Genre 4 - PROFESSOR I.Q. EXPLORES THE BRAIN by Seymour Simon

1. BIBLIOGRAPHY
Simon, Seymour. 1993. PROFESSOR I.Q. EXPLORES THE BRAIN. Honesdale, PA: Bell Books. ISBN 1878093274

2. PLOT SUMMARY
In this informational text, Seymour Simon uses, Dr. I.Q. (who closely resembles Albert Einstein), to lead a group of multicultural children in an exploration of the human brain. Comparing the organ’s ability and functions to that of a familiar machine—the computer—Dr. I.Q. provides an interactive look at a scientific subject with hands-on activities and suggestions offered in many of the pages. Colorful illustrations, characters’ thought and word bubbles, “Try This…” suggestions, and a friendly feline sidekick add information, entertainment value, and appeal for the reader. Simon takes a complex subject and presents it in a relatively brief and concise literary offering— readers will receive an abundance of information in just 40 pages.

3. CRITICAL ANALYSIS
Simon manages to offer readers an overview of a complex and multifaceted topic in a brief literary experience. Cleverly comparing the brain to a computer, the goofy Dr. I.Q. introduces his students to the brain beginning with its general construction and then moving on to specific parts, functions, and more complex concepts surrounding the organ. While the information provided is a solid representation for introductory purposes, the scientific terms and concepts may be a bit too complex for younger ages. Still, if read in an environment that provides supplemental support, even younger readers may benefit from Simon’s book.

The pages of the book are filled with text that present the relative information about brain construction and function, while illustrations cleverly offer reinforcement and experimental suggestions through “Try This...” suggestions. This particular aspect of the book makes it somewhat interactive, if readers choose to carry out the suggestions. In general, the book has a forward momentum, where each subsequent page’s information builds upon that offered in previous pages. This particular characteristic makes it somewhat harder for readers to use the book for reference purposes, as it is difficult to locate specific concepts in the jumble of words on every page (in spite of an attempt at bolded key words). Scientific terminology is defined throughout the text, but no glossary or index is offered for readers who may benefit from a more direct definitional format.

Overall, the book’s colorful design and style may appeal to younger audiences, but the amount of wording could be intimidating to less experienced readers. An abundance of information is offered on each page, however, some of the pages give off a sense of chaos—leaving the reader unsure of where and how to approach the overwhelming text.

4. REVIEW EXCERPTS
Review in PUBLISHERS WEEKLY: “Youngsters fascinated by the inner workings of their heads may find the book stimulating as an introduction to such diverse fields as left- and right-brain theory and the study of brain waves.”
Review in KIRKUS REVIEWS: “A clearly written, brief—but surprisingly complete—discussion of the brain and its parts.”

5. CONNECTIONS
*As students/children read the book, perform the “Try This…” sections to reinforce information provided in the text.
*Break the book into sections based on concepts (i.e. right- and left-brain, parts and structure, etc.) and use the information provided as an introduction to those science concepts as they are taught in class. This could be used in almost any grade level.

Genre 4 - THE WALL: Growing Up Behind the Iron Curtain by Peter Sis

1. BIBLIOGRAPHY
Sis, Peter. 2007. THE WALL: GROWING UP BEHIND THE IRON CURTAIN. New York: Farrar, Straus and Giroux. ISBN 0374347018

2. PLOT SUMMARY
THE WALL is a “graphic memoir” of author, Peter Sis’, childhood in Czechoslovakia. Through a blending of graphics, narration, brief descriptions, and journal entries, Sis provides readers with a look into his earlier life in a country controlled by the totalitarian government of Communist Russia. Offering insight into the time period, he establishes the events leading up to the creation of the Iron Curtain so that readers have a frame of reference to draw from. Describing political, personal, and societal events, Sis covers all areas of life that were impacted by the control and constant monitoring of the government entity. THE WALL is a truly insightful and educational reading experience.

3. CRITICAL ANALYSIS
Peter Sis documents his childhood and early life in Czechoslovakia through the graphic memoir of a young boy, which would most closely fall under the category of “informational storybook” (due to the story-like nature of the character and life/events timeline). Providing a firsthand account and accurate historical information, Sis creates an educational asset to children learning about the Cold War era in an Eastern Bloc country. His story is relevant to readers of all ages as it touches on a truly monumental event in world history. Describing the political (i.e. government, “compulsory” actions and requirements, police, education, etc.) and social (i.e. music, art, clothing, hairstyles, personal expression, etc.) influences and events, he paints a vivid picture of what it meant to live in the Soviet Union in that time.

The book is organized so that it may be read as a story or referenced depending on what type of information the reader is seeking—journal entries, general informative writing, storyline, or graphic representation. It is not a book that must be read in a single sitting or from one cover to the other. Within the organization of the book is a freedom for the reader to experience the information that the author has to offer in their own individual way. Covered from front to back with interesting drawings and even a few historical photos of propaganda posters, the illustration invites readers into the pages without the intimidation of excess words on each and every page. The story can be experienced through pictures or words (or through a combination of both) making it an appealing choice to a variety of audiences. Sis presents the truth of a nation and what freedom means to him through his personal life journey and a unique authorship and style.

4. REVIEW EXCERPTS
Starred review in PUBLISHERS WEEKLY: “... the author pairs his remarkable artistry with journal entries, historical context, and period photography to create a powerful account of his childhood in Cold War-era Prague.”
Starred review in BOOKLIST: Throughout, terrific design dramatizes the conflict between conformity and creative freedom..."

5. CONNECTIONS
*Great middle school study aid as students learn about the various events leading up to and during the Cold War.
*Allow students to explore some of the creative aspects of the book in greater depth—i.e. Beatles and Beach Boys songs, clothing and hairstyles of the time period, banned Western books, etc.
*Have students begin to create their own graphic novels/memoirs about growing up during the War on Terrorism and 9/11. (This should be considered more for high school students and could be controversial due to the sensitive and current nature of the subject.)

Genre 3 - TROPICAL SECRETS Holocaust Refugees in Cuba by Margarita Engle

1. BIBLIOGRAPHY
Engle, Margarita. 2009. TROPICAL SECRETS: HOLOCAUST REFUGEES IN CUBA. New York: Henry Holt and Company. ISBN 0805089365

2. PLOT SUMMARY
Through first person narration Margarita Engle tells the story of Daniel, a young Jewish boy from Germany seeking refuge in Cuba after being turned away in both the United States and Canada. This poignant, story, based on factual historical events, is full of emotion and honesty as Engle’s words take the form of a beautifully flowing verse novel. She offers additional points of view as readers are exposed to a native Cuban girl risking everything to help care for refugees (Paloma), to her father (El Gordo) — a corrupt Cuban official accepting bribes for visas, and to a Russian refugee who has made his life in Cuba and accepted the reality of the war (David). Throughout the novel readers will experience an emotional response to the struggles that Daniel, David, and Paloma encounter as they begin to understand the details and effects of the war in Europe and the constant struggle to protect those seeking refuge.

3. CRITICAL ANALYSIS
Engle creates an eloquent story of family, friendship, love, trust, faith, and realization in TROPICAL SECRETS. Using figurative language and imagery that plays to the senses, she paints a vivid picture of the ongoing struggle and corruption of World War II, highlighting its presence in less prominent places (such as Cuba). The narrative voices strike the emotional chords of readers as they solicit feelings of sadness, loss, hope, and friendship. Engle is successful at making an emotional connection with her readers.

Through descriptions of the island, clothing, people, and celebrations like “carnival,” an expressive canvas of setting is laid out. The imagery in the language makes readers feel as though they, too, are present in Cuba. There is little rhyming in each of the pages due to the nature of the poem. It is a free verse narrative of an event in history. The rhythm, however, is an integral part of the novel, shifting and adjusting for the narrator, event being described, and the mood or emotion being conveyed. The overall tone of the novel is somber with glimmers of hope. While the book ends on a more positive note, it is still bittersweet as Daniel never again sees his parents and Paloma’s father is never punished for his corruption.

4. REVIEW EXCERPTS
Review in KIRKUS REVIEW: “Engle's tireless drive to give voice to the silenced in Cuban history provides fresh options for young readers.”
Review in SCHOOL LIBRARY JOURNAL: “The full-cast narration gives an authentic and distinct voice to each character and will engage listeners. This is historical fiction at its best.”

5. CONNECTIONS
*Read Engle’s previous two verse novels THE SURRENDER TREE and THE POET SLAVE OF CUBA, both reflecting the history of Cuba.
*Discuss lesser known countries that were affected by WWII and the Holocaust. Lead the children in a discussion about these topics offering for them to share any of their families’ stories

Genre 3 - SWIMMING UPSTREAM Middle School Poems by Kristine O'Connell George

1. BIBLIOGRAPHY
George, Kristine O’Connell. 2002. SWIMMING UPSTREAM. New York: Clarion Books. ISBN 0618152504

2. PLOT SUMMARY
Middle school is a time in any adolescent’s life that is both confusing and intimidating. Beginning a new school year in a new school with new faces and new expectations can at times be overwhelming and difficult to bear. In SWIMMING UPSTREAM, Kristine O’Connell George creates an anthology of poems about the middle school struggles, successes, joys, and woes that a sixth grade girl encounters throughout the year. Chronologically moving from the first day of school to the last, the book highlights those important middle school moments that current middle schoolers can relate to and that solicit vivid memories in adult readers. Through her variety of poems, George hits the middle school nail right on the head!

3. CRITICAL ANALYSIS
In her anthology of middle school poems, Kristin O’Connell George provides poetic variety to readers. From short, three-line, staccato poems to longer, more flowing poems with rhyming words, she creates breadth in the rhythm of the poems that fill the pages. George also provides alternative types of poems through the use of acrostics (“SNOB”) and variants of list poems (“Yearbook”). The variety she provides keeps readers interested, engaged, and wondering what is coming next. While many of the poems do involve rhyming words, this is not a theme throughout the anthology; each poem is written individually and crafted to reflect the purpose of that particular poem. Each poem tells a different story than the last, and though some are connected through characters, events, and chronology, each poem could stand alone.

George also manages to capture the many emotions of the middle school years. As she notes important (and less important) events that define middle school, readers find themselves understanding and relating to the plethora of emotions that flow from the pages—embarrassment, anxiety, stress, joy, goofiness, curiosity, young love, and so many more. She selects her words with care and precision to solicit the feelings that each poem calls for. Though the words may seem simple and meaningless, each word serves a purpose for drawing out a particular emotion, memory, or experience that will aid readers in understanding the meaning of the poems on a deeper level.

The anthology is designed in a thoughtful, organized manner. Though an index and table of contents are absent, the chronological orientation of the book makes for quick and easy reference. The illustrations do not take away from the words of the poems, but rather offer background noise and periodic breaks in the story playing out. The book is, overall, balanced well with both variety of poems and emotion, and it appeals to a variety of audiences—elementary school students preparing to embark on this new adventure, students currently caught in “the middle,” and high school/college students and adults that have experienced this interesting time of life and read to reminisce.

4. REVIEW EXCERPTS
Review in SCHOOL LIBRARY JOURNAL: “Students will relate to this voice navigating ‘upstream,’ while they try to find their own place in the middle-school wilderness.”
Review in BOOKLIST: "...mysteries of lockers and uncontrolled giggling are plumbed...rapture of the boy you like liking you...Sweet and on key."

5. CONNECTIONS
*Use the topics and themes in the book to discuss struggles with current middle school students. Allow them to share some of their worries, concerns, and joys.
*Allow elementary school students to try their hand at creating poems that focus on their school years.
*See if middle school students can think of some events that were not offered through the books poems. Discuss these and see if a poem can be written that captures their essence.

Genre 3 - BUTTERFLY EYES and Other Secrets of the Meadow by Joyce Sidman

1. BIBLIOGRAPHY
Sidman, Joyce. 2006. BUTTERFLY EYES AND OTHER SECRETS OF THE MEADOW. Boston: Houghton Mifflin. ISBN 061856313

2. PLOT SUMMARY
Joyce Sidman creates a world of science wonder and curiosity by invoking readers to answer her poetry riddles. Following a common pattern throughout the book, the author provides two riddles that ask readers to identify the creature or element being described. Upon turning the page, readers will then be introduced to newfound science knowledge surrounding the meadow and many of the creatures which are its inhabitants. Throughout the book, readers may test their own knowledge, inference skills, and contextual conclusions. The author is sure to provide sound reasoning and explanation to her questions before the back cover closes, leaving no one in the dark and without answers to the questions she poses.

3. CRITICAL ANALYSIS
In each of her free verse poems, Sidman highlights a central theme: the meadow. Through figurative language and symbolism, she paints a vivid picture of meadow life. Rhyming is used at times to convey a sense of flow and ease within each poetic phrase. At other times, more conventional speech and patterns are solicited to bring the essence of the poem to the reader. The range of rhythm and rhyming patterns offers just enough variance to keep the reader engaged and wondering what will be next. A sense of anticipation is also created with the questions posed at the end of each poem, leaving the reader to turn the page before discovering the answers. The contrast of poem and informative prose ensures that readers are given clear, meaningful answers to each riddle.

Sidman plays to readers’ senses using language to simulate touch, taste, sound, vision, and smell. The language choice is highly descriptive and it creates the imagery of each of the poems. Upon opening the book and reading the first poem, readers feel as though they have fallen head first into the meadow. The illustrations in the book are incredible representations of the elements and subjects of each poem. However, the illustrations seem to solicit much attention with their vibrant colors and contrastingly bold, black accents. While readers will definitely enjoy the artwork provided, it plays too great a role for a book of poetry. If readers are highly observant, they may find that the answers to many of the author’s questions are drawn into the pages’ illustrations.
A final aid for readers still developing their knowledge of meadowland ecology is the glossary provided in the back of the book. This reference guide ensures that S words are defined and appropriately applied to the context provided in the book.

4. REVIEW EXCERPTS
Review in SCHOOL LIBRARY JOURNAL: “This book is a handsome and versatile compendium, melding art, poetry, and natural history.”
Review in BOOKLIST: “The poetry draws children straight into an awe-inspiring natural world with infectious sounds and beats, inventive images, and a range of poetic styles that make the book an excellent choice for use across the curriculum.”

5. CONNECTIONS
*See if students can create their own poetic riddles, or create one as a group.
*Together read BUTTERFLY EYES to determine the answer to each riddle posed.
*Use BUTTERFLY EYES to introduce science lessons about meadowland ecology. The book could be broken down into various lessons with the poems/riddles used as anticipatory sets and the prose sections serving as a jumping-off point for lecture/instruction.

Genre 2 - Yummy: Eight Favorite Fairy Tales by Lucy Cousins

1. BIBLIOGRAPHY
Cousins, Lucy. 2009. YUMMY: EIGHT FAVORITE FAIRY TALES. Cambridge: Candlewick Press. ISBN 0763644749

2. PLOT SUMMARY
YUMMY is a compilation of eight cherished, children’s fairy tales, including “Little Red Riding Hood,” “The Three Billy Goats Gruff,” “Henny Penny,” “The Three Little Pigs,” “The Enormous Turnip,” “Goldilocks and the Three Bears,” “The Little Red Hen,” and “The Musicians of Bremen.” In each of her retellings, Cousins gives a straight-forward account of the tale’s events, disregarding the traditional sugar-coating often associated with such stories. Though, at time, brutal and violent, Cousins frames her stories in a humorous light that is accentuated with bold illustrations. With each tale, readers learn the importance of good versus evil and will discover that the common traits of fairy tales are still present in the pages.

3. CRITICAL ANALYSIS
Lucy Cousins does an excellent job of creating simple and candid versions of many well-known fairy tales. Brute honesty provides a foundation of humor in which readers may interpret each story’s plot, characters, and theme. Ensuring that the traditional messages of good and evil and happily-ever-after (among many others) are present, readers come away from each story having experienced the moral theme intended through its words. In short, simple word choice, each story is upfront and clear in its telling, making interpretation easier for even novice readers. Bright, bold colors with simple lines facilitate illustrations that mirror the simplicity of the stories’ words. In a world where most fairy tales are presented in less abrupt wording and plots, Cousins does not hesitate to have “Granny” swallowed up by a wolf who soon has his head chopped off in one swift motion, nor does she censor the boiling death of the “Big, Bad Wolf” when at last pig number three traps him in a pot of scalding, hot water. The overall organization of the collection is clear and concise, and the author even chooses to incorporate some of the lesser known tales such as “The Enormous Turnip” and “Henny Penny.” Overall, this anthology of fairy tales is a dazzling and fun read whose pages jump out and come to life.

4. REVIEW EXCERPTS
Review in KIRKUS REVIEW: “on the whole this lap-sized collection offers younger children an eye-opening cross-section of the far-from-innocuous world of folk literature”
Review in SCHOOL LIBRARY JOURNAL: “Beloved classics are successfully served by these bold, striking renditions”

5. CONNECTIONS
*Read YUMMY and then compare and contrast Cousin’s versions with other versions that the children might be more familiar with.
*Follow up with the introduction and reading of Cousins’ famous Maisy series.
*Allow students to illustrate their own versions of fairy tales, using YUMMY as a model text/illustration.

Genre 2 - The Girl Who Loved Wild Horses by Paul Goble

1. BIBLIOGRAPHY
Goble, Paul. 1978. THE GIRL WHO LOVED WILD HORSES. New York: Aladdin Paperbacks. ISBN 0689716966

2. PLOT SUMMARY
THE GIRL WHO LOVED WILD HORSES is a tale of following one’s heart and seeking destiny. This Native American legend tells of a girl whose love for the wild horses that roam the hills of her village will eventually lead her away from her family and home. Instinctively, the animals protect and accept the girl, knowing that her heart truly beats for them. After a year of being gone from her home, she is found and brought back to her village, where her longing heart soon makes her ill. Knowing that she will only thrive in health and happiness when with the wild horses, the girl’s parents relinquish her to the life she desires. After many years of running with the wild horses, the girl disappears, but a beautiful mare is seen beside the beautiful stallion that the girl loved so much. It is believed that the girl “had surely become one of the wild horses at last.”

3. CRITICAL ANALYSIS
Through his words and paintings, Paul Goble tells a beautiful story of a Native American girl whose heart leads her on a life-changing journey. This folktale embodies the conventional elements of traditional tales with its transformational motif (from human to horse) and cultural relevance. The setting is simple, yet clear and provides the perfect foundation for the events that play out. As with many folktales, readers see time pass in the blink of an eye, as years pass with nothing more than the turn of a page. Goble does an excellent job of highlighting the human nature of the wild horses through their ability to “talk” to the girl and take her in as one of their own. Remaining true to the Native American culture, the author ensures that the importance of the natural world is emphasized through the words of his tale and, ultimately, the ending events. Adding further authenticity, Goble incorporates Native American heritage through the inclusion of two traditional songs.

The detailed paintings that Goble uses to illustrate his tale swaddle the pages in color and symbolic representation. Though the art is two-dimensional, the movement in each page carries readers through the story, from one page to the next. The bold colors of the characters and setting contrast the white background of the pages with striking vividness, and the simple words and font allows the art to tell much of the story.

4. REVIEW EXCERPTS
Review in SCHOOL LIBRARY JOURNAL: “Paul Goble's beautifully-told, Caldecott Award-winning book receives a fine treatment”
Review in CHILDREN’S LITERATURE: “Beautiful, bright color illustrations on every spread expand upon the spare, but effective text. A true delight for those who love folklore and horses.”

5. CONNECTIONS
*Follow the reading of THE GIRL WHO LOVED WILD HORSES with other Paul Goble Native American folktales, making note of the similarities and differences in the stories.
*Lead children in a discussion of the meaning or moral of each folktale. Consider how other cultures may teach the same lessons.
*Using instruments and traditional Native American clothing/props, sing the two songs provided at the end of the book.