SLIS 5420, Module #2: January's Sparrow

January's Sparrow, by Patricia Polacco (2009) is yet another title that rests on the shelves in the 3D Library that I had not read until this week. A long time fan of Polacco's Thank You, Mr. Falker (1998), I chose January's Sparrow to see if I'd fall in love with another of Polacco's works.


Summary


January's Sparrow tells the tale of the Crosswhite family, slaves owned by Master Giltner living in Kentucky during the pre-Civil War era of the 1840s. After witnessing the public lashing of close family-friend, January, the Crosswhite's escape the Giltner plantation and attempt to seek refuge in Canada.


Polacco vividly narrates the Crosswhite's escape as they cross the Ohio River and follow the Underground Railroad narrowly ahead of slave catchers looking for the family. The family soon finds themselves in Michigan, a free state, and decide to stay and rest in the town of Marshall (as many runaways have) before heading to Canada. Days turn into years as readers follow the youngest Crosswhite, Sadie, throughout the family's time in Marshall. Sadie enjoys her life in Marshall as she becomes bosom buddies with the judge's daughter and attends school.


Life in Marshall, however, is not perfect for the Crosswhite family. They stay on high alert for slave catchers and have an escape plan just in case. After four years of free-living in Michigan, Sadie's special wooden sparrow (which she left behind in Kentucky) eerily appears with a cryptic message, "I found you," and the Crosswhite's know their days living free are numbered (p. 60). Next, Master Giltner's son appears and demands to take the Crosswhite's back to Kentucky.


Luckily, the town of Marshall stands up for the Crosswhite's and the family's friend, January, appears to help the family escape to Canada. January's Sparrow ends as readers learn the Crosswhite's return to Marshall post-Civil War and live in freedom among their friends in the town that gathered together to help them in their time of need.


My Thoughts


It's confession time!


Confession #1: I've loved Patricia Polacco's books since I started teaching 8 years ago. Except, before reading January's Sparrow, I've only actually ever read one book of hers (the aforementioned Thank You, Mr. Falker.) [Insert cringe here.] Interestingly, I heard our local public children's librarian saying Polacco's books "drag on and on" just weeks before choosing the book from our reading list. For these reasons, I knew I had to read January's Sparrow.


Confession #2: I am really, really glad I read this book! Sure, for a "picture book," it is quite lengthy (just as the children's library suggested) and, at times the illustrations make the Crosswhite's appear distorted (in a I-am-not-so-sure-it's-a-good-thing way), but the book provides an intimate look at the Underground Railroad and the slave experience through words and pictures that can't possibly be unappreciated.


Confession #3: I don't know if I love this book. I love the storyline, I love the historical aspect, I love the suspenseful events, and I love the happy ending. But, truth be told, I didn't connect with Sadie, the main character, as much as I wanted to. Also, I felt the book was a bit long- I found myself struggling to complete it all in one sitting.


Below, I have included a little bit longer review excerpts than I normally do- as I work through more of what I feel for January's Sparrow, I've found the comments below helpful in deciphering my mixed-up thoughts....


What have others said?


From Horn Book Magazine (2009):

Like Polacco's Civil War story Pink and Say (rev.11/94), this long picture book is based on a true historical incident, one that illuminates the necessity and strategies of the Underground Railroad. Polacco makes the history dramatic and compelling, writing with a minimum of dialect and sentimentality (the last being the bane of Pink and Say). Save for some cartooning in the faces, the pictures for January's Sparrow reveal Polacco at her best: fluid and confident drawing, and an impressive command of the use of the page. Generally filling two-thirds of each double-page spread (occasionally, effectively, spilling across the whole expanse), the pencil and marker illustrations convey the drama through the positions of bodies, leaning in or away, running or at peace. Mood and suspense are created by perspective: right up close as the waves of the dangerous Ohio threaten their boat, and on the next spread pulling back to reveal the calm moon- and starlit shore of the welcoming Indiana riverbank. The story and images alike are sometimes brutal (such as a picture of the scarred back of a whipped man) but undeniably vivid.

And, from School Library Journal (2009):

In lightly idiomatic' language ("Hark now,' their daddy whispered. 'We is gonna cross water tonight! ), the author relates most of the tale from: the point of view of Sadie, the youngest Crosswhite, and threads the narrative with a typical depiction of strong family bonds-expanded here to include the loyally displayed by a crowd of townfolk who not only held off the paddy rollers until the Crosswhites could escape to Canada, but later paid hefty fines for defying fugitive slave laws. The illustrations, which include scenes of a bloody whipping and a heavily scarred back, have an urgent, unsettled look that fully captures file sharply felt danger and terror of Sadie's experiences. Particularly telling is the contrast between the open, mobile, well-lit faces of the Crosswhites and the shadowed, menacing miens of their pursuers. An iffy claim near the end that Lincoln "gave all slaves their freedom" aside, this moving account effectively highlights a significant instance of nonviolent community resistance to injustice.

Some ideas for the library or classroom


January's Sparrow is a must-have for all US History teachers! The book is a very accurate depiction of the Underground Railroad and is a great pairing to other slave narratives (fact and fictional). The book will best serve as a read aloud and will work great as an introduction to slavery and the Civil War. After reading aloud, teachers can engage their students in mini-research projects of topics from the book: the Underground Railroad, slave auctions, free states and slave states, the Fugitive Slave Act of 1793, and Canada's role in the Civil War.


In addition, Polacco's illustrations in January's Sparrow will compliment many an art lesson on using pencils and markers. Polacco's unique shading, coloring, and rough, yet polished illustrations are sure to spark interest and discussion. Also, students can examine Polacco's use of the color as a way to symbolize different emotions and emphasize various objects.

References

Peters, J. (2009). [Review of the book January's sparrow by Patricia Polacco]. School Library Journal, 55(9), 171-172. Retrieved from http://libproxy.library.unt.edu:2103/login.aspx?direct=true&db=brd&AN=518514899&site=ehost-live&scope=site

Polacco, Patricia. (2009). January’s Sparrow. New York, NY: Philomel Books.

Sutton, R. (2009). [Review of the book January's sparrow by Patricia Polacco]. Horn Book

     Magazine, 85(6), 659-660. Retrieved from http://libproxy.library.unt.edu:2103/login.aspx?  

     direct=true&db=brd&AN=518517359&site=ehost-live&scope=site

SLIS 5420, Module #2, Flotsam

This week, I dove head first into the unknown and foreign land of picture books. And, I learned two very important things: 1) I love picture books! 2) Picture books can be extremely relevant and a must-have for middle grades!

Let the reviews begin- first, we'll take a look at the David Wiesner's 2007 Caldecott Award winner, Flotsam.

Summary

Flotsam is a wordless picture book- yet, despite it's lack of words, it does not lack a story. As the book begins, readers meet a young, inquisitive boy enjoying his day at the beach. Soon after, he leaves the comfort of his beach towel searching for "flotsam," (something that floats in the ocean) along the seashore. A large wave crashers ashore, revealing a washed-up antique camera. And thus, the adventure begins!

At the one-hour photo shop in town, the boy gets the camera's film developed and discovers a series of delightful underwater photos- from schools of fish (one of which appears to look like a wind-up toy...), to creatures relaxing in an undersea living room, and aliens hanging out with seahorses, these pictures are not your everyday, underwater snapshots.

The last photo on the role reveals a series of children that have possessed the camera before the main character, from a unique perspective of a photo within a photo within a photo (similar to the "the Droste effect").

The book comes to an end as the young boy's adventures with the camera ends- yet, as the last few pages illustrate, the old camera's adventures are just beginning...

My Thoughts

As a young adult fiction enthusiast, I didn't realize a book without words could tell such a fascinating story! I've read Flotsam several times this week and each time, I noticed more and more in Wiesner's intricately illustrated pictures. Perhaps most unique, Wiesner tells a tale of an underwater world unlike any I have ever seen- he flirts with fantasy (in the form of merman's and aliens), yet I am left believing in the photos, wanting to think that the ocean really is a place of adventure and other-worldly life.

Even more than the story itself, Wiesner's illustrations are a powerful example of a well-illustrated picture book. Each page is fully-covered in bright, crisp colors, whimsical detail (see pages 18 and 19 for an exciting look at extraterrestrial visitors and giant starfish), and realistic interpretation. Even without words, readers can feel what the main character is thinking through Wiesner's detailed method of capturing human emotion through the boy's facial expressions.

As the book closes, I am left feeling pleased that the book has no words, for words would just encroach upon Flotsam's unique style and special, adventure-ridden story.

What Have Others Said?

From School Library Journal (2006):

This wordless book's vivid watercolor paintings have a crisp realism that anchors the elements of fantasy. Shifting perspectives,from close-ups to landscape views, and a layout incorporating broad spreads and boxed sequences, add drama and motion to the storytelling and echo the photographic theme. Filled with inventive details and delightful twists, each snapshot is a tale waiting to be told.

And, from Bulletin of the Center for Children's Books (2006):

There are a multitude of appeals in the story-the fanciful undersea world, the kids-only secret, the web of connections across time and distance-and Wiesner's cinematic visual narrative fills the story out cunningly, beginning with a reminder (as the protagonist peers through a magnifying glass at a baroquely structured crustacean) that the actual denizens of the sea are already pretty  darn fantastical. The boy himself is visually a bit bland and pallid (the kids in the photos actually look more interesting than the protagonist), but the subtle colors and smooth regularity of the watercolor scenes emphasize the normality of the world in which these extraordinary visions turn up, underscoring the "it could happen to you" point.

Some Ideas For the Library or Classroom

At the risk of sounding like a broken record, I am going there... I can't wait to get back to school and share this book with my students! One of the first lessons I teach to the 3rd graders (whom first visit the library this year) is how to "read" the pictures of a book. (I find older readers often breeze over the pictures in the excitement of knowing how to read the words). Why, oh why, haven't I used one of David Weisner's AMAZING books for this lesson before? Flotsam (and others from Weisner) are sure to become staples in my lessons for the 3rd graders.

In addition to using the book in the library, Flotsam will be one of the first picture books I recommend this year to my 5th grade Reading teacher. The idea of using a wordless picture book to teach narrative story writing is ingenious! Teachers and students can share in the writing of the words to Flotsam by working together (or independently) to create the words to the story. I am envisioning the 5th graders huddled around a document camera with Weisner's illustrations projected larger-than-life on a screen. The students can use clipboards to write a sentence (or two, or three) to each page of the book. Sounds like fun (and educational) to me!

References

Fleishhacker, J. (2006). [Review of the book Flotsam by David Wiesner]. School Library Journal, 52(9), 186-187. Retrieved from http://libproxy.library.unt.edu:2103/login.aspx?direct=true&db=brd&AN=518439263&site=ehost-live&scope=site

Stevenson, D. (2006). [Review of the book Flotsam by David Wiesner]. Bulletin of the Center for Children's Books, 60(1), 44-45. Retrieved from http://libproxy.library.unt.edu:2103/login.aspx?direct=true&db=brd&AN=510630435&site=ehost-live&scope=site

Wiesner, David. (2006). Flotsam. New York, NY: Clarion Books.

APA Citation Fun!

I can't express just how happy/excited/ecstatic/in love I am with my new Kindle Fire! I have read more these past few weeks than I have in the last few months combined!

I'll be enjoying several of SLIS 5420's Reading List books in e-book format this semester. While everything I have read says that citing an e-book is just like citing a regular book unless the book can only be found as an electronic source- I am finding parenthetical citations to be a bit of a challenge.

For example, when I quote from my e-book, the "location" I am quoting from is not anywhere near the "page" in the real book! As great KIPPsters big and small say, "When there is a problem, we find a solution," I've decided on a hopefully clear-to-you-the-reader way to cite the pages in my books.

Instead of writing the actual page number in my citations, I'll be citing the location of them- in order to make it as easy as possible to find the quote/reference in your own text, I will include the total number of "pages" as well. For example, I will refer to a page as "Location 1571 of 1975" in hopes that you will be able to find my quotes if you so desire.

And, that is all.

SLIS 5420, Module #1: Are You There God? It's Me, Margaret

I've been a long time fan of Beverly Cleary, but for some reason that fanship never made the obvious cross-over to Judy Blume books. For this reason,  I thought the next "classic chapter book" I'd conquer would be Are You There God? It's Me, Margaret by Judy Blume.

Summary

Judy Blume's classic tale of growing up as young tween Margaret moves from New York to the suburbs with her Mother and Father. Leaving her Grandmother behind, Margaret must come to terms with starting a new school, making new friends, and "growing up" without the woman she's previously spent so much time with.

But Margaret is not alone in this new endeavor, for she has God by her side to listen to her thoughts and problems whenever she needs someone. Unlike most characters in books that talk with God (especially during the 70s when this book was published), Margaret does not belong to a religion. Born of a Christian mother and a Jewish father, Margaret's religious beliefs (or lack thereof) are just another one of her suffering-from-preteen-angst problems.

Soon, though, Margaret as God and a best friend Nancy to help her grow up (and talk about boys, breasts, and periods). Things get complicated for Margaret as we learn more about the dynamics of her life a school- from a first-year teacher to working on assigned projects with classmates she despises, Margaret learns a lot about life and a little about bra-stuffing in this novel.

The book closes as some pretty serious (and groundbreaking for the '70s) topics are tackled by Margaret. For example, Margaret learns an important lesson about rumors and that things aren't always how the look. As Laura, a classmate of Margaret's exclaims (location 1540 of 1975), "Think about how you'd feel if you had to wear a bra in fourth grade and how everybody laughed and how you always had to cross your arms in front of you." It's relatable experiences like these described in the book with such candidity that readers of all ages won't want to put the book down until the very end.

My Thoughts

Wow! How did I miss this book during puberty? I see so much of myself in Margaret as she is one relatable character! Judy Blume captures the tween years and squeezes them into a book perfectly!

More than just your typical chick lit, Blume touches on "growing up" as though the one telling the story really is a 12 year old girl. Even by today's standards, Blume pushes the envelope and doesn't just talk about pads and periods, but delves deeper into the preteen psyche and shows the world the depth to which tweens often think about their struggles. Margaret talks to God like Leigh talks to Mr. Henshaw in Dear Mr. Henshaw by Beverly Cleary- with curiosity and desperation both- as though she is looking for answers from him, but really knows she'll has to work them out herself. One of the most touching talks to God happens at the end of the book (location 1571 of 1975):

I really hurt Laura's feelings. Why did you let me do that? I've been looking for you God. I looked in the temple. I looked in church. And today, I looked for you when I wanted to confess....Why God? Why do I only feel you when I'm alone?

While other women may be reluctant to admit this, the quote above proves that their is just a little bit of Margaret in all of  us. :)

What Have Others Said?

From School Library Journal's blogger, Fuse #8 (2012):

In her June/July 1999 American Libraries article “Places I Never Meant to Be: A Personal View," Ms. Blume says of writing this story, “I wrote Are You There God ? It’s Me, Margaret right out of my own experiences and feelings when I was in 6th grade. Controversy wasn’t on my mind. I wanted only to write what I knew to be true. I wanted to write the best, the most honest books I could, the kinds of books I would have liked to read when I was younger. If someone had told me then I would become one of the most banned writers in America, I’d have laughed.”

And, more from  School Library Journal's blogger, Fuse #8 (2012):

It was probably also the earliest Blume title that has been routinely challenged and banned. American Writers for Children Since 1960: Fiction says that, “Attempts at censoring the book have continued throughout its lifetime; the Newsletter on Intellectual Freedom reports that it has been charged with ‘denigrating religion and parental authority’ and being ’sexually offensive and amoral’.” Ms. Blume says of her first experiences with banning, “. . . one night the phone rang and a woman asked if I was the one who had written that book. When I replied that I was, she called me a communist and hung up. I never did figure out if she equated communism with breast development or religion.”

I've been aware of the book's controversy when it was originally published for several years. Certainly, the book's hype has died down as more and more boundaries are being broken by young adult authors every day?  I decided to hop on over to www.commonsensemedia.org to see what present day critics of controversy are saying:

From Katherine Olney on www.commonsensemedia.org:

Parents need to know that this book presents a pretty realistic take on what it's like to be a sixth-grade girl (which means it's fine for girls a bit younger since they are always looking ahead): Readers will find it easy to relate to honest Margaret, who says "I want to be like everybody else." There's some talk about periods, boys, bras, and bodies -- and Margaret sneaks her father's Playboy for her curious friends to look at. She and her friends gossip about the most-developed girl in class, and, at a party, the kids play "Two Minutes in the Closet" and other kissing games. Margaret grapples with some big questions about growing up, including what religion she should be (if any). She talks to God in a very personal way and at one point even gets so angry at him that she refuses to talk to him anymore. Ultimately, tweens learn that they're not alone in wishing that they would hurry up and grow up.

My inference was right! While Blume's topics have stood the test of time, it looks as though (some) of the controversy has been laid to rest.

Some Ideas for the Library or Classroom

I can't wait to share this book with my tween readers! First step: move the book from the Teen section of the library to the Fiction section of the library! (Long story short: running a library for 9-16 year olds is complicated... especially if you haven't read all of your books!) Second step: recommend the book to Yolanda! I know this is exactly what she's looking for! As a fan of The Winnie Years by Lauren Myracle and a Beverly Cleary fanatic (like me!), she'll eat this book up! I am not sure this is  a book that I will do a formal book talk on or make a book trailer for- I think it will be a special title I will share with the tween ladies personally and hope word-of-mouth catches on!

I can't honestly say that I will actually implement this next idea, but it is certainly one worth mentioning. Are You There God? It's Me, Margaret would be an excellent book for a discussion on banned books and censorship with my older readers. With so many fans of Crank by Ellen Hopkins in the 8th grade, I think students would be shocked by the controversy of Blume's book and an engaging conversation would be sure to commence!

References

Bird, E. (May 19, 2012). Top 100 Children’s novels #74: Are you there, god? It’s me, margaret by Judy Blume. Message posted to http://blog.schoollibraryjournal.com/afuse8production/2012/05/19/top-100-childrens-novels-74-are-you-there-god-its-me-margaret-by-judy-blume/
Blume, J. (1970). Are you there god? it's me, margaret. New York, NY: Delacorte Press.

Clearly, B. (1983). Dear Mr. Henshaw. New York, NY: HarperTrophy.

Hopkins, E. (2004). Crank. New York, NY: Simon Pulse.
Myracle, L. (2004-2011). The Winnie Years [book series]. New York, NY: Dutton Children's Books.
Olney, K. (2012). Are you there god, it's me, margaret? [Review of the book Are you there god? It’s me, Margaret by Judy Blume]. Retrieved from http://www.commonsensemedia.org/book-reviews/are-you-there-god-its-me-margaret

SLIS 5420, Module #1: Bunnicula

When I started the library program at 3D three years ago, Bunnicula was one of the first books I entered into the system and shelved. I think the book has been on the shelf ever since... I haven't picked it up, haven't recommend it to any students, and after checking the circulation records, I discovered the book hasn't ever been checked out!

After reading Bunnicula as part of the "Classic Chapter Books" reading assignment for SLIS 5420, I feel very sad for the poor, never moved nor checked out copy of Bunnicula on my library shelf. I promise a better future for that old copy and hopefully, a better future for many more copies, too.


Summary
On the opening page of Bunnicula (1979), readers meet Harold, the Monroe's' loving and intelligent dog. Harold serves as the narrator for the book and does he definitely have a story to tell! After a series of fortunate events at the movies that evening, the Monroe's have become the proud owners of a cute, fluffy bunny rabbit.

The Monroe's are excited to host a new pet (in addition to Harold and a cat named Chester) into the family. The two boys, Toby and Peter are especially excited. A few days after the appropriately named Bunnicula, has joined the family, Harold and Chester begin to notice the bunny's strange behaviors; from sleeping all day to vegetables mysteriously turning white, Chester becomes determined that Bunnicula is a vampire! While the human members of the Monroe family are concerned with their damaged vegetables, they don't make a connection between their new family pet and the problem.

Chester, however, is convinced they've taken a dangerous monster into their family. With the help of Harold, lots of garlic, and a grandfather clock, the two set off to expose Bunnicula. Yet, after careful observation and some one-sided conversations, Harold begins to develop a friendship with Bunnicula. And, when Chester decides that starving Bunnicula is the only solution to the family's problem, Harold graciously (and messily!) rescues the poor, hungry bunny from Chester's wrath!

My Thoughts
This fast-paced, quirky and comical tale of family pets (and Dracula) warmed my heart and made me smile. The relationships between the characters reminds me of  my family pets . One of the Monroe's two young boys, Toby, feeds Harold chocolate cake and cheese crackers (Harold's favorite!)- affirming the idea that the way to a dog's heart really is through his stomach.

When told well, stories narrated by family pets, like Bunnicula, are some of my favorites- especially when they include a fang-toothed bunny! This week, I've found myself referring to Bunnicula several times in my conversations with my boyfriend, Colin. I've been talking to his dog, Sasha, just as if she were Harold- and imagining Harold's thoughts to be similar to hers. When she put her paws on the new couch, I thought about Harold's love of putting his paws on the counter (441), "I jumped up on a chair, and in all the excitement, no one noticed that I had my paws on the table."

What Have Others Said?

In an original review from Booklist in 1979, Hearne describes Bunnicula as  a book that "...will offer young readers the entertainment of mystery and spoof. A sure read-aloud and a nice follow-up for fans of Don and Joan Caufield’s Incredible Detectives." Similar to my thoughts above, Hearne (1979) also describes Harold the dog as one who "...narrates this caper with all the dignity appropriate to one of his nature and background. By occupation he is a dog, but by preoccupation he’s a concerned participant in events that rock his usually stable professional family...."

Always curious to read what the folks at www.commonsensemedia.org have to say about a text, I sought out their review next. And, here's what S. K. List had to say:

Thousands of young readers have given this book their approval, and they're sure to be joined by thousands more -- with good reason. In fact, kids with even a smidgeon of attraction to horror will gobble this book up. And for over 20 years, they already have. One typical older fan remembers the book vividly: "It's funny, creative, and just silly enough not to be stupid. The animals are well characterized, too, in the way they talk. It's a great book."

The lighthearted inspiration that led Deborah and James Howe to almost daydream this book into reality shines through its pages, charming and amusing the reader. The intelligent Chester and his down-to-earth chum, Harold, go their separate ways over the dangers the fanged bunny brings into their home. But their differences are resolved in the end, with the vampire mystery lingering just enough to support … a sequel. (Several of them!)

Some Ideas for the Library or Classroom

I am excited to return to 3D and recommend this book to my students- I have several in mind that I know will enjoy it. I plan to suggest the book to some of the 3rd and 4th graders that are ready to read books at a  higher reading level with more intricate vocabulary, but are not necessarily ready to tackle a longer book yet. (Ahh... the age old problem of fluency vs. comprehension raises its Bunnciula-like fangs again!!) In addition, I think this book will serve as a "gateway" to some other classic books. (I often struggle to get students to read the "older" books- they always want to read the new, shiny, popular texts). If I can get them to try a short classic like this one, maybe I can convince some of them to try another... and another... and another!

I also think Bunnicula would be an awesome text for a lesson on context clues. The authors use very complex vocabulary (reverie appears on the first page) and students could easily partner read aloud the text, search for challenging words, use context clues to determine the meaning of the words, and verify the meaning with the dictionary. Here's to using authentic literature in the English class!

---

References:

Hearne, B. (1979, May 15).  Bunnicula: A rabbit-tale of mystery [Review of the book Bunnicula, by Deborah and James Howe]. Booklist. Retrieved from http://www.booklistonline.com/Bunnicula-A-Rabbit-Tale-of-Mystery-Deborah-Howe/pid=2650022?pid=2650022

Howe, D., & Howe, J. (1979). Bunnicula: A rabbit-tale of mystery. New York, NY: Atheneum Books for Young Readers.

List, S. K. (2012). Bunnicula: A rabbit-tale of mystery [Review of the book Bunnicula, by Deborah and James Howe]. Retrieved from http://www.commonsensemedia.org/book-reviews/bunnicula-rabbit-tale-mystery

A New Class! SLIS 5420

I <3 books!

This week I started a new journey in the form of a UNT grad class called Youth Literature. I have been waiting for months to take this course- I love reading and I love youth, so the class is the perfect marriage of all (ok... most, sorry Colin!) things I love!

Over the next several weeks, I'll be posting about the "youth literature" I read. And so let the blogging commence! Here's to great reading, great reviews, and of course, great books!

Eat. Sleep. Read.