Bodies from the Ice: Melting Glaciers and the Recovery of the Past

Bibliography

Deem, James M. 2008. Bodies from the Ice: Melting Glaciers and the Recovery of the Past. US: Houghton Mifflin Harcourt Publishing Company. ISBN 0-618-80045-X.

Summary

During a hike on an Italian mountain, a couple stumbled upon a find that would change the research field: a corpse. The discovery was a 5,300 year old corpse that spurred research in the field of mummies and bodies found in glaciers as well as finding the reason why glaciers are melting at a faster pace than in the past. Ongoing research is trying to discover the factors that affect the melting process and what can be done to change or slow down the process.

Critical Analysis

Included in the bibliography section are over 50 sources from which the author has gathered research to include in this book. Deem was in the field, collecting data, pictures and information that took years to gather. Throughout the book, the author differentiates between fact and assumptions:

Early research theorized that, caught in a snowstorm, Otzi fell asleep and froze to death.

After examining the body, scientists concluded that Otzi had been naturally mummified within a few months of his death.

This book is one to read from first page to last, in order. Each page has information that connects to each other to tell the story of how the research got started, why it was important and other key information that would not have been understood if previous pages had not been read. Included at the beginning of the book is a table of contents made easy for readers to identify. Throughout the book contains heading and subheadings, as well as side tables, a glossary, and acknowledgements.

The title itself drew me in as a reader. It was catchy and I wanted to open the book and discover what the book was about. Many of the pictures are from the field, meaning real life pictures during the research. This book would be deemed appropriate for young adults such as middle and high school students considering the content, layout, language, and level of reading and comprehension needed. Younger readers may be scared off from the graphic pictures and content (such as children frozen in the glaciers and as mummies).

Review Excerpts

Robert F. Sibert Informational Book Award Nominee 2009
American Library Association Notable Books for Children Award 2009
Young Hoosier Book Award Nominee 2010

Booklist- There are books about melting glaciers and books about frozen bodies, but this attractive offering combines the topics in a way that will intrigue readers.

School Library Journal- With its extensive bibliography, suggested Web sites, and a listing of glaciers to visit, Bodies is a fantastic resource. Deem superbly weaves diverse geographical settings, time periods, and climate issues into a readable work that reveals the increasing interdisciplinary dimensions of the sciences.

Connections

• Visiting the websites contained in the end of the book:
• All About Glaciers: http://nsidc.org/glaciers/
• Glacier Page: www.jamesmdeem.com/page.glacier.htm
• The Mummy Tombs: www.mummytomb.com/otzi.htm
• South Tyrol Museum of Archaeology: http://www.iceman.it/
• Brainstorming ideas and sharing with others ways to help the environment to help slow down the process of the glaciers melting.
• Finding research on the current research of why glaciers are melting at a faster rate.

Our Solar System

Bibliography

Simon, Seymour. 2007. Our Solar System. US: HarperCollins Publisher. ISBN 0-06-114008-2.

Summary

Our solar system is one tiny piece of the Milky Way. Simon takes us exploring by describing each planet (for example, the make-up and size) and comparing it to Earth to give readers a sense of the differences and sheer size of what is orbiting out there in space. Included are pictures taken from various times through satellite pictures.

Critical Analysis

From research about Seymour Simon, he is the author of many acclaimed children's science books. He has dedicated his life to bringing science and discovery to children of all ages. The Smithsonian Institute was created to increase and to spread the wealth of knowledge to all. The research collected and shared within this book has brought information for young readers to begin their exploration into space and what surrounds us in the universe.

The organization within the book starts with the introduction and provides information for each planet, starting with Mercury and moving away from the sun. The information provided includes factors such as size and comparison to Earth (for example, If Jupiter were hollow, more than 1,300 planet Earths could fit inside) , any moons (Uranus has five large moons and at least twenty-two smaller ones), what each planet is made of, and any other special features for each planet. The book is organized in a matter where the reader would not get distracted by side paragraphs and can focus on the text and pictures.

The photographs contained in this book are real images from telescopes and satellites. Many images are full-pages and show details of planet images, such as Jupiter's Great Red Spot while other images are graphic images to demonstrate certain aspects such as the greenhouse effect. In this book, it was important to use real images for readers to see and appreciate the differences of each planet.

The style of the book invites readers to discovering each planet, as well as discovering comets, meteoroids, comets and asteroids. The language used is simple and to the point, informing readers what the author wants to share and vital information, such as the criteria for classifying planets and why Pluto is no long considered a planet but a dwarf planet. The author left me wanting to learn more about certain aspects and whatever else is out there in our vast universe.

Review Excerpts

Booklist- One of those "must have" books for children's nonfiction collections, this will be useful as well as beautiful for years to come. Consider multiple copies.

School Library Journal- This book serves best as an introduction to the single topic books since the information presented here is quite brief.

Kirkus Reviews- Handsome diagrams show relative sizes and vital statistics of the planets, pinpoint the solar system's location in our galaxy, and map the planets' orbits. It would be hard to imagine a better introduction to our little corner of the universe.

Connections

• Visit websites:
• http://www.si.edu/
• http://www.nasa.gov/
• hubblesite.org
• Perform a study on certain planets or areas of interest about space and the universe.
• Create diagrams to display and inform others about space.

What To Do About Alice?: How Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Teddy Crazy!

Bibliography

Kerley, Barbara. 2008. What To Do About Alice?: How Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Teddy Crazy! Illus. by Edwin Fotheringham. New York: Scholastic Inc. ISBN 0-439-92231-3.

Summary

This is the story about Theodore Roosevelt's spunky, adventurous, strong-willed daughter, Alice. Theodore thought being president of the United States would keep him busy but he thought wrong. This book goes through the life of Alice, how she went against society's rules but still maintained to win the hearts of the world through her work for her father.

Critical Analysis

Accuracy and Organization- Kerley includes in the back cover of the book sources from which she obtained the information included in the book. She has also included quotes from those sources. Included at the end of the book contains more information not mentioned in the story to give readers a chance to get to know more about Alice Roosevelt. Kerley uses the form of picture book biography to entice children to learn about the exciting life of Alice. The author states the 'problem' that Teddy Roosevelt had...Her name was Alice was the line that introduces Alice to the reader. Kerley starts from the beginning of Alice's life and chooses parts of Alice's life to support Teddy's problem. She picks information that is child-friendly but still somewhat upbeat while leaving the adult-information out of the story (such as the political aspect). The organization of the book helps readers to connect with an important part of Alice's life.

Design and Style- The artwork provided by Fotheringham is bold and lively, helping to tell the story of this strong-willed woman who was full of curiosity and adventure. Each picture brings to life the words provided by Kerley. The images of Alice always standing tall and never hanging her head down shows readers of Alice's self-confidence and her zeal for life. Not only were the pictures captivating, the style of the book provides readers with information so as not to overwhelm. Some pages contained a few sentences, some more than others or just a few words. One page simply contains, "Oh, Alice" while the artwork is covered with newspaper headlines of Alice's social activities.

From a reader's standpoint, I thoroughly enjoyed this book. It was an easy read about a vivacious woman who was ready to take over the world, no matter what others thought of her. The story left me wanting to learn more and research about the life of Alice Roosevelt.

Review Excerpts

Boston Globe-Horn Books Nominee 2008
Robert F. Sibert Informational Book Award Nominee2009
American Library Association Notable Books for Children Award Winner 2009
Beehive Children's Informational Book Award Nominee 2010
Volunteer State Book Award Nominee 2010

Publishers Weekly- It's hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves young Alice Roosevelt.

School Library Journal- This book provides a fascinating glimpse into both a bygone era and one of its more interesting denizens as well as a surefire antidote for any child who thinks that historical figures are boring.

Connections

• *Considering age-appropriate information, research more on the life of Alice Roosevelt.*
• Research the life of Theodore Roosevelt.

Messing Around on the Monkey Bars

Bibliography
Franco, Betsy. 2009. Messing Around on the Monkey Bars and Other School Poems for Two Voices. Illus. by Jessie Hartland. Massachusetts: Candlewick Press. ISBN 978-0-7636-3174-1.

Summary
This is a collection of poems set throughout the school: the library, lunchroom, classroom and playground. Students are playing, engaging in conversation, and getting into trouble. This book opens up dialogue among readers about day-to-day activities at school using humor and being able to just have fun.

Critical Analysis
 Language- This book was meant for reading aloud with more than one voice. The language/dialogue used allows for readers to take turns reading as well as reading in unison. Some poems use simple words and language such as asking questions about the new kid. Many poems use onomatopoeias to get the point across.

(Reader 1)     (Reader 2)
Tap, tap        While we're reading
Tap, tap        and we're writing
Tap, tap
Tap, tap

The language use adds a little humor to the silliness that is the children. In one poem, the children are in the library making goofy noises while the librarian tries to tell the children to quiet down but the poor librarian loses her cool and shouts. One cannot help but feel bad for the librarian.

Rhythm and Rhyme- The rhythm in the lines makes it easy for readers during a read-aloud. The shorter lines allows younger readers to become involved in the read-alouds. The author mainly uses rhyming lines while also using a variety of verse structures.  This allows for readers to become familiar with the different structures of poetry.

Emotion- The emotion felt throughout the book can be described as humorous, witty, or happy in general. There's excitement conveyed in finding a new friend, finding a lost treasure in the lost and found, or messing around on the monkey bars! This book was meant to be read with a light heart and the joyful spirit of a child.

Imagery- The language used allows the reader to use sense besides sight. With the use of onomatopoeias, readers can hear the
"bounce, bounce Hear the swish!"
or
 "Snicker, snicker
Ouch, eeek
Burp, snort
Tee-hee"

The illustrations are in vivid colors and gives visuals to create images of each poem. The pictures of the students' faces portray the joy of childhood. Some of the pictures depict mischievious grins of students getting caught trying to lie about unfinished homework or trading in a little sister for a green iguana. The colors used in the illustrations are bright and bold which go along with the spirit of the book. The author is able to bring back memories of the carefree days of childhood and the joys of simply playing.

Review Excerpts

School Library Journal- "Teachers and librarians looking for readers' theater materials will be delighted with this collection; bold text indicates alternating voices, and suggestions for additional "adventurous ways to read the poems" are in the back matter."

Booklist- "Hartland's energetic gouache illustrations add interest, portraying relevant objects and lively scenes in a childlike style with cartoon like details and some hand lettering."

Connections

• Use book to create reader's theater: reading in chorus, call and response, and groups.
• Research similar books to be made available for students to engage in active participation.
• Have students create their own poems for two voices.

Naked Bunyip Dancing

Bibliography
Herrick, Steven. 2005. Naked Bunyip Dancing. Illu. by Beth Norling. North Carolina: Front Street. ISBN 978-1-59078-499-0.

Summary
This book follows the story of the students in Class 6C, whose teacher is different from all other teachers. The school year is filled with students engaging in new activities and using poetry to tell their stories while preparing for an unforgettable class concert. This moving story about simple teenagers captures Herrick's audience through the use of his words and style.

Critical Analysis

Rhythm and Rhyme- Herrick uses a variety of rhythm that is apparent in silent reading as well as with read-alouds. Some verses rhyme, most if not all of 'Jackson's' character, while others are from one point of view using dialogue without the other speakers. Some of the poems are in individual dialogue while others use just a few single words to convey a message. The use of different styles fit with the characters that Herrick has created. For example, Jackson's character is a rapper and his poems/dialogue tends to rhyme. Alex is battling through his parent's divorce and learning how to cope with two homes and his struggles are conveyed through his poems with more conviction. The dialogue with 'outsiders' brings in one author who seems to be carrying on conversation with others without their dialogue in the pages. This brings in a new style of poetry that has readers guessing what is to come next.


Language, Emotion and Imagery- The language used is typical of teenagers and their dialogue with others as well as their thoughts convey their feelings which pulls the readers into their thoughts. The language chosen fits into the events of Class 6C whether students are fighting, falling in love or facing their fears. One can feel the anger Jason feels after his breakup with Emily:

I hate her.
It's over.
Never again.
I won't even look at her.
Or talk to her.

On the next page has Emily's feelings towards Jason using single words such as "smelly, slobbery, mean, heartless, careless". The use of language brings out the emotions of the students as they try to get through their day to day lives with their classmates and peers while bringing in some of their home life to their personal stories. The language brings to life the words of each poem, whether the students are getting into trouble or trying not to anger their parents.

Throughout the book, Herrick allows the readers to become emotionally connected with the students of 6C. Some students are witty and has readers laughing unexpectedly or brings issues of the heart and has readers reaching for a tissue. In one instance, students were to write a war poem. Some are witty and some really do not make any sense. But one poem by Sophie made readers feel like they were in the war zone. The style of the poem and the language use all connected together to bring emotional connection between author and reader. Imagery was made possible through simple lines and phrases such as "old men with sad vacant eyes".

The length, style and dialogue in this book is witty, clever, and a great use of words and styles of poetry. The narrative Herrick uses draws in his reader to follow the students and what mischief they will come across. It's an easy read that readers will not want to put down.

Review Excerpts

Children's Book of the Year, Honor Book for Older Readers (Children's Book Council of Australia)
Ethel Turner Prize for Young People's Literature (New South Wales Premier's Literary Award)

School Library Journal- "Beautifully and sensitively written."

The Horn Book- "A poignant coming-of-age verse novel."

Publisher's Weekly- "Moving...Herrick's fully realized characters convey their hopes in this touching, well-written story."

Connections

• Allow students to use the process of journaling through poetry to relate to the characters in the story.
• Create opportunities for reader's theater and the process of call and response.

This Is Just to Say

Sidman, Joyce. 2007. This Is Just to Say: Poems of Apology and Forgiveness. Ill. by Pamela Zagarenski. Boston: Houghton Mifflin Company. ISBN 978-0-618-61680-0.

Summary

The students of Mrs. Mertz' sixth grade classed were asked to write poems of apology to whomever they chose and those poems received responses. Students wrote poems of apology of various topics as well as used different styles of poetry to convey their messages.  The poems of apologies and their responses contained emotions that made you laugh and cry, feel pain and joy.

Critical Analysis

Rhythm and Rhyme- There are various 'poets' in this book and each poet uses his or her own rhythm. Some poems use a free style in which they occur is full sentences or parts of a sentence that makes up each line. One poet uses the form called the pantoum to express his apology. The use of the various styles of poems helps each poet convey their stories and emotions behind the stories. Each poem is captivating in its own way and makes to want to read the response even before you finish reading the apology.

Language and Emotion- The various language used helps the reader to get a sense of the poet's personality. The reader can sense the emotion of the poet as they read the words used. One poet states, "I'm sorry" at the beginning of first lines but in parentheses, states, "but not really". This poet's use of language shows readers that he does not really care for forgiveness. On the other end of the spectrum, some poets use raw emotions in their poems to display their hurt.

"Please, please come back.
Don't leave me spinning alone,
like a slow, sad tornado."

"I'm so sorry we had to do this.
We wanted to save you some pain.
I hope we did the right thing."

Lines such as the above pulled my heart into the story and I could feel their hurt and pain through the simple words and lines that left me with tears in my eyes. I felt sympathy for the poets and their bittersweet/beautiful stories. There were moments of joy, triumph, sadness, and heartbreak throughout the book and I felt every bit of emotion that each poem offered. Each line was perfectly chosen and left me wanting more.

Imagery- Each poem used imagery to help describe the events of the poems. Some were more subtle than others.

"Your nose was still wet.
Your ears were still silky."

"his bright eyes turned to mud."

"a blazing ring"

 Not only were the lines beautifully written, the images next to each poem gave more visuals for readers to relate to each poem. In almost each picture, the illustrator uses the dictionary definition of apology as part of the pictures. They are hidden throughout the pages, some which are easily recognizable while others are small but not insignificant. And in many pictures, Zagarenski placed drawings on typical paper easily accessible to students such as notebook paper and graph paper. This element makes the book more believable to relating to children.

Each of my senses were left stimulated with the language used. I could see the hurt in the poet's eyes. I could smell the stolen brownies. I could hear the 'smashing of the garage windows'. I could taste the 'so sweet and so gloppy donuts'. I could touch the 'pale and smooth' of the statue. Sidman and Zagarenski's works in This Is Just to Say use poetry as an amazing way to tell stories of apology and forgiveness while giving the senses a stimulating ride.

Review Excerpts

Bluebonnet Award Nominee 2008
Prairie Pasque Award Nominee 2009
Young Hoosier Book Award Nominee 2009
North Carolina Children's Book Award Nominee 2010
Beehive Children's Poetry Book Award Nominee 2010

School Library Journal- Sidman's ear is keen, capturing many voices. Her skill as a poet accessible to young people is unmatched.

Publisher's Weekly- Zagarenski's (Mites to Mastodons) inventive mixed-media illustrations brim with items found in a classroom: a dictionary entry on "apology," for instance, becomes part of a student's clothing, and white hole reinforcements resemble a character's stolen doughnuts.

Connections-

• Have students connect to the poems by letting them create their own poems of apologies, recreating the book with their own stories.
• Use the apologies and responses by pairing students in groups and doing read-alouds to reinforce the power of poetry and discuss the differences between reading and hearing the poems and what feelings may arise.