THE GREEN GLASS SEA by Ellen Klages

1. Bibliographic data

Klages, Anna. 2006. The Green Glass Sea. New York, N.Y.: Viking. 0-6700-6134-4.

2. Plot summary

The Green Glass Sea is a historical fiction novel written by Ellen Klages. Klages' story revolves around an eleven year-old girl named Duodecima Marie Kerrigan who journeys to live with her father in Los Alamos, New Mexico during World War Two. Known as "Dewey," this little girl thrives on mechanics and loves to learn. The father and daughter live on "The Hill" where chemists, physicists, and mathematicians work together on "the gadget" -- the-A Bomb. Dewey is an outsider in regards to the other children in the camp, but becomes friends with Suze when she lives with the Gordon family while her father goes to Washington. As the scientists complete their magnificent project, Dewey loses her father in a car accident and becomes a part of the Gordon family.

3. Critical Analysis

The Green Glass Sea is a beautiful tale about mystery, life changes, love, loss, friendship, and acceptance. I was very delighted and surprised by this story and count it as one of my favorites in the class so far.

The Green Glass Sea begins in 1943 and ends in 1945. Klages vividly describes the environment within which Dewey lives, starting with the landscape of New Mexico: "One side of the road drops off into a deep canyon scattered with scrubby dark bushes. The walls on the other side of the canyon look like a layer cake that some giant has cut cleanly with a knife. Sheer vertical cliffs are striped in horizontal bands of color, layer after layer of crumbly-looking rock, red and pink and brown, with the green valley below, and the distant mountains turning lavender in the twilight." This description paints a beautiful picture for someone who has never seen such a scene, and shows the reader how different this world is.

Klages also describes the feel of an army camp through Suze's thoughts: "If she stuck her head way, way out the window, she could see mountains and pine trees and the rocky slopes of the canyon and about a million stars at night. That part was okay. Mostly though, when she looked out the window normally, all she saw was laundry and dirt and army-green everything. Green houses, green trucks, green uniforms." Klages' description and Suze's accompanying thoughts reveal what "the Hill" must of felt like through a child's eyes.

These examples of setting - the landscape of the countryside and of the camp - really provide the reader with a sense of life in the camp during World War Two. I felt like Klages did a great job with setting - she did not overload the reader with details, but gave sufficient information to make the reader feel like they were there.

I felt very connected with the main character, Dewey. The story was written through her eyes, except for the parts where Dewey is not thinking, such as when she takes a walk after hearing of her father's death. After Klages has given insight into Dewey's mind, she introduces us to Suze and gives the reader opportunities to become acquainted with her. It was wonderful to know the differences between Suze and Dewey, and then watch as they become close friends. The scene where Suze and Dewey are confronted by the "Girls Scouts" is especially touching:

"[Suze] gripped the wagon handle tighter, and felt Dewey start to move out from under her arm. Suze almost let her go. Because there was still time to--and then she stopped. To what? To pretend that she hadn't been to the dump with Dewey? But she had, and it had been fun."

I absolutely fell in love with Dewey and Suze, and could identify with the childhood issues they were confronting as well as the larger problems in their lives. I shed a tear when Dewey's father died, and was relieved when she was accepted into the Gordon family. Klages' characters are touching and real, although they may never have existed in real life.

As The Green Glass Sea is centered on a child's world, the plot tends to focus on the lives on the children and not the big picture of the A-bomb. The reader only learns about "the gadget" through the children, and we only hear of Franklin's death through the eyes and ears of Suze and Dewey:

"For the rest of her life, Dewey could recall that moment as a series of disconnected memories--the taste of oatmeal-raisin cookies in the back of her throat, a square of yellow-checked oilcloth, the slow, deep voice of Edward R. Murrow, and the almost-painful sensation of Mrs. Gordon's wedding ring pressing into the skin on the back of her hand. Dewey was aware of nothing else."

We live the plot just as the characters do, and we learn how it would feel to live during that time and experience the death of a beloved president. Klages does not overwhelm the reader with details and remains true to the time period. Based on these details and her ability to recreate the events of the past in a manner which evokes feeling and empathy, I feel that Klages use of plot in The Green Glass Sea to be extraordinary.

There are several themes present in this novel. Klages shows that it is important to remain true to yourself and who you are. We should also not be prejudiced of other people. We learn about the power of friendship and love, and we see power of people coming together to fight for the greater good. A big theme during this time period was loyalty, and I think this theme rings true today as well. I feel that there are a great many more themes in this book in addition to these. The Green Glass Sea abounds with meaning and significance, and it will take more than one read to fully understand Klages' message.

A few forms of dialogue are used in this novel, reflecting the diversity present in a group of scientists from all over the world. Dr. Bethe for example, gives insight into his heritage as he speaks to Suze: "We all put in our time...And you, liebchen? How are you tonight?" Other than this example, other languages are not present in the novel. Klages uses many aspects of 1940's language when her characters speak by having them say words such as "snafued" and "fubar," and phrases like "Color me yellow." These words reminded me that these children lived during a different time period, but did not overwhelm or confuse me.

Klages' style was easy to read and I found myself quickly immersed in this book. I absolutely loved it and learned a lot about how it was like to live during that time period. I feel that students and teachers would both learn a great deal about life, relationships, and the A-bomb by reading this book. It is definitely a must.

4. Review Excerpts

"Two girls spend a year in Los Alamos as their parents work on the secret gadget that will end World War II. Dewey is a mechanically minded 10-year-old who gets along fine with the scientists at the site, but is teased by girls her own age. When her mathematician father is called away, she moves in with Suze, who initially detests her new roommate. The two draw closer, though, and their growing friendship is neatly set against the tenseness of the Los Alamos compound as the project nears completion. Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of the kids and their families. Dewey is an especially engaging character, plunging on with her mechanical projects and ignoring any questions about gender roles. Occasional shifts into first person highlight the protagonist's most emotional moments, including her journey to the site and her reaction to her father's unexpected death. After the atomic bomb test succeeds, ethical concerns of both youngsters and adults intensify as the characters learn how it is ultimately used. Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos's historical significance will experience the story in a different, but equally powerful, way." - School Library Journal

"In November 1943, 10-year-old budding inventor Dewey Kerrigan sets off on a cross-country train ride to be with her father, who is engaged in "war work." She is busy designing a radio when a fellow passenger named Dick Feynman offers to help her. Feynman's presence in this finely wrought first novel is the first clue that Dewey is headed for Los Alamos. The mystery and tension surrounding "war work" and what Dewey knows only as "the gadget" trickles down to the kids living in the Los Alamos compound, who often do without adult supervision. Although disliked by her girl classmates, "Screwy Dewey" enjoys Los Alamos. There are lots of people to talk with about radios (including "Oppie"), and she has the wonderful opportunity to dig through the nearby dump for discarded science stuff. However, when Dewey's father leaves for Washington, she is left to fend off the biggest bully in Los Alamos. The novel occasionally gets mired down in detail, but the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes." - Booklist

5. Connections

Related Activity:

After your students read The Green Glass Sea, have them form themselves into groups and research the A-Bomb. After each group presents a project (an oral presentation, a PowerPoint, a poster, etc.), have each student write an epilogue to The Green Glass Sea. Pretending they are either Suze or Dewey, ask students to write how they thought the characters would have reacted to the dropping of the A-Bomb over Hiroshima. How would they have felt? Would they have agreed with what President Truman did? Do you think this event changed their lives? Have students respond freely and honestly.

BARD OF AVON: THE STORY OF WILLIAM SHAKESPEARE by Diane Stanley and Peter Vennema

1. Bibliographic data

Stanley, Diane and Peter Vennema. 1992. Bard of Avon: The Story of William Shakespeare. Ill. by Diane Stanley. New York: Morrow Junior Books. 0-6880-9108-3.

2. Plot summary

Bard of Avon tells the story of William Shakespeare from age five until his death at 52 years of age. Stanley weaves different aspects of Shakespeare's life together such as his family life, his career as an actor, his performance theaters, his dealings with royalty, his favorite actors, specific plays and characters, and much more. Using facts, hypotheses, and theories, Stanley's Bard of Avon attempts to provide the full story of the life of William Shakespeare.

3. Critical Analysis

Tackling any sort of biography that is related to William Shakespeare is a great feat. His life is shrouded in mystery, and scholars and students alike continue to debate matters concerning him and his works. In Bard of Avon, Diane Stanley and Peter Vennema seek to make sense of the confusing life of mastermind.

I feel that Stanley and Vennema are accurate as one can be in their portrayal of Shakespeare. They tell the facts when facts are available, but they also let the reader know where the gray areas lie: "So William Shakespeare went to work, but we don't know what he did. He probably helped his father make gloves, though some people think that he was a schoolmaster's assistant and other that he worked for a lawyer." Stanley and Vennema are accurate in that they let us know about ambiguities.

The significant facts of Shakespeare's life are included: where he grew up, who he married, how he started to write plays, when he wrote plays, etc. I did not feel as if there was a gaping hole in the story. Like the aforementioned example illustrates, Stanley and Vennema have no reservations in stating what is fact and what is theory. Like I said before, I think that this book is as accurate as a biography of Shakespeare could ever be.

The book was sufficiently organized. Stanley and Vennema follow Shakespeare's life as it progresses and interject facts here and there concerning theaters and his plays. I feel like I would have understood the biography better if they had made chapters out of the sections, or at least put headings on the pages. At times, I felt like I was skipping around. There is no index for reference. I found the images that depicted the different parts of the theater to be helpful, but otherwise the pictures weren't necessarily integral to understanding the text. I think that more images and side notes would have made the story more interesting, but, like I said, the text is sufficient as is.

I found the book to be attractive and readable. The font of the text felt very Shakespearean and the pictures showed people in appropriate dress for the period. Stanley's talent for art is showcased in the book, and at times the pictures were more interesting than the text! The pictures made the biography seem like more of a story, which aided in my reading it.

Stanley and Vennema's writing is clear and easy to understand. I would not say that it is particularly lively, but the tone is definitely not boring. They don't talk down, and the vocabulary is easy to comprehend. The authors encourage curiosity and critical thinking as they present all of the different theories revolving around the life of Shakespeare:

"Over the years, there have been people who could not believe that the son of a glove maker, a small-town boy with only a grammar-school education, could have written the greatest series of plays in the English language . . . Historians do not take these theories seriously. Those who knew and worked with Shakespeare during his lifetime never doubted that he had written these plays."

By showing differing view points, Stanley and Vennema give the reader something to think about. The authors also include a postscript that talks about spelling and language during Shakespeare's time. They also include references and titles for additional research. It is obvious that the authors are excited about this subject and want to share it with their readers.

Bard of Avon presents the facts, theories, and fiction of Shakespeare's life and leaves it up to the reader to decide. I would definitely suggest this book as a way for young students to learn about the life of Shakespeare. Beautifully illustrated and informative, this book is a treat.

4. Review Excerpts

"These seasoned raconteurs...neatly piece together the puzzle of Shakespeare's life." - Publishers Weekly

"This is a wonderful book. A fine companion biography to Good Queen Bess (Four Winds, 1990), this life of Shakespeare builds on the methods developed in Bess and Shaka, King of the Zulus (Morrow, 1988). Using the few facts known about their subject, Stanley and Vennema manage a full-bodied portrait of a life and time without resorting to fictionalizing or sloppy speculation. In fact, the book starts with an appealing invitation to examine the historical research process. And, without wasting words in pedantic explanation, it keeps readers on a firm footing regarding the scholarly basis of any assertion. In the course of a brief text, the authors manage to touch not only upon the life but also upon important aspects of many of the major plays. There is even a tantalizing postscript with introductory glimpses of the development of the English language. As with their previous works, the authors provide a short but meaty bibliography. Stanley's distinctive full-color gouache paintings are clearly her own, and just as clearly planted firmly in archival research. They reinforce and expand the text with humor and movement. As icing on the cake, the generous open space and attractive page decoration rival the production given Shaka . Books like these need only be displayed to attract readers. And once opened, they keep their promise. Lucky kids!" - School Library Journal

5. Connections

Related books:

Brown, John Russell. (1982). Shakespeare and His Theatre. New York: Lothrop, Lee & Shepard Books. 068800850X.

Garfield, Leon. (1985). Shakespeare Stories. New York: Schocken Books. 0395861403.

Haines, Charles. (1968) William Shakespeare and His Plays. New York: Franklin Watts, Inc.

Hodges, C. Walter. (1964). Shakespeare's Theatre. New York: Coward, McCann & Geoghegan, Inc.

Stewart, Philippa. (1973). Shakespeare and His Theatre. London: Wayland Publishers.

THE FIGHTING GROUND by Avi

1. Bibliographic data

Avi. 1987. The Fighting Ground. New York: HarperCollins. 0-3973-2073-6.

2. Plot summary

Avi's The Fighting Ground is centered on the world of Jonathan, who lives in a small New England country town. When a band of Hessians is sighted nearby, Jonathan joins forces with the local men and marches to fight. During the conflict, Jonathan runs and is captured by three Hessian soldier, who keep him captive for a few days. When the three men fall asleep in a small cabin, Jonathan escapes with an orphaned boy and meets up again with his comrades. Called to do his duty and reveal the Hessian men's location, Jonathan brings his fellow soldiers back to the cabin. Jonathan attempts to save the Hessians but fails, and all three are killed. Free from his duty, Jonathan returns home.

3. Critical Analysis

Sometimes events like the Revolutionary War can seem very big and impossible to fully grasp and understand - especially for a young child. While simple and void of landmark Revolutionary battles, The Fighting Ground provides readers with a much different experience: a small battle through the eyes of a young boy. This story shows that there is a lot to be learned from even the smallest and seemingly most insignificant events.

While Avi doesn't really describe the countryside in depth, the setting of the story is made apparent in other ways. Through the makeup of the town - the farms, the tavern, and the bell - the reader feels the past. Through the clothing of the soldiers - "fancy blue jacket[s] with red facing, [and] white leggings" - we feel as if the Revolutionary War is taking place. What really stood out to me as being an element of the past were the guns the soldiers used. Long, heavy bits of metal and wood, these weapons are far from what soldiers use today. Although the setting was not described in detail, I feel that Avi gave enough information and description to make one feel as if they were in a New England town in the eighteenth century.

Avi's depiction of Jonathan made it easy to identify with him. As he experiences the horror of battle, we feel his despair as he attempts to escape his enemies: "He ran in terror, straining every muscle, pumping his legs, his arms, not daring to look back. His only salvation was the protection of the woods--he plunged among the trees. Several times the heavy gun almost slipped from his hands. He clutched at it frantically, grabbing it back when it started to fall as if it were the linchpin that held what was left of him together." Jonathan's emotions are made known to us, and his actions are ones that we may have made ourselves - had we been in his situation. Avi makes Jonathan very real for the reader, and we feel as if he really could exist.

Avi makes the story even more real by including the German language. I enjoyed this aspect of the book, although I am not sure that all of the words were used correctly. For example, Avi used the word "fertig" to mean "ready," when it actually means "finished." Other than that, I really liked reading the German and it made me feel like Jonathan was really dealing with a whole different sort of people -- his enemy.

I feel as if the plot was very simple in this book. A lot of the "action" occurs within Jonathan's own head as he seeks to make the correct decisions. Avi doesn't make the story about what happens, but instead focuses on Jonathan's response to what happens. In this way, we live the story along with Jonathan and feel many of the same things he feels. This is a great element to have in a story, especially younger children who need this first-hand experience to really understand.

The main theme in this book is human survival. Through his experiences, Jonathan discovers that it doesn't matter what achievements one might rack up; instead, it's being alive that is the most important: "And suddenly, Jonathan understood more. Understood the most important thing--that he had indeed been spared. Oh, how glad he was to be there. And alive. Oh, alive."

Avi's smooth and descriptive style aided me tremendously when reading this book. I never felt bogged down by historical dates and I found his words easy to read. I especially enjoyed how he divided the chapters into times, and shows the reader how different our two worlds are. While it took Jonathan an hour to walk from the tavern to his home, it takes us an hour to drive seventy miles.

The Fighting Ground is a great story for many reasons. It provides new insight of the Revolutionary War, gives readers a sense of what a young boy would feel like, and plays upon the notion of human survival and compassion. While this theme is relevant in the world today, Avi also shows us how different Jonathan's world is from ours. From the Hessian foreigners, to the young French boy, to the difference in time, to the loading of a gun, our difference are made apparent.

The Fighting Ground is a great little book that can be used to show students a different aspect of the Revolutionary War as well as give them a taste of how a young soldier might have felt. This is a great supplementary book for the classroom and a wonderful quick read for any age.

4. Review Excerpts

"Avi has accomplished his intent: to have readers experience, minute by minute, what it's like to be involved in war." - School Library Journal

"A small stunner." - Bulletin of the Center for Children's Books

5. Connections

Related Books:

Collier, James Lincoln. (2005). My Brother Sam is Dead. New York: Scholastic. 0439783607.

Forbes, Esther . (1998). Johnny Tremain. Ill. by Lynd Ward. New York: Dell. 0440442508.

McGovern, Ann and Thompson, Katherine. (1990). The Secret Soldier: The Story Of Deborah Sampson. Ill. by Harold Goodwin. New York: Scholastic. 0590430521.

FORBIDDEN SCHOOLHOUSE: THE TRUE AND DRAMATIC STORY OF PRUDENCE CRANDALL AND HER STUDENTS by Suzanne Jurmain

1. Bibliographic data

Jurmain, Suzanne. 2005. Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. Boston: Houghton Mifflin. 0-6184-7302-5.

2. Plot summary

Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students relates the story of Ms. Crandall, a Quaker teacher, and her attempts to start the first school for African-American girls. Forbidden Schoolhouse describes how Ms. Crandall decides to start the school, gains support from abolitionists and preachers, recruits young African-American girls from all over New England, and faces the wrath of her town in Connecticut. Jurmain writes of how the school met its demise after two years of studies, and what happened to Ms. Crandall and her students as they went their separate ways.

3. Critical Analysis

On the inside back cover of Forbidden Schoolhouse, Suzanne Jurmain notes that "few people [are] unfamiliar with her [Prudence Crandall's] extraordinary story." When Jurmain describes how she researched Prudence Crandall in her acknowledgements, I saw how an exhaustive search she put on. Because of her efforts and her prior award-winning books for children on historical subjects, I believe that this book's facts -- those that are quoted by the author -- are accurate. Jurmain includes significant facts within her writing, such as a portion of a letter that Crandall wrote to one of her supporters, William Lloyd Garrison:

"Mr. Garrison: The lady that wrote you a short time since would inform you that she is now in town, and should be very thankful if you would call . . . and see her a few moments this evening at 6 o'clock."

While this letter's contents and intent are a fact, there were passages in the book where I wasn't sure if the ideas expressed were the author's or the heroine's. For example, when Jurmain writes about Crandall's support of Garrison, she says "...Garrison needed allies and Prudence was ready, willing, and able to help. Besides, she was a teacher." Did Prudence Crandall really feel this way, or is this sentiment of the author's creation? I did note that Jurmain's captions for pictures often said something like "This may have been what Crandall's classroom looked like" or "This could have been the state of Crandall's room" -- making the distinction between reality and possibility.

I found Forbidden Schoolhouse to be very organized. Jurmain includes a table of contents and index to look up information. This book follows a story, and events take place in chronological order. Jurmain could not find many illustrations, but put what she could in the book. She also included pictures of the school house (which still stands today) to give the reader a feel for the building.

The design of this book is very much like that of a fiction book, sans the real portraits, paintings, and documents. The chapters, spacing of lines, font, and graphics all give the book a historical air. The illustrations and photographs complement the text and give the book the appearance of what it is -- a story about a woman from the past.

I found Jurmain's style very easy to read and follow. There was no point in the story where I was lost or tripped up over the language. Because Forbidden Schoolhouse is written in third person, I did not note any portion of text that showed Jurmain's enthusiasm for the subject. She didn't allow her own feelings to come into play. Because the book's purpose was to tell a story, there aren't really any examples of Jurmain challenging the reader to think clearly or to read more on the topic. Perhaps Jurmain hoped that Forbidden Schoolhouse would encourage readers to seek more information on their own, but she never asks them to.

I really liked this story, and I'm glad that I read this book. It's wonderful that Suzanne Jurmain took the time to research and write Forbidden Schoolhouse, and it's a story that everyone should read. The only problem I have is that there were times that I felt that I was reading historical fiction, not nonfiction. Jurmain did not alter any of the events -- that I know -- but I am not sure if I'm comfortable with how she expressed the emotions everyone was feeling. Jurmain includes many everyday thoughts and activities that occur in Prudence's life, and for some reason I doubt that all of it is factual.

4. Review Excerpts

"Jurmain describes the difficulties Crandall faced when she decided to open a school for African-American females in Canterbury, CT. Although she had the support of William Lloyd Garrison, editor of the antislavery publication the Liberator; Reverend Samuel May, a Unitarian minister; and others, her hard work met resistance in the form of riots, arson, and a jail sentence. Black-and-white photos highlight the key players and the famed schoolhouse. The appendix lists the courageous students who attended the school along with a few facts about them, including how their futures played out after the institution was forced to close. This book offers a fresh look at the climate of education for African Americans and women in the early 1800s. Report writers and recreational readers alike will find it informative." - School Library Journal

"Jurmain has plucked an almost forgotten incident from history and has shaped a compelling, highly readable book around it. In 1831, Prudence Crandall opened a school for young white ladies. When asked by an African American teenager if she might join the class, Crandall, whose sympathies were with the abolitionists, agreed. So begins a jolting episode in which Crandall turned her school into one for girls of color, and is both tormented and sued by the citizenry of Canterbury, Connecticut, who wanted no part of African Americans in their town. Writing with a sense of drama that propels readers forward (and quoting the language of the day, which includes the word nigger), Jurmain makes painfully clear what Crandall and her students faced, while showing their courage as they stood up to those who tried to deter them. Printed on thick, snowy stock and including a number of sepia-toned and color photographs as well as historical engravings, the book's look will draw in readers. Children will be especially pleased by the appended material, which includes an epilogue that tells what became of the principals, as well as source notes for the many quotes." - Booklist

5. Connections

Related Books:

Bausum, Ann. 2005. Freedom Riders: John Lewis and Jim Zwerg on the Front Lines of the Civil Rights Movement. Washington D.C.: National Geographic Children's Books. 0792241738.

Freedman, Russell. 2006. Freedom walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House. 0823420310.

Jurmain, Suzanne. 1998. Freedom's Sons: The True Story of the Amistad Mutiny. New York: Harper Collins. 068811072X.

THE MAN-EATING TIGERS OF SUNDARBANS by Sy Montgomery

1. Bibliographic data

Sy, Montgomery. 2001. The Man-Eating Tigers of Sundarbans. Boston: Houghton Mifflin. 0-6184-9490-1.

2. Plot summary

Sy Montgomery investigates the myth behind man-eating tigers near a remote Indian village. Montgomery provides information about the region, the village and its people, tigers in general and specific to the region, and ties in the village culture as she seeks to learn more about the man-eating tigers.

3. Critical Analysis

I'm of the opinion that this book is relatively accurate. The village that Montgomery has researched for The Man-Eating Tigers of Sundarbans is very remote and her research was very extensive. Despite it being published six years ago, I believe that this book is pretty up-to-date considering the subject matter and Montgomery's extensive research process. I don't know how long it took for her to write this, but I would imagine it took her a while to compile the data and put it into a book format.

Montgomery interviewed a wide variety of sources including villagers and local government officials. She clearly distinguishes between fact and theory after she lists a set of theories concerning why tigers have been attacking men: "All of these are ideas, not answers. Scientists call such ideas hypotheses. Which ones seem most likely to you?"

As an author, naturalist, newspaper columnist, documentary scriptwriter, radio commentator, and an affiliate of National Geographic, I find Sy Montgomery very qualified and I believe her work in The Man-Eating Tigers of Sundarbans to be accurate.

Montgomery's layout is very easy to follow and aids in the process of understanding the material. She goes from general to specific in describing the country of India and then the village. She discusses tigers in general first, and then focuses on the tigers near the village. I found this technique really helped me understand the big picture first, which aided me in comprehending the intricacies of the man-eating tigers. There are headings for each section such as "The Tiger is Watching," "A Visit to Sundarbans," and "How Tigers Live." The sequence is clear and made sense to me. There is an index and supplementary back material. The illustrations are appropriate and provide visual representation of what is being described in the text.

I loved the design of this book. I was a little afraid when I saw the cover of the book: a huge tiger head peers menacingly at you! However, the inside of the book accustoms the reader to the world of tigers through friendly text and beautiful pictures. I found Montgomery very readable and felt as if we interacted throughout the book. The layout was very appropriate for the book -- I didn't get confused and followed along quite easily.

Montgomery has a very lively, inquisitive writing style. I could tell she was very excited about the man-eating tigers mystery: "As you travel the waterways in your boat, you will find their [tigers'] footprints everywhere. There, in the wet mud of the riverbank, you can see where a huge tiger hauled itself out of the water! You can even see where the tiger extended its great claws to keep from slipping in the mud." By inserting words such as "everywhere," "even," as well as an exclamation mark, one can tell that Montgomery is in wonder of the tigers she describes.

Montgomery uses questions to encourage the readers curiosity: "Is this what really happened? Are the tigers who live in this forest different from other tigers? Why do they hunt people? Do these tigers really have power other tigers don't?" These questions about tigers at the beginning of the book gets the reader excited to read more and find answers.

Montgomery never talks down to the reader. All of her language is easy to understand, and she never uses big words or scientific jargon that the public wouldn't understand -- let alone children.

Montgomery challenges students to think critically in The Man-Eating Tigers of Sundarbans. She repeatedly asks students to take notes and reflect on them: "Go over the details of the stories in your notebook. The people say that the tigers can appear from nowhere and can fly through the air. Can this really be true?" These directions ask children to collect information -- just like Montgomery has -- and think for themselves. She encourages them to ask questions and come to their own conclusions.

This is a great book for adults and children. There is so much to be learned about this region of the country, tigers, and this legend. I found it quite fascinating and I think you will too!

4. Review Excerpts

"These unusual creatures of the Sundarbans-a mangrove forest stretching along the Bay of Bengal in India and Bangladesh-really do hunt and eat humans. Montgomery invites readers to journey with her to the region to better understand these elusive animals. "And here you-leave cars behind. You can get to the tigers' forest only by boat." She introduces several knowledgeable residents who describe their experiences. The author also explains many aspects of the rapid loss of the world's tiger population, the little understood behavior of this region's tigers, the lives and beliefs of local people, and the special features of the habitat and its role in supporting a chain of animal life. The largely conjectural knowledge of the tigers is handled carefully, but the lack of immediacy may tax the patience of readers expecting the more dramatic encounter with tigers suggested by the title and cover photo. The mysterious creatures are well concealed by the mangroves, and the few appearing here in handsome photographs are actually in captivity. There are also fine views of other animals, the natural setting, and the people. Montgomery's personal enthusiasm and knowledge extend nicely into the book's informative concluding elements that include fast facts, a glossary of Bengali phrases, a list of related organizations, and comments on the photographs." - School Library Journal

"The author of the acclaimed Snake Scientist (1999) has spun off this title from her 1995 adult book Spell of the Tiger, but this oversize volume has clearly been written with young people in mind. It immediately captures attention with fresh, engaging writing that turns a scientific study into a page-turning mystery. Montgomery carefully sets the place: a flooded forest called the Sundarbans Tiger Reserve, which runs along the bay dividing India from Bangladesh. The tigers living there, unlike most tigers, prey on people--and most of their victims are men. Montgomery, who took four trips to Sundarbans, first introduces normal tiger behavior, then takes readers right into the heart of the tiger reserve and surrounding areas. She offers the scientists' take as well as the villagers' perspective, concluding that folktales and religious beliefs about the tigers can be just as true as what science has to say. Interestingly, for an oversize, glossy book, the color photographs aren't the drawing card. In fact, tigers are often missing from the sometimes pedestrian photos (no doubt, as Montgomery explains, because the animals are extremely hard to see). It's the text, with as many questions as answers, that excites, as a fascinating topic meets a talented storyteller." - Booklist

5. Connections

Related Books:

Clutton-Brock, Juliet. 1991. Eyewitness Books: World of Cats. New York: Knopf. 0863186246.

Higgins, Maria. 1998. Cats: From Tigers to Tabbies. New York: Crown. 0517800039.

Stonehouse, Bernard. 1999. A Visual Introduction to Wild Cats. New York: Checkmark Books. 0816039259.

Thapar, Valmik. 1999. Tiger: Habitats, Life Cycles, Food Chains, Threats . Austin, Tex.: Raintree. 0739809466.

LIGHTNING by Seymour Simon

1. Bibliographic data

Seymour, Simon. 1997. Lightning. New York: Morrow Junior Books. 0-5900-3613-0.

2. Plot summary

Seymour Simon's Lightning provides a plethora of information about lightning in our world yesterday, today, and tomorrow. Simon begins with the different explanations have had for the source of lightning through the years. He provides information about lightning's speed, voltage, causes, types, history, and experiments that have been conducted to learn more about lightning. He uses photographs paired with text to explain what occurs when lightning strikes, as well as to reveal new kinds of lightning recently discovered. He highlights Tucson, Arizona and the entire state of Florida as lightning-prone location. Simon concludes by giving advice concerning lightning safety.

3. Critical Analysis

As I read Lightning, I was surprised to run across bits of information that I had never heard of before. This edition of Seymour Simon's book was published in 1997, so I was naturally surprised to find myself learning from a book that was ten years old. Most of the facts I already knew to be true, so I think this book is very accurate for the year of 1997. I know that Simon recently published a new Lightning in 2006, so this edition is sure to have more up-to-date information. Despite its older publication date, this book's facts have not be disproved and I feel like it is accurate for its time. However, if I had the choice between the 1997 and 2006 editions, I would definitely choose the latter for my class.

I was not as impressed with this book's organization. There are no reference aids - no table of contents, subheadings, or index. The book seems to go all over the place, and there is no flow of subject matter. Simon's focus bounces from people's perceptions of lightning to lightning's speed and voltage, to how and why lightning strikes, to Benjamin Franklin, to how scientists study lightning, to lightning's temperature, to thunder, to the different types of lightning, to more types of lightning, to new kinds of lightning, to examples of high lightning areas, to lightning made in the lab, and then finally to advice about lightning safety and possible future discoveries. If this book's organization is in fact organized, I missed it. I think subheadings and re-organization would help - perhaps this was achieved in the new 2006 edition.

Lightning's design is great. I find the cover and design within very inviting. The full-page photos attract the eye and draw the reader's interest. I found that most of the photos complemented the text. I realize that not all of the text's information (for example, the page about thunder and temperature of lightning) could be translated into photographs. Heat and sound cannot be felt in a picture, so a photograph of lightning suffices. I felt like the overall layout was appropriate to the subject matter. The subject of lightning and photographs of its majesty don't really need any fancy graphics or imaginative design to be impressive. They stand alone.

Simon writes Lightning in a very appropriate tone for children and adults alike. He doesn't talk down or attempt to discuss concepts beyond our reach. Simon is pretty objective and straightforward in his writing: "Lightning sometimes strikes the ground and tunnels downward into the soil. The intense heat of the electricity fuses the sand particles together into the shape of the bolt's path." While Simon's gives descriptions of lightning clouds and suggests experiments students can do safely at home, I don't really sense a great deal of enthusiasm in his writing. After reading this book, I wasn't aching to read anything more about lightning. If he did have any enthusiasm, it didn't translate to me.

I didn't find any instances of Simon challenging students to think critically. While his vocabulary was appropriate, his words didn't encourage any curiosity within me. Any desire on my part to read more about lightning would be because of the wonder of lightning itself, not Simon's description of it.

While I applaud Simon's objective descriptions and factual information, I wasn't incredibly intrigued by Lightning. This book is worth its weight because of the beautiful pictures and factual information, but it doesn't really encourage critical thinking, curiosity, or further reading. This is a good read, but not a must read.

4. Review Excerpts

"Simon's simple yet dramatic description of lightning as a "river of electricity rushing through an ocean of air" sets the tone for this excellent photo-essay. The subject is exciting, the information is amazing, and the full-color photographs are riveting, each spectacular picture more exciting than the last. Simon's explanations are concise but thorough. He includes plenty of information for student researchers--incredible statistics about lightning strikes and storms, explanations of different types of lightning (including some recently discovered ones), and information on how lightning occurs and is studied by scientists. There are also some intriguing anecdotes to add texture to the facts. The book will be a valuable addition to science classrooms and library collections serving a variety of age levels. Even students older than the target audience will enjoy browsing the wonderful pictures..." - Booklist

"A purple-hued cover photo attracts readers to this fascinating topic. The stunning, vibrantly colored photographs help to explain the text, illustrating points such as the differences between the three kinds of lightning. Short, simple sentences make this topic accessible to younger readers but do not talk down to older report writers. Simon emphasizes precautions about lightning (for example, "If you are in water, get out as soon as possible"). He also lists safe places to be if you are caught out in the open during a lightning storm...outstanding photos make Simon's book a striking selection." - School Library Journal

5. Connections

Related Books:

Seymour, Simon. 2002. Danger! Earthquakes. New York: Seastar Books. 1-5871-7140-6.

Seymour, Simon. 1992. Storms. New York: Mulberry Books. 0-6881-1708-2.

Seymour, Simon. 1999. Tornadoes. New York: Morrow Junior Books. 0-0644-3791-4.

KEESHA'S HOUSE by Helen Frost

1. Bibliographic data

Frost, Helen. 2003. Keesha's House. New York: Frances Foster Books/Farrar, Straus and Giroux. 0-3744-0012-1.

2. Plot summary

Keesha's House relates the intertwining story lines of Keesha, Stephie, Jason, Dontay, Carmen, Harris, and Katie. Each character battles with something in their lives. Keesha has an alcoholic father, Stephie is pregnant as a high school junior, Jason is struggling between choosing college football or providing for his pregnant girlfriend, Dontay fights the foster care system, Carmen struggles to stay out of jail and away from alcohol, Harris is rejected by his family because he's homosexual, and Katie is angry with her mother for siding with her abuse stepfather. Through free verse, Helen Foster tells the story of these teenagers' struggles as they face adversity in their lives and find refuge in Keesha's house.

3. Critical Analysis

A story rich with meaning and poetic quality, Keesha's House sends forth a message of understanding, compassion, faith, love, and acceptance. This verse novel engages the reader in the worlds of six different high school students as they face adversity in their lives. Some battle the addiction of alcohol, while others battle the abusive lifestyles of their parents. One boy attempts to understand his place as a homosexual in a straight world as a girl becomes frightened and feels lost after discovering that she is pregnant. Two other children are alone in the world, and must take care of themselves because their parents are incapable. Helen Frost expresses each child's thoughts in poem form and intertwines their stories as their lives change.

Helen Frost's poetry in Keesha's House is outstanding. Each poem is written from the point of view of the child as they struggle with their lives. In a note in the back matter, Frost writes that she used the sonnet and sestina forms in this book, but that she played with rules every now and then. Ultimately, she notes, the characters had the final say in where the poem went. The language is not difficult to understand, but Frost keeps it interesting by giving each character a style of speaking. Similar to The Babysitter's Club series, the reader becomes familiar with how each character speaks and writes so that at times, it isn't even necessary to read their name at the beginning of the passage.

Each child's story is an eye opener. We learn more about the downfalls of the foster care system through Dontay, we experience jail time and the draw of alcohol through Carmen, we see the effects of abuse, rejection, and alcoholism through Keesha and Katie, we feel the fear of the unknown when Stephie gets pregnant, we are torn between possibilities and responsibilities as Jason decides between Stephie and a college career in football, and we are shocked as Harris is thrown out and rejected by his father because of being gay. As we read, we become each child's confidant. This role allows us soak in their experiences and feel like we are right there.

Perhaps the greatest message that this book relays is that of acceptance and compassion. Keesha's house is a place where everyone is welcome no matter who they are and what is going on in their lives. In Keesha's house, every character finds solace and a bit of home at some point in their own story. I think that Keesha's house represents what we as people should be: accepting, loving, giving, and understanding of all humankind.

This book is a must-read for many reasons. The poetry is so real and natural that one could finish the book without even realizing they were reading poetry! The reader also learns a great deal about the difficulties each character went through. For a student who has never experienced these particular adversities, this book is a great opportunity to be in someone else's shoes who has. It also provides examples of how poetry can be used to express emotion and thoughts as well as tell a poignant story. Students in middle school would profit greatly from reading Keesha's House, not only for its poetry but also for its message.

4. Review Excerpts

"It sounds like a soap opera, but the poems that recount these stories unfold realistically. Revealing heartbreak and hope, these poems could stand alone, but work best as a story collection. Teens may read this engaging novel without even realizing they are reading poetry." - School Library Journal

"Interwoven with the angry, desperate teen voices are those of the adults in their lives: caring, helpless, abusive, indifferent. In a long note, Frost talks about the poetic forms she has used, the sestina and the sonnet. But most readers will be less interested in that framework than in the characters, drawn with aching realism, who speak poetry in ordinary words and make connections." - Booklist

5. Connections

Related Books:

Blumenthal, Bob. 2005. A Parent/Teacher Guide to Children's Books on Peace and Tolerance. Victoria, Canada: Trafford Publishing. 1-4120-4259-3.

Frost, Helen. 2004. Spinning Through the Universe. New York: Farrar, Straus and Giroux. 0-3743-7159-8 .

Frost, Helen. 2006. The Braid. New York: Farrar, Straus and Giroux. 0-3743-0962-0.

BEHIND THE WHEEL: POEMS ABOUT DRIVING by Janet S. Wong

1. Bibliographic data

Wong, Janet S. 1999. Behind the Wheel: Poems about Driving. New York: Margaret K. McElderry Books. 0-6898-2531-5.

2. Plot summary

Janet Wong uses her words in the book Behind the Wheel: Poems about Driving to express a myriad of circumstances and emotions that deal with growing up and experiencing what life throws at you. From the point of view of a teenager just beginning to drive, Wong uses driving actions such as braking, turning, crashing, signaling, and following the speed limit as lessons for life.

3. Critical Analysis

An inventive book which uses driving to reveals lessons about life, Behind the Wheel: Poems about Driving by Janet S. Wong expresses what it feels like to grow up and learn about interacting with the world around you.

Relying solely on words, Wong uses free verse to express her thoughts on driving and life. Suing her creative license to divide up lines and phrases as she chooses, Wong gives emphasis and meaning to different parts of the poem. Wong often repeats lines that she wants to emphasis such as "You need insurance. / You need insurance. / You need insurance. / Got it?" to get her point across. Wong even puts all of her words together in a paragraph, like the poem "ILMN444."

The content of Wong's poems differs throughout the book. At times it seems as if she is trying to teach the reader something through her poems about driving, such as "Forget kindergarten, / sharing. / Everything you need to know / you learn right here / behind the wheel." Other times, she simply relates feelings that have to do with driving, such as "read the handbook / read it again / read it again / sleep on it / dream those signs / dream / the license is mine." Whether Wong is trying to teach a lesson about life or driving is not always apparent, but there is always something to be learned through her words.

In addition to lessons about driving and life, Wong gives the reader a taste of her family's culture. She speaks of her grandfather's Chinese paper dollars in her poem "Crash" and how 444 is an old Chinese number for death in "ILMN444." These few mentions provide insight into the life of another culture and teaches the reader not only something new about Chinese culture, but also shows that every family - no matter what background - goes through similar things like teenagers learning to drive.

I think that these poems are best fit for middle school children, particularly seventh or eighth grade. Students of this age are nearing the age to drive and will better understand the pressures, situations, and imagery present in this book. Many poems in this book have a depth and seriousness to them that would take a knowledgeable and more advanced reader to fully comprehend.

I learned a lot from this book. I have never perceived driving as being anything else than how I get from Point A to Point B, so Behind the Wheel: Poems about Driving was refreshing and enlightening to read. I liked how it was about so much more than driving, and I connected with many of the stories about beginning and learning to drive. The poetry is inventive and the content is unusual, and you are done reading before you know it. I really liked this book and would recommend it to students and adults alike.

4. Review Excerpts

"Wong presents driving as a metaphor for life. She makes the rather obvious analogy in the poem "Behind the Wheel": "Everything you need to know/you learn right here/behind the wheel./Watch out for the other guy./Keep your eye on your rear./Thank the old lady who lets you in./Don't steal someone else's spot./When you rush to park and end up hopeless, crooked-/just start over." Many of the poems are simply memories of driving-related events, e.g., taking grandma to the store, a first hitchhiking attempt, and dreaming of luxury cars at the auto show. These glimpses are a bit distant, not really enticing readers to slip inside the memories. The metaphors continue throughout the book, often becoming tiresome. In "Restraint," parents are compared first to seat belts, and then to airbags: "...when you mess up-WOOOMPH!-/they're there, like air bags,/in your face." There is the obligatory, somewhat preachy poem about drunk driving, a little too light to have much impact. Not entirely convincing, these poems don't succeed as extended views of life." - Library Journal

"Wong's brief, clear lines will be accessible even to the most reluctant poetry readers, and readers of all ages will be moved by the intersection of poignancy and humor as she describes the thrilling freedom of the car and an emerging adult's awareness that, although she's traveled, her road still leads to home." - Booklist

5. Connections

Activity: Ask students to think of any activity - eating breakfast, cleaning, sleeping, going to the movies - and have them write a free verse poem about it. Collect the poems and make a class book titled "Poems about _(insert activity here)_."

Related Books:

Wong, Janet S. 1999. The Rainbow Hand: Poems about Mothers and Children. Ill. by Jennifer Hewitson. New York: M.K. McElderry Books. 0689821484.

WINTER EYES: POEMS AND PAINTINGS written and illustrated by Douglas Florian

1. Bibliographic data

Florian, Douglas. 1999. Winter Eyes. Ill. by Douglas Florian. New York: Greenwillow Books. 0-6881-6458-7.

2. Plot summary

Winter Eyes is a collection of poems that express all sorts of sentiments concerning the winter season. Douglas Florian writes twenty-eight poems about the atmosphere of winter, what it looks like in the outdoors and indoors, what he hates and loves about it, what you wear during winter, what you do during the winter, and much more.With his paintings and poems, Florian allows the reader to see and experience many aspects of winter through his own eyes.

3. Critical Analysis

Douglas Florian's delightful collection of winter poems, Winter Eyes, is an honest portrayal of the winter months through the eyes of a child. He begins with clear, beautiful imagery: "Look at winter/ With winter eyes,/ As smoke curls from rooftops/ To clear cobalt skies." This first poem, aptly named "Winter Eyes," portrays winter first through sight, then through smell, through touch, and lastly through sound. This is the perfect starting point for Winter Eyes, as Florian uses the remainder of the book to add depth to all of these senses.

One of the endearing aspects of Winter Eyes is that the poems seem to be Florian's childhood memories put on paper. In "What I Love About Winter," he speaks of snowball fights, funny hats, hot cocoa, ice skating, chimneys, and the holidays. In other poems, he writes about sledding, building snow men, doing chores, and being stuck inside because of bad weather. Reading Winter Eyes reminded me so much of my childhood playing in the snow, and I connected with a lot of Florian's imagery.

There are several different forms of poems in Winter Eyes. Florian uses the AABB form, the AABBCC (and so on) form, the ABAB form, and free verse. Florian often pairs his free verse with a painting or makes an image out of his words. I especially love Florian's poem about sledding: "First you budge then slowly trudge your sled to the top and then you speed you sail you whiz you wail and start all over again." This poem is very special because Florian fits his words into the contours of a hill. While reading, you actually feel like you're sledding! In a poem about two snowflakes meeting, Florian uses his words in a design that looks like two snowflakes are colliding. These techniques add an action element to the story and make the poems even more fun to read!

Florian's poems in Winter Eyes are pretty simple and easy to read. He throws in the occasional difficult words such as "ochre" or "umber," but the remainder of the poems could be easily understood by upper elementary students. The language will not be a barrier at all, and I think students will enjoy how he uses words to create images and will connect with many of the winter activities that he writes about - unless they have never seen snow. In that case, this book is a great eye-opener!

Florian's poems add a childhood dimension to his poems, and enliven his words. His pictures of runaway snowmen, animals burrowed underground, the bleak winter landscape, and sheep in scarves provide a charming and colorful background for his poems. For example, in "Winter Wool," Florian never speaks of sheep, but focuses on how much wool children must wear in the winter. His picture of sheep in scarves implies to me how so much wool-wearing has turned the children into sheep! These pictures shed light on these poems and brought a smile to my face.

I really enjoyed reading Winter Eyes. It brought back many childhood memories and made me miss snow (and then not miss it as well!). The poetry was simple and easy to understand, and right on target in depicting winter, in my opinion. I often felt as if I could have written many of the poems because I agreed with them so much! Florian uses a good combination of poetic styles to accurately depict his thoughts and description and keep it interesting. These poems and paintings are a delight to behold, and I definitely recommend this book.

4. Review Excerpts

"Small, quiet poems and pictures capture how winter feels to a small child, especially the physicalness of it, from "sloppy slush" to "grumpy" sun, and the wind "that hustles rusty leaves along." The short rhyming lines are clear and will be easy to read aloud, and the softly toned watercolor-and-colored-pencil pictures show snowy winter scenes, some realistic, some playful. Opposite a poem about the amount of wool to wear in winter, there's a wry picture showing people turning into sheep. There are things people love about winter ("Snowball fights / Fireplace nights"), as well as things they hate ("Frozen toes / Running nose"), and children may want to add their own wintry images." - Booklist

"Winter Eyes does not address seasonal holidays and religious celebrations. The season itself is the celebration; it is alive and ever changing. When winter begins to hold on too long, readers bid adieu and welcome spring in the final poem, "Good-Bye, Winter." Quiet and reflective as the whispers of falling snowflakes and as jubilant as the whizzing of sleds, this book will be as welcome as a warm cup of cocoa after a long day of making snowmen and turning figure eights." - School Library Journal

5. Connections

Activity: Pick another season besides winter and ask students to write a poem in any form about any aspect of that season. Ask them to draw corresponding pictures and put all of the work. They've made their own seasonal poetry book just like Winter Eyes!

Related Books:

Florian, Douglas. 1987. Winter Day. Ill. by Douglas Florian. New York: Greenwillow Books. 0590443860.

Frost, Robert. 1978. Stopping by Woods on a Snowy Evening. Ill. by Susan Jeffers. New York: Dutton. 0525467343.

Rogasky, Barbara. 1994. Winter Poems. Ill. by Trina Schart Hyman. New York: Scholastic Inc. 059042873X.