min's work to the royal court he faithfully continues even after robbers shatter the work and he has only a single shard to show. Readers will not soon forget these characters or their sacrifices. Ages 10-14.
Copyright 2001 Cahners Business Information, Inc. --This text refers to the Hardcover edition.
From School Library Journal
Gr 5-8-In this tale of courage and devotion, a single shard from a celadon vase changes the life of a young boy and his master. In 12th-century Korea, the village of Ch'ulp'o is famous for its pottery. The orphan Tree-ear spends his days foraging for food for himself and Crane-man, a lame straw weaver who has cared for him for many years. Because of his wanderings, Tree-ear is familiar with all of the potters in the village, but he is especially drawn to Min. When he drops a piece Min has made, Tree-ear begins to work for him to pay off his debt, but stays on after the debt is paid because he longs to learn to create beautiful pots himself. Sent to the royal court to show the king's emissary some new pottery, Tree-ear makes a long journey filled with disaster and learns what it means to have true courage. This quiet story is rich in the details of life in Korea during this period. In addition it gives a full picture of the painstaking process needed to produce celadon pottery. However, what truly stands out are the characters: the grumpy perfectionist, Min; his kind wife; wise Crane-man; and most of all, Tree-ear, whose determination and lively intelligence result in good fortune. Like Park's Seesaw Girl (1999) and The Kite Fighters (2000, both Clarion), this book not only gives readers insight into an unfamiliar time and place, but it is also a great story.-Barbara Scotto, Michael Driscoll School, Brookline, MA
Copyright 2001 Cahners Business Information, Inc.
--This text refers to the Hardcover edition. From BooklistGr. 4-8. When the polite greeting in a society is "Have you eaten well today?' one may guess that subsistence is of prime concern. Surely no one in this twelfth-century Korean village is more accustomed to hunger than the orphan boy Tree-ear and his guardian Crane-man who is lame. They sleep under a bridge in summer and in a pit in winter, eating what they can forage in the woods or garbage piles. At the age of 12, Tree-ear becomes an assistant to the potter Min. A hard taskmaster to himself and the boy, Min is the maker of the finest celadon ware in Ch'ul'po, a village known for its pottery. When Min entrusts two precious pots to Tree-ear to deliver to Songdo, the boy must make his way across miles of unknown territory, relying on his courage and wits to prove himself worthy of Min's trust. This quiet, but involving, story draws readers into a very different time and place. Though the society has its own conventions, the hearts and minds and stomachs of the characters are not so far removed from those of people today. Readers will feel the hunger and cold that Tree-ear experiences, as well as his shame, fear, gratitude, and love. A well-crafted novel with an unusual setting. Carolyn Phelan Copyright © American Library Association. All rights reserved --This text refers to the Hardcover edition.
This is a great book to use along with a unit on pottery. It will fit well in any unit on character, friendship, or apprenticeships. It can be used during an author’s study or when studying a social studies unit on Korea.
Tree-Ear and Crane-man are best friends, despite one being a young teen and the other an old man. They live together under a bridge. Both are poor and without family. Crane-man simply wishes to live out his life as it is, but Tree-Ear has a dream to become an apprentice to the greatest porcelain potter.
Tree-ear watches the master potter for a long time, then begins helping the elderly potter by doing chores that are beyond the master’s abilities. Before long he is being given a chance at an apprenticeship. After some time, the master sends Tree-ear on a long and dangerous journey to the court of the King. He is to take samples of the master’s work to the king who will order large quantities of pottery from the best potter in the country. Tree-ear worries about leaving his elderly friend, fearing he will not be able to get food or stay warm. Crane-man wants him to go.
Along the way, Tree-ear is accosted and the pottery damaged. Tree-ear is torn between completing his journey and giving up now that he does not have any samples. Tree-ear must find the courage to honor his commitment and present the pottery to the King.
Park weaves an intricate story of twelfth century Korea with the beauty of perfectly made porcelain pottery. Park’s protagonist, Tree-ear, reaches for a dream that is outside of his class level. His dialogue is easy to read and the themes, while poignant, are handled without sentimentality. Park takes on the issue of orphans, class, and dreams daring to give her protagonist his dream of becoming a potter.
Parks masterful command of research and description takes a common story structure – Protagonist is low class, poor orphan who overcomes great odds to achieve his dreams- and gives it a new energy that will have both children and parents enjoying this book.
From Publishers WeeklyPark (Seesaw Girl) molds a moving tribute to perseverance and creativity in this finely etched novel set in mid- to late 12th-century Korea. In Ch'ul'po, a potter's village, Crane-man (so called because of one shriveled leg) raises 10-year-old orphan Tree Ear (named for a mushroom that grows "without benefit of "parent-seed"). Though the pair reside under a bridge, surviving on cast-off rubbish and fallen grains of rice, they believe "stealing and begging... made a man no better than a dog." From afar, Tree Ear admires the work of the potters until he accidentally destroys a piece by Min, the most talented of the town's craftsmen, and pays his debt in servitude for nine days. Park convincingly conveys how a community of artists works (chopping wood for a communal kiln, cutting clay to be thrown, etc.) and effectively builds the relationships between characters through their actions (e.g., Tree Ear hides half his lunch each day for Crane-man, and Min's soft-hearted wife surreptitiously fills the bowl). She charts Tree Ear's transformation from apprentice to artist and portrays his selflessness during a pilgrimage to Songdo to show Min's work to the royal court he faithfully continues even after robbers shatter the work and he has only a single shard to show. Readers will not soon forget these characters or their sacrifices. Ages 10-14.
Copyright 2001 Cahners Business Information, Inc. --This text refers to the Hardcover edition.
From School Library Journal
Gr 5-8-In this tale of courage and devotion, a single shard from a celadon vase changes the life of a young boy and his master. In 12th-century Korea, the village of Ch'ulp'o is famous for its pottery. The orphan Tree-ear spends his days foraging for food for himself and Crane-man, a lame straw weaver who has cared for him for many years. Because of his wanderings, Tree-ear is familiar with all of the potters in the village, but he is especially drawn to Min. When he drops a piece Min has made, Tree-ear begins to work for him to pay off his debt, but stays on after the debt is paid because he longs to learn to create beautiful pots himself. Sent to the royal court to show the king's emissary some new pottery, Tree-ear makes a long journey filled with disaster and learns what it means to have true courage. This quiet story is rich in the details of life in Korea during this period. In addition it gives a full picture of the painstaking process needed to produce celadon pottery. However, what truly stands out are the characters: the grumpy perfectionist, Min; his kind wife; wise Crane-man; and most of all, Tree-ear, whose determination and lively intelligence result in good fortune. Like Park's Seesaw Girl (1999) and The Kite Fighters (2000, both Clarion), this book not only gives readers insight into an unfamiliar time and place, but it is also a great story.-Barbara Scotto, Michael Driscoll School, Brookline, MA
Copyright 2001 Cahners Business Information, Inc.
--This text refers to the Hardcover edition. From BooklistGr. 4-8. When the polite greeting in a society is "Have you eaten well today?' one may guess that subsistence is of prime concern. Surely no one in this twelfth-century Korean village is more accustomed to hunger than the orphan boy Tree-ear and his guardian Crane-man who is lame. They sleep under a bridge in summer and in a pit in winter, eating what they can forage in the woods or garbage piles. At the age of 12, Tree-ear becomes an assistant to the potter Min. A hard taskmaster to himself and the boy, Min is the maker of the finest celadon ware in Ch'ul'po, a village known for its pottery. When Min entrusts two precious pots to Tree-ear to deliver to Songdo, the boy must make his way across miles of unknown territory, relying on his courage and wits to prove himself worthy of Min's trust. This quiet, but involving, story draws readers into a very different time and place. Though the society has its own conventions, the hearts and minds and stomachs of the characters are not so far removed from those of people today. Readers will feel the hunger and cold that Tree-ear experiences, as well as his shame, fear, gratitude, and love. A well-crafted novel with an unusual setting. Carolyn Phelan Copyright © American Library Association. All rights reserved --This text refers to the Hardcover edition.
This is a great book to use along with a unit on pottery. It will fit well in any unit on character, friendship, or apprenticeships. It can be used during an author’s study or when studying a social studies unit on Korea.
Jip: His Story Review
Paterson, Katherine (1996). Jip: His Story. New York: Scholastic
Jip is an orphan. He knows only that he fell of the back of a buckboard as a toddler and no one came back for him. The town sends him to the local poor farm. He likes the farm and works hard to make it work. Everyone at the farm likes Jip. Then, the stranger arrives.
Jip dislikes the stranger on sight and tries to ignore him but he keeps asking questions. Finally, the stranger leaves ,and Jip’s life returns to normal until a year later, when the stranger returns with another man. One who looks remarkably like Jip, except Jip has dark hair and eyes, while the new stranger has light eyes and blond hair. Jip quickly realizes life will change, but it is up to him to decide whether it will be for the better or worse.
Paterson brings to life another wonderful story of perseverance during a tragic event. She does not avoid the difficult issue of slavery and poverty. Set in mid-nineteenth century, rural Vermont, Paterson captures the rugged and wild beauty of the area, while entwining a believable story of one young man learning about his past, a past that suddenly shoves him from being a poor work-boy into a despised liar and worthless slave.
Jip is related in the first person voice adding emotional vulnerability to the story since we see events from the protagonist’s point of view. Dialogue is sparse and Jip shows deep respect for the overseer and his wife, even though he thinks they are worthless as caretakers. The plot is structured around the conflict between slave owners and abolitionists and the way that the poor and mentally infirm were treated in rural areas. The theme revolves around self-respect, courage, and loyalty. The treatment of the protagonist is shown in stark relief to the wealthier people of the town and later to white folks.
From Publishers WeeklyThis historical novel about a maltreated orphan "is full of revelations and surprises," said PW's starred review; "first-rate entertainment." Ages 10-14. Copyright 1998 Reed Business Information, Inc. From School Library JournalGrade 5-9?Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?Ellen Fader, Multnomah County Library, Portland, ORCopyright 1996 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
From BooklistGr. 5^-9. What a story. It's not often that the revelations of the plot are so astonishing--and yet so inevitable--that they make you shout and think and shiver and cry. Paterson has taken the old orphan foundling tale, set it in Vermont in the 1850s, and made it new. Jip (as in "Gypsy" ) doesn't know where he came from; they say he fell off the back of a wagon and was found on the road somewhere when he was about two years old. Now, as a young boy, he lives and works on the town poor farm with the other paupers and strays. He just about runs the farm, cares for the plants and animals, and helps ease the pain and sorrow of those around him. His closest bond is with Put, an old man who must spend much of his life in a cage because of the raging madness that comes over him at times. People are scared of the lunatic, but Jip loves Put and comforts him ("he belonged to Jip in a way no one else ever had" ). The real danger is from a menacing stranger who is watching Jip. What does the stalker want? At school, Teacher reads aloud from Oliver Twist, and Jip wonders, as he always has, whether he might have a loving parent far away somewhere. Is Jip somebody's lost boy? The answer is devastating. There are some problems with this book. Jip is idealized, too saintly to be true; in fact, as in Dickens, most of the characters are either totally good or totally bad. But the time and the place are drawn with powerful realism. Paterson's simple sentences lay bare the dark historical truth and the transforming light of love. Hazel Rochman --This text refers to an out of print or unavailable edition of this title.
From Kirkus Reviews Set in the 1850s, this story centers on a boy, named for his supposed abandonment by gypsies, and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction. (Fiction. 10-14) -- Copyright ©1996, Kirkus Associates, LP. All rights reserved. --This text refers to an out of print or unavailable edition of this title.
This book could be used, along with Elijah of Buxton, to study the treatment of runaway slaves. Both Jip and Elijah start out free. Both are young boys who need to find their inner selves.
Another way to use this book, would be during a unit studying personal character, courage, honor, and loyalty.
Finally, for older students, a teacher might choose an older book about runaway slaves and have students compare the attitudes and portrayals of how the authors see the protagonists.
Jip is an orphan. He knows only that he fell of the back of a buckboard as a toddler and no one came back for him. The town sends him to the local poor farm. He likes the farm and works hard to make it work. Everyone at the farm likes Jip. Then, the stranger arrives.
Jip dislikes the stranger on sight and tries to ignore him but he keeps asking questions. Finally, the stranger leaves ,and Jip’s life returns to normal until a year later, when the stranger returns with another man. One who looks remarkably like Jip, except Jip has dark hair and eyes, while the new stranger has light eyes and blond hair. Jip quickly realizes life will change, but it is up to him to decide whether it will be for the better or worse.
Paterson brings to life another wonderful story of perseverance during a tragic event. She does not avoid the difficult issue of slavery and poverty. Set in mid-nineteenth century, rural Vermont, Paterson captures the rugged and wild beauty of the area, while entwining a believable story of one young man learning about his past, a past that suddenly shoves him from being a poor work-boy into a despised liar and worthless slave.
Jip is related in the first person voice adding emotional vulnerability to the story since we see events from the protagonist’s point of view. Dialogue is sparse and Jip shows deep respect for the overseer and his wife, even though he thinks they are worthless as caretakers. The plot is structured around the conflict between slave owners and abolitionists and the way that the poor and mentally infirm were treated in rural areas. The theme revolves around self-respect, courage, and loyalty. The treatment of the protagonist is shown in stark relief to the wealthier people of the town and later to white folks.
From Publishers WeeklyThis historical novel about a maltreated orphan "is full of revelations and surprises," said PW's starred review; "first-rate entertainment." Ages 10-14. Copyright 1998 Reed Business Information, Inc. From School Library JournalGrade 5-9?Paterson's companion novel to Lyddie (Lodestar, 1991) rewards readers with memorable characters and a gripping plot. Jip has been told that he tumbled off the back of a wagon when he was a toddler in 1847. He has been raised on a poor farm in a Vermont town, where he is an indispensable asset to the lazy manager and his equally lazy wife. The boy befriends the newly arrived "lunatic" Put, who is kept imprisoned in a cage because he is subject to violent, self-destructive episodes. Jip's life is quietly circumscribed-until a stranger plants the idea that his father might be searching for him. Although he has long fantasized that a loving parent awaits him, he sees the stranger as an unlikely messenger. His instincts prove correct when the man is revealed to be a slave catcher. Then Jip learns the truth about his past: his mother was a runaway slave. With the help of his teacher, Lyddie Worthen, and her sweetheart, Quaker neighbor Luke Stevens, Jip escapes to Canada, where he is welcomed as a free man into the home of a former slave whom Lyddie helped shelter in the earlier book. Paterson's story resonates with respect for the Vermont landscape and its mid-19th-century residents, with the drama of life during a dark period in our nation's history, and with the human quest for freedom. Fans of the previous book will relish meeting up with Lyddie and Luke again at a somewhat later period in their lives. Readers will be talking and thinking about this book long after they finish the last chapter.?Ellen Fader, Multnomah County Library, Portland, ORCopyright 1996 Reed Business Information, Inc. --This text refers to an out of print or unavailable edition of this title.
From BooklistGr. 5^-9. What a story. It's not often that the revelations of the plot are so astonishing--and yet so inevitable--that they make you shout and think and shiver and cry. Paterson has taken the old orphan foundling tale, set it in Vermont in the 1850s, and made it new. Jip (as in "Gypsy" ) doesn't know where he came from; they say he fell off the back of a wagon and was found on the road somewhere when he was about two years old. Now, as a young boy, he lives and works on the town poor farm with the other paupers and strays. He just about runs the farm, cares for the plants and animals, and helps ease the pain and sorrow of those around him. His closest bond is with Put, an old man who must spend much of his life in a cage because of the raging madness that comes over him at times. People are scared of the lunatic, but Jip loves Put and comforts him ("he belonged to Jip in a way no one else ever had" ). The real danger is from a menacing stranger who is watching Jip. What does the stalker want? At school, Teacher reads aloud from Oliver Twist, and Jip wonders, as he always has, whether he might have a loving parent far away somewhere. Is Jip somebody's lost boy? The answer is devastating. There are some problems with this book. Jip is idealized, too saintly to be true; in fact, as in Dickens, most of the characters are either totally good or totally bad. But the time and the place are drawn with powerful realism. Paterson's simple sentences lay bare the dark historical truth and the transforming light of love. Hazel Rochman --This text refers to an out of print or unavailable edition of this title.
From Kirkus Reviews Set in the 1850s, this story centers on a boy, named for his supposed abandonment by gypsies, and for his swarthy complexion. Jip lives on the local poor farm, doing chores and caring for the animals. He befriends a caged lunatic, ``Put''; a menacing stranger appears who inquires about Jip's background and turns the boy's life upside down. As he struggles to find answers, he is given the opportunity to attend school and is befriended by the teacher, whom readers will recognize from Lyddie (1991), and her Quaker sweetheart. Through this friendship, Jip is able to face his ancestry and the fact that he must escape or suffer dire consequences. As usual for Paterson, all the characterizations are penetrating--even the villains are interesting. An epilogue lets readers in on Jip's success in reaching Canada and his decisions as the Civil War begins. Unfortunately, the ending is abrupt: Put is sacrificed, and it is not clear what lesson Jip derives from putting his friend in harm's way. Regardless, this is fine historical fiction. (Fiction. 10-14) -- Copyright ©1996, Kirkus Associates, LP. All rights reserved. --This text refers to an out of print or unavailable edition of this title.
This book could be used, along with Elijah of Buxton, to study the treatment of runaway slaves. Both Jip and Elijah start out free. Both are young boys who need to find their inner selves.
Another way to use this book, would be during a unit studying personal character, courage, honor, and loyalty.
Finally, for older students, a teacher might choose an older book about runaway slaves and have students compare the attitudes and portrayals of how the authors see the protagonists.
Elijah of Buxton Review
Curtis, Christopher Paul (2007). Elijah of Buxton. New York: Scholastic
Elijah is the first free born black person born in Buxton, Canada. Both his parents are runaway slaves who made their way to a black settlement started by Fredrick Douglas. He has heard all the stories about the terrible treatment of slaves in America but has never seen mistreatment or been to America. Then, the Reverend steals money from Elijah’s friend. The money was intended to purchase family members’ freedom.
Elijah feels as though he is responsible for the theft and promises to follow the Reverend and recover the stolen money. Problem is that the Reverend had high-tailed it to America. Elijah goes after him, seeing the trip as an adventure. But the adventure turns deadly, when Elijah encounters a captured group of blacks chained up. He is determined to help them and seeks that help from other blacks in town. They will not endanger their lives and freedom to help free slaves.
For the first time, Elijah understands fear, real fear. Does he have the courage to help them? Can an eleven year old boy save any of them?
Curtis writes Elijah of Buxton in the first person voice. The characters are down-to-earth. Speech is often fractured and rough,, while at other times it is flowery. Elijah is real. We see his fears, dreams, failures, and successes. He speaks of jokes and lessons learned. His story is believable, with vivid descriptions that is not overly graphic in violence.
The setting is significant because there was no slavery in Canada. Buxton was one of the few Black Settlements to not only survive, but to flourish. The author explains that Buxton is a real town, originally a black settlement. When other settlements began to fail, people like Fredrick Douglas set up very specific rules of behavior for Buxton. Those rules worked.
While the Reverend is a thief, I felt the description of the man was stereotyped. He was a flashy dresser, with a oily personality. The children all mistrust him, while the parents are less distrustful. Although he is the only character who seems stereotyped and perhaps that is because he is the antagonist.
From Booklist*Starred Review* After his mother rebukes him for screaming that hoop snakes have invaded Buxton, gullible 11-year-old Elijah confesses to readers that "there ain't nothing in the world she wants more than for me to quit being so doggone fra-gile." Inexperienced and prone to mistakes, yet kind, courageous, and understanding, Elijah has the distinction of being the first child born in the Buxton Settlement, which was founded in Ontario in 1849 as a haven for former slaves. Narrator Elijah tells an episodic story that builds a broad picture of Buxton's residents before plunging into the dramatic events that take him out of Buxton and, quite possibly, out of his depth. In the author's note, Curtis relates the difficulty of tackling the subject of slavery realistically through a child's first-person perspective. Here, readers learn about conditions in slavery at a distance, though the horrors become increasingly apparent. Among the more memorable scenes are those in which Elijah meets escaped slaves—first, those who have made it to Canada and, later, those who have been retaken by slave catchers. Central to the story, these scenes show an emotional range and a subtlety unusual in children's fiction. Many readers drawn to the book by humor will find themselves at times on the edges of their seats in suspense and, at other moments, moved to tears. A fine, original novel from a gifted storyteller. Phelan, Carolyn --This text refers to the Hardcover edition
Common Sense says: Humorous, powerful, masterful escaped-slave tale.
This may best be used during Black History Month, compared to books written by or about runaway slaves. Elijah’s father states that no one leaves slavery without losing something important. Is his statement accurate when compared to other books about runaway slaves.
Another way a teacher might use this book is in a unit studying bravery or honor. How do the protagonists find their way. Are there similarities in the character of the protagonists or are their characters different and must change to meet the challenge.
Elijah is the first free born black person born in Buxton, Canada. Both his parents are runaway slaves who made their way to a black settlement started by Fredrick Douglas. He has heard all the stories about the terrible treatment of slaves in America but has never seen mistreatment or been to America. Then, the Reverend steals money from Elijah’s friend. The money was intended to purchase family members’ freedom.
Elijah feels as though he is responsible for the theft and promises to follow the Reverend and recover the stolen money. Problem is that the Reverend had high-tailed it to America. Elijah goes after him, seeing the trip as an adventure. But the adventure turns deadly, when Elijah encounters a captured group of blacks chained up. He is determined to help them and seeks that help from other blacks in town. They will not endanger their lives and freedom to help free slaves.
For the first time, Elijah understands fear, real fear. Does he have the courage to help them? Can an eleven year old boy save any of them?
Curtis writes Elijah of Buxton in the first person voice. The characters are down-to-earth. Speech is often fractured and rough,, while at other times it is flowery. Elijah is real. We see his fears, dreams, failures, and successes. He speaks of jokes and lessons learned. His story is believable, with vivid descriptions that is not overly graphic in violence.
The setting is significant because there was no slavery in Canada. Buxton was one of the few Black Settlements to not only survive, but to flourish. The author explains that Buxton is a real town, originally a black settlement. When other settlements began to fail, people like Fredrick Douglas set up very specific rules of behavior for Buxton. Those rules worked.
While the Reverend is a thief, I felt the description of the man was stereotyped. He was a flashy dresser, with a oily personality. The children all mistrust him, while the parents are less distrustful. Although he is the only character who seems stereotyped and perhaps that is because he is the antagonist.
From Booklist*Starred Review* After his mother rebukes him for screaming that hoop snakes have invaded Buxton, gullible 11-year-old Elijah confesses to readers that "there ain't nothing in the world she wants more than for me to quit being so doggone fra-gile." Inexperienced and prone to mistakes, yet kind, courageous, and understanding, Elijah has the distinction of being the first child born in the Buxton Settlement, which was founded in Ontario in 1849 as a haven for former slaves. Narrator Elijah tells an episodic story that builds a broad picture of Buxton's residents before plunging into the dramatic events that take him out of Buxton and, quite possibly, out of his depth. In the author's note, Curtis relates the difficulty of tackling the subject of slavery realistically through a child's first-person perspective. Here, readers learn about conditions in slavery at a distance, though the horrors become increasingly apparent. Among the more memorable scenes are those in which Elijah meets escaped slaves—first, those who have made it to Canada and, later, those who have been retaken by slave catchers. Central to the story, these scenes show an emotional range and a subtlety unusual in children's fiction. Many readers drawn to the book by humor will find themselves at times on the edges of their seats in suspense and, at other moments, moved to tears. A fine, original novel from a gifted storyteller. Phelan, Carolyn --This text refers to the Hardcover edition
Common Sense says: Humorous, powerful, masterful escaped-slave tale.
This may best be used during Black History Month, compared to books written by or about runaway slaves. Elijah’s father states that no one leaves slavery without losing something important. Is his statement accurate when compared to other books about runaway slaves.
Another way a teacher might use this book is in a unit studying bravery or honor. How do the protagonists find their way. Are there similarities in the character of the protagonists or are their characters different and must change to meet the challenge.
Monday, July 6, 2009
Shipwreck at the Bottom of the World by Jennifer Armstrong
Armstrong, Jennifer. (1998). Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Edurance. New York: Crown. ISBN: 0375810498
Ernest Shackleton attempted to be the first man to make it to the South Pole. He tried in 1908 but failed only 100 miles from his goal. Before he could arrange another expedition, Amundsen reached the South Pole, followed less than a month later by Captain Robert F. Scott. Not only did this not deter Shackleton, but it galvanized him into striving for the first transcontinental Antarctic exploration. Shackleton’s ship, the Endurance, met with misfortune quickly, becoming stuck in an ice floe, where it remained for five months before the ice crushed it into a massive pile of splinters and sank. Having already endured 5 months marooned in the ice, Shackleton’s crew would spend the next five months marooned on ice floe. Then, with summer in full swing, they began to march across the ice, taking the life boats and supplies to the open sea. There, the crew waged a fierce battle against the storms rowing to Elephant Island. Shakleton knew he couldn’t save all crew member aboard the lifeboats, so he and five others left the remainder of the crew on Elephant Island, while they took one boat into open waters, heading 800 miles to South Georgia Island, to bring back a rescue ship.
Shackleton did not succeed in his quest to transverse the continent, bit did survive one of the most amazing survival stories in maritime history.
Armstrong’s writing style is simple and straight forward, emphasizing each dramatic turn with vivid prose, re-creating an action pact story of determination and will on the part of the leader of the doomed expedition. Careful use of visual and verbal access features move the expedition along a breathless route of daily life for the crew of the Endeavor.
Armstrong has written every word of the story using the diaries and first hand interviews with the crew after rescuing, and other authorities cited in the bibliography. The photos, maps, and captions provide added detail to events as they happened, each photo taken to chronicle each step of the trip. An index allows for quick referral to any important details and boldface type used to index the photos.
All of these features and Armstrong’s obvious passion for her subject captures the heart and flavor of the journey, allowing the reader to accompany the crew vicariously, feeling the tension, despair, anger and elations along with the men.
From School Library JournalGrade 6 Up-Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Imperial Trans-Antarctic Expedition reads like an adventure novel. In 1914, Sir Ernest Shackleton attempted to be the first explorer to cross Antarctica by foot "from sea to sea." On the eve of World War I, he set out with a crew of scientists and sailors on a specially designed ship, Endurance, but he and his team never reached their objective. The ship became entrapped in ice, and the men were forced to abandon their mission and try to survive in the brutally harsh Antarctic wasteland for 19 months. Thanks to Shackleton's leadership, the bravery of his crew, and a lot of luck, everyone survived. The astonishing circumstances of their ordeal include a treacherous hike across miles of frozen wasteland, an 800-mile open-boat journey through savage seas, and a perilous trek across the uncharted mountain ranges of South Georgia Island. Armstrong brings all of these experiences vividly to life, frequently using quotes from members of the expedition. Excellent black-and-white photographs taken during the journey document the entire adventure story. Elizabeth Cody Kimmel's Ice Story (Clarion, 1999) has larger and more plentiful photographs but Armstrong's text is far more engaging. Kimmel relates all of the facts skillfully, but Armstrong crafts them into an unforgettable story of true heroism and the triumph of the human spirit. A book that will capture the attention and imagination of any reader. Edward Sullivan, New York Public Library Copyright 1999 Reed Business Information, Inc.
From Kirkus ReviewsPLB 0-517-80014-4 Armstrong (The Dreams of Mairhe Mehan, 1996, etc.) narrates the incredible survival saga of Ernest Shackleton, who with a crew of 27 attempted to cross the Antarctic continent in 1914, and ended up trapped in their ship in the ice pack for seven months. When their ship was finally crushed by the ice they survived for another five months on the moving ice floes, traveled through storm-tossed seas to an uninhabited island, and were rescued, two years after they had set out, after Shackleton and five of his crew traveled 800 miles in an open boat to get help. This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers. The black-and-white photos, taken mostly on glass plates by the expedition's photographer, Frank Hurley, survived along with the men and are of exceptional quality. (maps, not seen, bibliography, index) (Nonfiction. 10-13) -- Copyright ©1998, Kirkus Associates, LP. All rights reserved.
Connections for this text are plentiful. Students could use this to begin or end any theme about exploration, survival, or even photography in early twentieth century. A great activity would be to have students write a list of what they would have kept as their “two pound limit.” Then, gather these items and weigh them to see if they stay under the two pound limit. Have those that fail, rewrite their list removing items to the bare essentials.
Have students write letters of encouragement to the crew members left behind on Elephant Island, describing what Shackleton endured during the 800 mile boat trip and the mountainous terrain covered to reach the whaling station. Have each student create a meal for the crews return or for the crews survival, using tuna as a substitute for seal. Make it one of the cold meals for safety. Have the students research ideas about new technology that would facilitate the crews survival (assuming they are still shipwrecked.)
Ernest Shackleton attempted to be the first man to make it to the South Pole. He tried in 1908 but failed only 100 miles from his goal. Before he could arrange another expedition, Amundsen reached the South Pole, followed less than a month later by Captain Robert F. Scott. Not only did this not deter Shackleton, but it galvanized him into striving for the first transcontinental Antarctic exploration. Shackleton’s ship, the Endurance, met with misfortune quickly, becoming stuck in an ice floe, where it remained for five months before the ice crushed it into a massive pile of splinters and sank. Having already endured 5 months marooned in the ice, Shackleton’s crew would spend the next five months marooned on ice floe. Then, with summer in full swing, they began to march across the ice, taking the life boats and supplies to the open sea. There, the crew waged a fierce battle against the storms rowing to Elephant Island. Shakleton knew he couldn’t save all crew member aboard the lifeboats, so he and five others left the remainder of the crew on Elephant Island, while they took one boat into open waters, heading 800 miles to South Georgia Island, to bring back a rescue ship.
Shackleton did not succeed in his quest to transverse the continent, bit did survive one of the most amazing survival stories in maritime history.
Armstrong’s writing style is simple and straight forward, emphasizing each dramatic turn with vivid prose, re-creating an action pact story of determination and will on the part of the leader of the doomed expedition. Careful use of visual and verbal access features move the expedition along a breathless route of daily life for the crew of the Endeavor.
Armstrong has written every word of the story using the diaries and first hand interviews with the crew after rescuing, and other authorities cited in the bibliography. The photos, maps, and captions provide added detail to events as they happened, each photo taken to chronicle each step of the trip. An index allows for quick referral to any important details and boldface type used to index the photos.
All of these features and Armstrong’s obvious passion for her subject captures the heart and flavor of the journey, allowing the reader to accompany the crew vicariously, feeling the tension, despair, anger and elations along with the men.
From School Library JournalGrade 6 Up-Filled with intriguing details and written with dramatic style, this riveting account of the ill-fated Imperial Trans-Antarctic Expedition reads like an adventure novel. In 1914, Sir Ernest Shackleton attempted to be the first explorer to cross Antarctica by foot "from sea to sea." On the eve of World War I, he set out with a crew of scientists and sailors on a specially designed ship, Endurance, but he and his team never reached their objective. The ship became entrapped in ice, and the men were forced to abandon their mission and try to survive in the brutally harsh Antarctic wasteland for 19 months. Thanks to Shackleton's leadership, the bravery of his crew, and a lot of luck, everyone survived. The astonishing circumstances of their ordeal include a treacherous hike across miles of frozen wasteland, an 800-mile open-boat journey through savage seas, and a perilous trek across the uncharted mountain ranges of South Georgia Island. Armstrong brings all of these experiences vividly to life, frequently using quotes from members of the expedition. Excellent black-and-white photographs taken during the journey document the entire adventure story. Elizabeth Cody Kimmel's Ice Story (Clarion, 1999) has larger and more plentiful photographs but Armstrong's text is far more engaging. Kimmel relates all of the facts skillfully, but Armstrong crafts them into an unforgettable story of true heroism and the triumph of the human spirit. A book that will capture the attention and imagination of any reader. Edward Sullivan, New York Public Library Copyright 1999 Reed Business Information, Inc.
From Kirkus ReviewsPLB 0-517-80014-4 Armstrong (The Dreams of Mairhe Mehan, 1996, etc.) narrates the incredible survival saga of Ernest Shackleton, who with a crew of 27 attempted to cross the Antarctic continent in 1914, and ended up trapped in their ship in the ice pack for seven months. When their ship was finally crushed by the ice they survived for another five months on the moving ice floes, traveled through storm-tossed seas to an uninhabited island, and were rescued, two years after they had set out, after Shackleton and five of his crew traveled 800 miles in an open boat to get help. This unbelievable story is enhanced by the vigorous prose; from the captivating introduction through the epilogue, it is the writing as much as the story that will rivet readers. The black-and-white photos, taken mostly on glass plates by the expedition's photographer, Frank Hurley, survived along with the men and are of exceptional quality. (maps, not seen, bibliography, index) (Nonfiction. 10-13) -- Copyright ©1998, Kirkus Associates, LP. All rights reserved.
Connections for this text are plentiful. Students could use this to begin or end any theme about exploration, survival, or even photography in early twentieth century. A great activity would be to have students write a list of what they would have kept as their “two pound limit.” Then, gather these items and weigh them to see if they stay under the two pound limit. Have those that fail, rewrite their list removing items to the bare essentials.
Have students write letters of encouragement to the crew members left behind on Elephant Island, describing what Shackleton endured during the 800 mile boat trip and the mountainous terrain covered to reach the whaling station. Have each student create a meal for the crews return or for the crews survival, using tuna as a substitute for seal. Make it one of the cold meals for safety. Have the students research ideas about new technology that would facilitate the crews survival (assuming they are still shipwrecked.)
Wilma Unlimited by Kathleen Krull
Krull, Kathleen. (1996). Wilma Unlimited: How Wilma Rudolph Became the
World’s Fastest Woman. Ill. David Diaz. Orlando, FL: Voyager Books
ISBN: 9780152020989
This is the biography of one young African-American woman overcomes premature birth, multiple illnesses as a toddler, and polio before the age of five to walk again, run again, and win it all at the Olympics. Wilma Rudolph is the type of role model our children need. She never gave in or gave up.
This story is written in a simple style, that in engaging and fast moving. It begins with birth and fills in just enough detail to understand the mountainous obstacles facing this courageous young woman. The illustrations supplement the text. They are done as snapshots or pictures in frames surrounded by the everyday black and white/sepia photos of the era. Each picture is bright and colorful. The figures are clear and expressions fit the moods from wistfulness to pride.
It has won numerous awards, including ALA Notable Children’s Book, School Library Journal Best Book of the Year, and Jane Addams Book Award Winner, just to name a few.
At the end of the story is an epilogue, giving some information about Wilma after her Olympic win. This gives a further view into the character’s life. All in all, it is a delightful, uplifting, and triumphant story, written for the lower grades. However, it would interest any age group.
Looking at websites devoted to Willa Rudolph show that the information is accurate. Krull’s style is narrative. She gives information that will (or should) urge students to ask questions. Krull states that during their weekly bus ride for treatment they ride in the back, “the only place blacks were allowed to sit.” She does not bemoan the fact nor does she play it up. It is stated in a matter-in-fact tone.
From Publishers Weekly"No one expected such a tiny girl to have a first birthday," begins this inspiring biographical sketch of a legendary track stars. Born in 1940 in Tennessee, the chronically sickly though "lively" Rudolph contracted polio just before her fifth birthday. Though not expected to walk again, the fiercely determined girl persevered with her leg exercises; by the time she was 12, she no longer needed her steel brace. Eight years later, Rudolph represented the U.S. in the 1960 Olympics in Rome, where, despite a twisted ankle, she became the first American woman to win three gold medals during a single Olympic competition. Krull's (Lives of the Musicians) characteristic, conversational style serves her especially well here. Through her words the nearly superhuman Rudolph seems both personable and recognizable. Rendered in acrylic, watercolor and gouache, Caldecott Medalist Diaz's (Smoky Night) imposing, richly hued illustrations have a distinctive, cubist feel. The artist's bold design superimposes this art against sepia-toned photographs of relevant background images: playground sand, wooden fence slats, the gravel of a running track. This juxtaposition yields busy, effectively textured pages, flawed only by the text's curiously embellished font-the letters look as though they have been speckled with either ink blots or dust. A triumphant story, triumphantly relayed. Ages 7-12. Copyright 1996 Reed Business Information, Inc.
From School Library JournalKindergarten-Grade 5? The story of Wilma Rudolph, the prematurely born black child who, despite suffering from polio, became the first woman to win three Olympic gold medals. The narrative could very easily slip into sentimentality. It is to Krull's credit that though her telling is affecting, it is also crisp and matter of fact, very much in the spirit of Rudolph's deep day-to-day determination. However, the real impact of this book lies in the potent melding of powerful prose with Diaz's stunning artwork. His watercolor and acrylic illustrations with definite black outlining create a stained-glass effect, and the paintings themselves are backed on sepia photographs that relate to the text. For example, narrative about Wilma's bus trips to Nashville is matched with an illustration showing the girl and her mother at the back of the bus. This in turn is superimposed over a photograph of a bus tire. Children will listen raptly to this inspirational tale, which is especially appropriate for this Olympic year.Ann Welton, Terminal Park Elementary School, Auburn, WA Copyright 1996 Reed Business Information, Inc.
This book could be used in a cornucopia of themes. It is a stand alone book for general reading. It could begin a unit on African-American studies. It would enhance any study of Olympic athletes. It would be a profound addition to any disability themes. And it would make a fine addition to a biographical study of Wilma Rudolph’s life and achievements. It could be a spectrum extreme when studying childhood illnesses, especially polio. Which other famous Americans contracted Polio and triumphed over or in spite of their illness.
World’s Fastest Woman. Ill. David Diaz. Orlando, FL: Voyager Books
ISBN: 9780152020989
This is the biography of one young African-American woman overcomes premature birth, multiple illnesses as a toddler, and polio before the age of five to walk again, run again, and win it all at the Olympics. Wilma Rudolph is the type of role model our children need. She never gave in or gave up.
This story is written in a simple style, that in engaging and fast moving. It begins with birth and fills in just enough detail to understand the mountainous obstacles facing this courageous young woman. The illustrations supplement the text. They are done as snapshots or pictures in frames surrounded by the everyday black and white/sepia photos of the era. Each picture is bright and colorful. The figures are clear and expressions fit the moods from wistfulness to pride.
It has won numerous awards, including ALA Notable Children’s Book, School Library Journal Best Book of the Year, and Jane Addams Book Award Winner, just to name a few.
At the end of the story is an epilogue, giving some information about Wilma after her Olympic win. This gives a further view into the character’s life. All in all, it is a delightful, uplifting, and triumphant story, written for the lower grades. However, it would interest any age group.
Looking at websites devoted to Willa Rudolph show that the information is accurate. Krull’s style is narrative. She gives information that will (or should) urge students to ask questions. Krull states that during their weekly bus ride for treatment they ride in the back, “the only place blacks were allowed to sit.” She does not bemoan the fact nor does she play it up. It is stated in a matter-in-fact tone.
From Publishers Weekly"No one expected such a tiny girl to have a first birthday," begins this inspiring biographical sketch of a legendary track stars. Born in 1940 in Tennessee, the chronically sickly though "lively" Rudolph contracted polio just before her fifth birthday. Though not expected to walk again, the fiercely determined girl persevered with her leg exercises; by the time she was 12, she no longer needed her steel brace. Eight years later, Rudolph represented the U.S. in the 1960 Olympics in Rome, where, despite a twisted ankle, she became the first American woman to win three gold medals during a single Olympic competition. Krull's (Lives of the Musicians) characteristic, conversational style serves her especially well here. Through her words the nearly superhuman Rudolph seems both personable and recognizable. Rendered in acrylic, watercolor and gouache, Caldecott Medalist Diaz's (Smoky Night) imposing, richly hued illustrations have a distinctive, cubist feel. The artist's bold design superimposes this art against sepia-toned photographs of relevant background images: playground sand, wooden fence slats, the gravel of a running track. This juxtaposition yields busy, effectively textured pages, flawed only by the text's curiously embellished font-the letters look as though they have been speckled with either ink blots or dust. A triumphant story, triumphantly relayed. Ages 7-12. Copyright 1996 Reed Business Information, Inc.
From School Library JournalKindergarten-Grade 5? The story of Wilma Rudolph, the prematurely born black child who, despite suffering from polio, became the first woman to win three Olympic gold medals. The narrative could very easily slip into sentimentality. It is to Krull's credit that though her telling is affecting, it is also crisp and matter of fact, very much in the spirit of Rudolph's deep day-to-day determination. However, the real impact of this book lies in the potent melding of powerful prose with Diaz's stunning artwork. His watercolor and acrylic illustrations with definite black outlining create a stained-glass effect, and the paintings themselves are backed on sepia photographs that relate to the text. For example, narrative about Wilma's bus trips to Nashville is matched with an illustration showing the girl and her mother at the back of the bus. This in turn is superimposed over a photograph of a bus tire. Children will listen raptly to this inspirational tale, which is especially appropriate for this Olympic year.Ann Welton, Terminal Park Elementary School, Auburn, WA Copyright 1996 Reed Business Information, Inc.
This book could be used in a cornucopia of themes. It is a stand alone book for general reading. It could begin a unit on African-American studies. It would enhance any study of Olympic athletes. It would be a profound addition to any disability themes. And it would make a fine addition to a biographical study of Wilma Rudolph’s life and achievements. It could be a spectrum extreme when studying childhood illnesses, especially polio. Which other famous Americans contracted Polio and triumphed over or in spite of their illness.
Weather by Seymour Simon
Simon, Seymour. 2006. Weather. York: HarperCollins. ISBN 9780060884390
“Weather influences so much of what we do.” (Simon, p.32)
Weather changes quickly, and you can find nearly every type of weather possible at any given moment somewhere on our planet. Seymour Simon describes the various types of weather and what produces them. He gives us detailed pictures of clouds, snowflakes, and even the various layers of hail. It is a fascinating book.
Seymour Simon produced another beautiful nonfiction book with awesome pictures and detailed descriptions of various weather related phenomenon. A check of any online site regarding clouds, snowflakes, or hail shows that Simon is extremely accurate. He explains that the same phenomenon in different areas of the world may have different and “colorful names” yet they are the same thing.
However, the back of the book suggests that this is produced for children from ages five to nine. Yet beyond the photos, there are little to no access features to help at all. In addition, many of the photos, while being beautiful, have little relevance to the text on the page. For example, on pages 6 & 7, Simon explains how the intense heat from the sun warms our atmosphere and creates the “greenhouse effect.” He goes on to describe the results from the temperature rising across the world and melting the ice caps. But the photo is of a gorgeous sunset, when the heat would be much less than intense. While the picture shows the earth and some directional swirls, there is little to explain how the swirl’s effect impacts the earth.
A quick check with the Flesch-Kincaid reading level and the Fry reading level show that the reading level for this book is grade 5.8 and 6.8 respectively. Regardless which scale you use, the reading level is far above the average nine years old’s reading level, let alone a five years old. Interestingly, when I found the School Library Journal review it stated that this was appropriate for fourth through seventh grades.
“Simon may have done more than any other living author to help us understand and appreciate the beauty of our planet and out universe.” Kirkus Reviews
From School Library JournalGrade 4-7-As with Simon's previous titles on the individual planets (Morrow), this book is a perfect marriage of words and pictures. Each high-quality, full-color photograph or diagram is truly a work of art, suitable for framing. The large-print text, sometimes superimposed on the illustrations, is easy to read. Beginning with the general effects of the sun and the Earth's rotation, continuing with wind patterns, temperature, clouds, and precipitation, and concluding with smog and the greenhouse effect, the author lucidly discusses all of the terms and elements that constitute tropospheric weather. Instruments and the possible affects of human activity on the atmosphere are touched upon. Unfortunately, the full-page diagrams that demonstrate the way the sun warms the Earth and the speed of its rotation do not clearly explain those phenomena. Gail Gibbons's Weather Words and What They Mean (Holiday, 1990) covers much of the same information, but has a cartoon format. Martyn Bramwell's Weather (Watts, 1988; o.p.) is for older readers.Meryl Silverstein, American Museum of Natural History, New York City. (This review is from the original printing. In the second printing, the order of the events are different, though not changed.)
I would probably use this as a trade book beginning in fourth grade (for my GT students) and continuing on through high school. It might be possible to use this near the end of a unit on weather, after other books at reading level and with access features have been used. For the lower grades, shared reading may be of help. For lower grades, I would use it in conjunction with such titles as, Oh Say Can You Say What’s the Weather Today by Trish Rabe and Aristides Ruiz; What Will the Weather Be? By Linda DeWitt and Carolyn Croll; and Flash, Clash, Rumble, and Roll by Franklyn M. Branley and True Kelley.
In higher grades, this would be an excellent tradebook on its own or it could be combined with other books on the topic, such as Weather (Eye Wonder) by DK Publishing or Weather For Dummies by John D. Cox. It could be used on a larger thematic unit like earth’s natural wonders. It might be great to use some of Simon’s other books, such as EarthQuakes, Lightning, Oceans, and Volcanoes.
A teacher might even cut out the pictures, frame them in frames constructed during Art, and display them on bulletin boards. These books are only $6.99 but if money is a concern, you can get used copies for dismantling.
“Weather influences so much of what we do.” (Simon, p.32)
Weather changes quickly, and you can find nearly every type of weather possible at any given moment somewhere on our planet. Seymour Simon describes the various types of weather and what produces them. He gives us detailed pictures of clouds, snowflakes, and even the various layers of hail. It is a fascinating book.
Seymour Simon produced another beautiful nonfiction book with awesome pictures and detailed descriptions of various weather related phenomenon. A check of any online site regarding clouds, snowflakes, or hail shows that Simon is extremely accurate. He explains that the same phenomenon in different areas of the world may have different and “colorful names” yet they are the same thing.
However, the back of the book suggests that this is produced for children from ages five to nine. Yet beyond the photos, there are little to no access features to help at all. In addition, many of the photos, while being beautiful, have little relevance to the text on the page. For example, on pages 6 & 7, Simon explains how the intense heat from the sun warms our atmosphere and creates the “greenhouse effect.” He goes on to describe the results from the temperature rising across the world and melting the ice caps. But the photo is of a gorgeous sunset, when the heat would be much less than intense. While the picture shows the earth and some directional swirls, there is little to explain how the swirl’s effect impacts the earth.
A quick check with the Flesch-Kincaid reading level and the Fry reading level show that the reading level for this book is grade 5.8 and 6.8 respectively. Regardless which scale you use, the reading level is far above the average nine years old’s reading level, let alone a five years old. Interestingly, when I found the School Library Journal review it stated that this was appropriate for fourth through seventh grades.
“Simon may have done more than any other living author to help us understand and appreciate the beauty of our planet and out universe.” Kirkus Reviews
From School Library JournalGrade 4-7-As with Simon's previous titles on the individual planets (Morrow), this book is a perfect marriage of words and pictures. Each high-quality, full-color photograph or diagram is truly a work of art, suitable for framing. The large-print text, sometimes superimposed on the illustrations, is easy to read. Beginning with the general effects of the sun and the Earth's rotation, continuing with wind patterns, temperature, clouds, and precipitation, and concluding with smog and the greenhouse effect, the author lucidly discusses all of the terms and elements that constitute tropospheric weather. Instruments and the possible affects of human activity on the atmosphere are touched upon. Unfortunately, the full-page diagrams that demonstrate the way the sun warms the Earth and the speed of its rotation do not clearly explain those phenomena. Gail Gibbons's Weather Words and What They Mean (Holiday, 1990) covers much of the same information, but has a cartoon format. Martyn Bramwell's Weather (Watts, 1988; o.p.) is for older readers.Meryl Silverstein, American Museum of Natural History, New York City. (This review is from the original printing. In the second printing, the order of the events are different, though not changed.)
I would probably use this as a trade book beginning in fourth grade (for my GT students) and continuing on through high school. It might be possible to use this near the end of a unit on weather, after other books at reading level and with access features have been used. For the lower grades, shared reading may be of help. For lower grades, I would use it in conjunction with such titles as, Oh Say Can You Say What’s the Weather Today by Trish Rabe and Aristides Ruiz; What Will the Weather Be? By Linda DeWitt and Carolyn Croll; and Flash, Clash, Rumble, and Roll by Franklyn M. Branley and True Kelley.
In higher grades, this would be an excellent tradebook on its own or it could be combined with other books on the topic, such as Weather (Eye Wonder) by DK Publishing or Weather For Dummies by John D. Cox. It could be used on a larger thematic unit like earth’s natural wonders. It might be great to use some of Simon’s other books, such as EarthQuakes, Lightning, Oceans, and Volcanoes.
A teacher might even cut out the pictures, frame them in frames constructed during Art, and display them on bulletin boards. These books are only $6.99 but if money is a concern, you can get used copies for dismantling.
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