Book Review – THE TARANTULA SCIENTIST

Book Review – THE TARANTULA SCIENTIST

           (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Montgomery, Sy.  2004.  THE TARANTULA SCIENTIST.  Photographs by Nic Bishop.  Boston:  Houghton Mifflin, Co.  ISBN 0618147993

2.       PLOT SUMMARY

Can you say “arachnologist” (pronounced “ar-rack-NAWL-o-gist”) (p.7)?  By the time you finish reading this amazing 80 page spread, you will not only be familiar with the term “spider scientist,” but you will have a good basic working knowledge of tarantulas.  From the same team that brought you 1999’s “The Snake Scientist”, Sy Montgomery (author) and Nic Bishop (photographer) make a joint effort with tarantula expert Dr. Sam Marshall to entice you to learn more about this mysterious species.    

3.       CRITICAL ANALYSIS

Montgomery and Bishop accompany “spider scientist extraordinaire,” affectionately referred to throughout the text as just Sam, on one of his many expeditions in South America’s French Guiana.  The mission:  find out as much as they can about the largest species of tarantulas, the Goliath birdeater. 

It is quite refreshing to read a text from experts in which it is admitted that all the answers are not known.   Some of the information presented reveals that there are only a few tarantula scientists and much research needs to be done (p. 13-15).  Among some of the things that they could answer about other types of tarantula’s and spiders include an explanation of the origin of its name, habitat, eating habits, anatomy, web making, and mating.  These facts were often offered in a comparison and contrast manner that may help readers organize information.

Speaking of organization, reference aids such as photo captions in bold earth-toned brown font provides additional information that helps the reader gain more knowledge.  A map of the setting, subheadings, pronunciation guides, translation of French words, “Spider Speak” glossary, spider stats, index, and annotated bibliography are also notable features that lends more on the accuracy of the content.  In addition, Bishop’s abundant and impressive full-color photos may make the hairs on the back of your neck rise as you see an up-close view of the hairy creatures.  The pictures spread throughout nearly every page undoubtedly documents Sam’s concentration and passion as he performs the sweat producing work of spider hunting. 

Montgomery’s use of suspense, humor, and conversational style adds voice to the writing.  Including dialogue from Sam not only demonstrated the passion of an arachnophile (“a person who appreciates arachnids – spiders”, p. 77-78), but it enhanced the overall flow of the piece.  Letting the audience know that Sam made bad grades as a student, and his previous view of science as just “memorizing a bunch of facts” adds a sort of realism that may help kids discover the great wonders of science just as he did. 

It is recognized that “most people don’t know anything about spiders because they are afraid of them” (p. 66).   This book, however, will leave many considering why we should care about this peculiar, yet fascinating subject.   

4.       REVIEW EXCERPT(S)

ALA ROBERT F. SIBERT HONOR BOOK 2005

TEXAS BLUEBONNET AWARD NOMINEE 2005-2006

       SCHOOL LIBRARY JOURNAL, BEST BOOKS OF THE YEAR 2004

       NATIONAL SCIENCE TEACHERS ASSOCIATION AND CHILDREN’S BOOK COUNCIL   

       OUTSTANDING SCIENCE TRADE

       BOOK FOR CHILDREN – “SELECTORS CHOICE” 2005

SCHOOL LIBRARY JOURNAL:  “A treat, even for arachnophobes.”

BOOKLIST:  “Readers will come away armed with facts about spiders in general and tarantulas in particular, but even more important, they'll have a clear understanding of how the answers derived from research become the roots of new, intriguing questions.”

5.       CONNECTIONS

·      Students may create a color photo poster presentation comparing the anatomy, habitat, and diet of spiders, tarantulas, and other invertebrates. 

·      Related texts:

Mitchell, Susan K.  2011.  BIGGEST VS. SMALLEST CREEPY, CRAWLY CREATURES.  ISBN 9780766035812

·      Montgomery invites teachers to visit the following websites for activities that accompany THE TARANTULA SCIENTIST:  www.houghtonmifflinbooks.com/librarians/teacher.shtml or www.authorwire.com

Other resources used:

www.ala.org

www.amazon.com

www.authorwire.com

http://www.nsta.org/

http://www.schoollibraryjournal.com/

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES

Book Review – ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES

(Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Sones, Sonya.  2004.  ONE OF THOSE HIDEOUS BOOKS WHERE THE MOTHER DIES.  New York:  Simon & Schuster Books for Young Readers.  ISBN 0689858205

2.       PLOT SUMMARY

Ruby, originally a 15-year-old Bostonian, reluctantly moved “thousands of miles away” to Los Angeles to live with her dad after her mother’s untimely death.  Resentful of her absentee movie-star father, Ruby is faced with this life changing event, forced to live with a man she barely knows.  All the comforts of home like her boyfriend, friends, and her aunt were left behind as she is challenged to form a new relationship with her father.   This novel in verse chronicles the now new life of the young Ms. Milliken in a poignant and unforgettable adolescent perspective. 

3.       CRITICAL ANALYSIS

This form of poetry is written in free verse format.  Ruby’s conversational style narration, as if she is speaking to the reader through an online journal, along with subtitles makes it easy to read and well-organized.  The story begins with her account of the plane ride to L.A., moves further to meeting her father and settling into her new home, and transitions to her finding out life changing surprises.  Throughout the dialogue, she communicates with her boyfriend, best friend, and even her dead mother through email.  Italics and change of font to distinguish between the emails of different characters adds to the organization.  Although there are no illustrations or photographs in this type of verse, Sones’ effective use of sound and language convey the character’s thoughts and create imagery. 

Sarcasm, profanity, sexuality, and drugs are among some things included that may be inappropriate for young readers.   However, these themes along with references to up-to-date celebrities (i.e. Cameron Diaz, Brad Pitt, Eminem, etc.) and events (Payless, Nike, MTV Cribs) are some aspects in pop culture some young adults may identify with.  The conclusion does not exactly give a “fairy tale” ending, but gives readers some type of resolve to build upon.  While this is a work of fiction, young adults may enjoy this book for its parallel to some ugly issues their cohort face. 

4.       REVIEW EXCERPT(S)

AN ALA BEST BOOK FOR YOUNG ADULTS 2005

IRA 2006 YOUNG ADULT’S CHOICES LIST

PUBLISHERS WEEKLY:  “Ruby's voice conveys genuine emotions.”

SCHOOL LIBRARY JOURNAL:  “This is not just another one of those gimmicky novels written in poetry. It's solid and well written.”

5.       CONNECTIONS

·         Reading aloud excerpts and discussions are always good ways to help facilitate learning.  Visit the Dallas Public Library Catalog for suggested “Book Discussion Guides” which introduces the author, have sample questions, and other suggested books for follow-up reading at the following website link: 

http://catalog.dallaslibrary.org/Polaris/search/searchresults.aspx?ctx=1.1033.0.0.6&type=Keyword&term=ONE%20OF%20THOSE%20HIDEOUS&by=TI&sort=PD_TI&limit=TOM=*&query=&page=0#__pos2

(Note:  You must select the book title, then click on the “Book Discussion Guides” link located on the right once you enter the site.)

Other resources used:

www.ala.org

www.reading.org

www.amazon.com

http://www.schoollibraryjournal.com/

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – Technically, It’s Not My Fault

Book Review – Technically, It’s Not My Fault

(Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Grandits, John.  2004.  TECHNICALLY, IT’S NOT MY FAULT:  CONCRETE POEMS.  New York:  Clarion Books.  ISBN 061842833X

2.       PLOT SUMMARY

“Technically, It’s Not My Fault,” introduces a quirky 11-year-old boy named Robert, who is always involved in something funny and mischievous (case in point, read the introductory story on the cover above).   Typical activities and interests of young people, like school, sports, video games, roller coasters, eating, sleepovers, and bugging your sister (…you know, the usual) are portrayed in verse.  These life adventures are recorded poem by poem in a “concrete” format.  By “concrete,” it is meant that his words come to life as the text twists, turns, creates sounds and main idea objects while describing Robert’s day.  Take this hilarious journey and see for yourself that his mishaps are “technically” not his fault.

3.       CRITICAL ANALYSIS

John Grandits does a superb job with language in this unique collection of concrete poems.  Although the element of rhyme was rarely used, the poems had a rhythmic flow due to the conversational style of the characters’ speech.  It brilliantly captures a kids life in a way a youngster probably could not fully articulate.  It may be research, or remarkable hindsight.  Whatever the case, Grandits makes readers feel like they actually know Robert and the other supporting characters.

Word choice, and thankfully not profanity, kids often use to vent like “stupid” and “crazy,” along with newly invented word “snarpy” (in “Where New Words Come From”), plays a pivotal role in identifying with young people.  It was also funny to note that in the poem just mentioned above, the adults’ words began to get smaller in font as Robert tunes them out – as if the volume was being turned down.  How many times in life do we feel like kids just don’t listen?   These poems are written from a kid’s perspective, thus allowing everyone to see what in the world else could they be thinking (as humorously noted in “What Are You Thinking About, Robert?”). 

Grandits book design displays a smart use of mixed media, computer software text font and marker drawing, to create illustrations and word text.  Amazingly, over 30 different types of red and black text font makes up the bulk of the story.  Using the red text to complement the black often highlights titles, captions, another character’s perspective, and more.  The illustrations are appropriately simplistic because the text creates most of the images.  Words were often twisted, turned, curved, slanted, jumbled, and stretched to create a graphic effect.  It was such an inviting way to give readers’ eyes a “visual workout.”  One is given a chance to practice reading upside down, right side up, sideways, and almost every way!

This often sarcastic, yet entertaining, collection of poems embodies the weird humor tweens, teens, and young adults (and probably people of all ages) will love.  As the aunt of a 13 going on 14 year old male reluctant reader, I would highly recommend this to him and others as a stepping stone in appreciating different types of poetry, and reading in general. 

4.       REVIEW EXCERPT(S)

            PUBLISHERS WEEKLY:  “A technically (and imaginatively) inspired typeface

            experiment.”

BOOKLIST:  “…this winning, highly creative collection, convince readers that poetry can be loud, outrageous, gross fun.

SCHOOL LIBRARY JOURNAL:  Starred Review – “Grandits combines technical brilliance and goofy good humor to provide an accessible, fun-filled collection of poems, dramatically brought to life through a brilliant book design.”

5.       CONNECTIONS

·         Have students create their own concrete poems after reading this, and other examples, aloud.  In the beginning, providing a topic may be helpful as students brainstorm the design of text and illustration.  Students may gradually begin to select their own topics.

·         Other books of concrete poetry:

Grandits, John.  2007.  BLUE LIPSTIC:  CONCRETE POEMS.  ISBN 9780618851324

Janeczko, Paul.  2001.  A POKE IN THE I.  ISBN 0763606618

·         Visit the author’s website to learn about him, his other works, and more info on concrete poems:

http://johngrandits.com/

Other resources used:

www.amazon.com

http://www.schoollibraryjournal.com/

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – Mirror Mirror

Book Review – Mirror Mirror

(Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Singer, Marilyn.  2010.  MIRROR MIRROR:  A BOOK OF REVERSIBLE VERSE.  New York:  Dutton Children’s Books.  ISBN 9780525479017

2.       PLOT SUMMARY

Do you remember the classic fairy tales such as Cinderella, Snow White, and Goldilocks?  Maybe those that were characterized as villains could possibly be victims.  This compilation of 14 short poems written in reverse fashion allows readers to consider a different perspective.  Although established in the traditional and magical setting of each tale, a modern twist of reading verse from both top-down and bottom-up are explored.  Thus, these legendary fairy tale characters show us that there are always two sides to a story. 

3.       CRITICAL ANALYSIS

Marilyn Singer’s self-created “reverso” is a delightfully contemporary take on character viewpoint.  The rhythmic matter-of fact language, although not in rhyme for the majority of the poems, helps the reader feel the “disappointment” (as stated in the title of one of the poems) some of the characters face.  The element of rhyme is not necessary, as the arrangement of words lend a surprisingly meaningful syntax when read both ways.  For example, in one of the first poems entitled “Cinderella’s Double Life” the following lines appeared:  “Stuck in a corner, while they’re waiting for a chance with the prince, dancing waltz after waltz…” (Cinderella’s perspective) and in reverse “…dancing waltz after waltz with the prince while they’re waiting for a chance, stuck in a corner” (still Cinderella’s perspective – but the outcome is more favorable for the character).  The word arrangement in the pair makes sense in each instance. 

Subtle changes in capitalization and punctuation alter the intonation of key words, which in turn transform the overall meaning.  In addition, when reversed, one can see how the English language is so diverse because some words and phrases contain double meanings.  For instance, the word “goose” in the Hansel and Gretel inspired poem “Have Another Chocolate” could be defined as a “type of bird” on one side of the paired poem and could mean “silly person” on the other side.  Multiple meanings are also assigned to the word “fool” in the poem “Disappointment” – meaning “a silly person” and “trick.”  The simple change of reversing the poem allowed some nouns to become verbs, and vice versa.

It would be remiss to exclude the wonderful contributions of illustrator Josee Masse.  Great cover illustrations display a large mirror in which two counterparts look up (or down – depending on perspective) at each other.  On the inside, her vibrant use of primary colors coupled with a collage type gathering complemented the side-by-side paired poem text.  This “mirror” fashioned design is something in which children of all ages will be able to identify.  It uniquely builds upon even the youngest reader’s background knowledge of T-charts and fairy tale characters.  Undoubtedly, “Mirror Mirror” is a clever marriage between fairy tale and verse which marks a brilliant beginning to this distinctive art form.     

4.       REVIEW EXCERPT(S)

2011-2012 Texas Bluebonnet Award Nominee

BOOKLIST:  Starred Review – “A must-purchase that will have readers marveling over a visual and verbal feast.”

SCHOOL LIBRARY JOURNAL:  Starred Review - This is a remarkably clever and versatile book that would work in any poetry or fairy-tale unit.  A must-have for any library.

5.       CONNECTIONS

·         This is definitely a poem collection begging to be read aloud.  Reading aloud the classic fairy tale version along with the “reverso” will help engage students into considering alternative perspectives in character study.  An adaption of Reader’s Theater may be explored, also.

·         Follow up read aloud sessions by taking Singer up on her offer of trying this format.  Pairs of students may collaborate as they attempt to compose their own reversible verse. 

·         Another book that shows the importance of syntax:

Gravett, Emily.  2007.  ORANGE PEAR APPLE BEAR.  ISBN 9781416939993

·         Another book of poetry that tell different perspectives of fairy tale characters:

Whipple, Laura.  2002.  IF THE SHOE FITS:  VOICES FROM CINDERELLA.  ISBN 0689840705

·         Websites of the author and illustrator – take time to view their other works:

http://marilynsinger.net/

http://www.joseemasse.com/

Other resources used:

www.amazon.com

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.merriam-webster.com/

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – The Lion and the Mouse

Book Review – The Lion and the Mouse

           (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.       BIBLIOGRAPHY

Pinkney, Jerry.  2009.  THE LION AND THE MOUSE.  New York:  Little, Brown and Co. Books for Young Readers.  ISBN 9780316013567

2.       PLOT SUMMARY

Lion, King of the Jungle, was disturbed from a peaceful rest by a tiny mouse one mid-morning in the “African Serengeti of Tanzania and Kenya” (see Artist’s Note in the afterword).  Angered by the nuisance, Lion contemplated destroying its prey.  Somehow, Mouse convinced the great beast to release him to the safety of his family.  Meanwhile, a pair of hunters on safari arrived in a jeep to set a trap.  Lion became the victim caught by the snare, and thus caught in a predicament his size alone could not handle.  Every animal in the forest were fully aware of his great misfortune due to the loud “roar” he gave; even mouse.   Remembering how Lion set him free previously, Mouse came up with a strategy to also free Lion in order to repay the favor.  Scratching and gnawing at the ropes of the trap took persistence, not necessarily great size.  This proved that even the smallest creatures have something immeasurable to contribute.

3.       CRITICAL ANALYSIS

This nearly wordless retelling of a famous Aesop fable is a delightful insight into the relationship between creatures big and small.  The few words that were used, involved mostly animal sounds (i.e. whoooo, grrr, squeak, etc.).  These words, though limited, were imperative in providing the reader with a sensory experience,   which captured the essence of the story.  Pinkney’s award winning illustrations, however, were the central focus that brought this age-old retelling to life.  Visual elements such as the following really showcased the talent of this author/illustrator:  the presentation of animal’s facial expression, detailed images that helped display an underlying theme of family (i.e. a family of ants on a blade of grass near the beginning of the story; families of elephants, birds, and giraffes; and the mouse’s and lion’s family displayed), an aerial view of the forest, and windowpanes exhibiting the sequential steps Mouse took to rescue Lion.  In all, the pictures told the story in an effective way that will have a special presence in years to come.

4.       REVIEW EXCERPT(S)

2010 Caldecott Medal Winner

PUBLISHERS WEEKLY:  “Pinkney has no need for words; his art speaks eloquently for itself.”

SCHOOL LIBRARY JOURNAL:  Starred Review - “The ambiguity that results from the lack of words in this version allows for a slower, subtle, and ultimately more satisfying read.”

1.       CONNECTIONS

·         Other versions of this tale could be studied to compare/contrast outcome and character perspective.  Students could explore writing different outcomes.  This can also be done using wordless picture books.

·         Another variants/versions of this book:

White, Mark.  1971.  THE LION AND THE MOUSE:  A RETELLING OF AESOP’S FABLE.  ISBN 1404802169

·         Websites with video clips featuring different versions of this tale:

http://www.youtube.com/watch?v=SXYW0blGk4w

http://www.youtube.com/watch?v=1bSpwUrxweU

Other resources used:

http://www.publishersweekly.com/

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.

Book Review – The Three Pigs

Book Review – The Three Pigs

 

           (Image obtained from the Dallas Public Library website:  http://www.dallaslibrary2.org/)

1.      BIBLIOGRAPHY

Wiesner, David.  2001.  THE THREE PIGS.  New York:  Clarion Books.  

 ISBN 9780618007011

2.     PLOT SUMMARY

Blown right into a world of fantasy, the three pigs escaped demise as the wolf “huffed” and “puffed” their house down.  As in other versions of this tale, three pigs set out to make a new life for themselves.  Each built their home of different materials:  straw, sticks, and bricks.  Instead of being consumed by the wicked wolf, the pigs crossed over to an imaginary land where they encounter the famous nursery rhyme character “cat and the fiddle” and a medieval dragon.  While looking back into their homeland from the fictitious world they entered, the pigs noticed the fine craftsmanship of the third pig’s dwelling (made of bricks).  This observation, along with the desire to return, led the pigs and their new found friends back home.  In the end, these characters joined forces to form their “happily ever after.”

3.     CRITICAL ANALYSIS

David Wiesner balances the traditional telling of this story with a clever twist.  He draws readers in with original details that make it so unforgettable.  The predictable language, repetition, and rhyme used by the wolf and pigs are a trademark children love to imitate.  These well-known lines include “Little pig, little pig, let me come in…Not by the hair of my chinny-chin-chin…Then I’ll huff and I’ll puff and I’ll blow your house in!”  Although these words included in many other versions add a hint of humor to the tale alone, the dialogue between the characters (including the use of call out balloons) in Wiesner’s account provide further amusement.

Wiesner’s illustrations also added humor as it ingeniously allowed readers to see the pigs viewing their old life as a storybook.  The voyage consisted of the pigs flipping the pages of the book with their bodies, crumbling pages, manipulating the pages into a paper airplane, and straightening the pages to jump back into their world.  In some instances, the pages seemed as though they were “windows” into many worlds.  Jumbled text at the end of the story clearly left the wolf disheveled, as the reader has to use prior knowledge, context clues, and interpretation to figure out the wolf’s fate. 

4.     REVIEW EXCERPT(S)

2002 Caldecott Medal Winner

PUBLISHERS WEEKLY:  “Even the book's younger readers will understand the distinctive visual code.”

SCHOOL LIBRARY JOURNAL: “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”

5.     CONNECTIONS

·         Other versions of this tale could be studied to compare/contrast outcome and character perspective.  Students could explore writing different outcomes to create their own fractured tale.

·         Other variants/versions of this book:

Galdone, Paul.  1970.  THE THREE LITTLE PIGS: A FOLK TALE CLASSIC.  ISBN 9780547370200

Scieszka, Jon.  2009.  THE TRUE STORY OF THE 3 LITTLE PIGS.  ISBN 9780142414477

Lowell, Susan.  1992.  THE THREE LITTLE JAVELINAS.  ISBN 0873585429

·         Websites with lesson plan ideas:

http://printables.scholastic.com/printables/detail/?id=39411

http://www.vickiblackwell.com/lit/threepigs.html

http://www.hubbardscupboard.org/three_little_pigs.html

Other resources used:

http://www.publishersweekly.com/

http://www.schoollibraryjournal.com/

http://en.wikipedia.org/wiki/Main_Page

http://www.lancastertxlib.org/

http://www.dallaslibrary2.org/

This book review was created as an assignment for a course at

Texas Woman’s University.