A Wrinkle in Time by Madeline L'Engle

Module 3 - A Wrinkle in Time by Madeline L'Engle


L'Engle, M. (1962). A wrinkle in time. New York: Farrar, Straus, and Giroux.

1963 Newberry Medal Winner
First Published in 1963
203 pages, with some illustrations
Ages 9-12

Plot:
Misunderstood by her classmates and written off as troubled by her teachers, high school student Margaret "Meg" Murry feels lost and only at home with her family. Her father, a brillant physicist, has been gone from the family on a top secret assignment for years, leaving behind Meg, her mother, her two teenage brothers, Dennys and Sandy and her youngest brother, a sort of savant genius, Charles Wallace. In his absence, they've continued on with life routinely, until suddenly some new people in town start to stir up some startling changes. In a "haunted house" in the woods, three mysterious and other-worldly women, Mrs. Whatsit, Mrs.
Who, and Mrs. Which, show up and assign Meg, Charles Wallace, and local high school model student, Calvin O'Keefe the mission of saving her father and by doing so, saving Earth from a coming darkness.

The journey that follows, takes them to remote and fantastic locations around the galaxy, ultimately ending up on a mysterious planet, ruled by a single mind-controlling brain that has been keeping her father captive. Using their unique abilities and strengths, each must find a way to combat these dark forces, save their father and restore their home and family.

My Impressions:

I have mixed feelings about this book. Personally, I really enjoyed the story and found it very engaging. However, having found it in the junior section of my library, I had expected it to be a lighter read. The book relied heavily not only on scientific termonology and phenomena, but it also included a lot of literary as well as religious references that I feel would be lost on the average young adult reader. I felt the story was more complicated than it needed to be based on its plot because it was trying so hard to convey the personal opinions and agenda of L'Engle. Despite this though, the ideas within the story were very original and engaging and the characters were each well-defined, unique and dimensional.

Reviews:


Excerpt from Booklist

“This is is one of those books where you can tell if someone has read it by how their eyes light up when you mention the title,” Medlar says. “It’s such a great combination of so many things,
all of which appeal to different types of people and readers.” His library’s circulation figures back up these personal impressions: “It definitely is one of the most popular Newbery titles that we have in the collection.” 

A Wrinkle in Time. (2007). Booklist, 103(18), 58-59.

From The Reading Teacher

"This book was awarded the 1963 Newbery Medal for the most distinguished contribution to American literature for children, so it is ironic that the manuscript was rejected 26 times before it was published. The honor of the medal marked the first time in history that juvenile science-fiction-- in the story of three children transported from Earth to another planet--was accepted into mainstream children's literature. Written during the Cold War era of nuclear threat and the space race. A Wrinkle in Time delves into the world of space and time travel in the mid-20th century, taking the reader on a journey of the unexplored. L'Engle realistically portrays adolescent anxieties related to physical appearance, family relationships, and one's search for identity. There will always be a Meg, a Charles, or a Calvin inside every reader asking the same questions: Do I matter? Does anyone care? In A Wrinkle in Time, they find out they are not alone in their pursuit of self-discovery."

Livingston, N., & Kurkjian, C. (2003). A Wrinkle in Time (Book). Reading Teacher, 57(1), 100.

Library Suggestions:

This book would be a nice display item for a collection of youth science fiction books, as it is considered the first book of its genre to gain such acclaim and therefore popularize the genre as a whole. It is a foundational book within such a collection and helps to illustrate the evolution of youth science-fiction over the last 50 years. 

Crow Call by Lois Lowry

Module 2 - Crow Call by Lois Lowry

Lowry, L., & Ibatoulline, B. (2009). Crow call. New York: Scholastic Press.

Published 2009
32 pages, fully illustrated by Bagram Ibatoulline
Ages 4-8

Plot:

Taking place on a cold November morning following the return of her father from war, Liz recounts the day her father took her on her first crow call. Rising before dawn, she and her father set off, a little unsure of each other after their long estrangement, and head to a local diner for breakfast where they eat cherry pie (Liz's favorite). Once they arrive at their woodland destination, they begin to silently hike into the woods, Liz wrapped snuggly in her prized oversized plain hunting shirt. Soon it is time and Liz begins the call and suddenly hundreds of birds flock to her. She are her dad share some brief conversation and the unspoken bond of this memory and by doing so reestablish a personal connection to each other.

My Impressions:

I liked this story because it dove into the internal feelings of the character, rather than focusing on the external action as most children's books do. The story shows how a simple morning out that to some might seem relatively uneventful, can become a cherished memory rich with sentiment and life long after it passes. While it is unlikely many children will find themselves out on an early morning crow call with an estranged father, the story is nevertheless relatable. It is these moments which create the individual and it is clear that this moment is deeply rooted in who Lois Lowry is. Also, the artwork for the story is quite immersive and truly helps extend the emotional content of the story as well as the setting. I do however feel that while children will enjoy this book, but that adults will probablly appreciate its subtlety much more.

Reviews:

From Booklist by Ilene Cooper 

Drawing on a childhood memory, Lowry offers a story where the specific becomes universal. Lizzie’s father is back from the war, and to her, he is almost a stranger. He doesn’t even know how much she loves cherry pie. But he does understand when she picks out an unconventional adult-size hunting shirt, which at least she won’t outgrow. One cold morning, Lizzie dons her shirt and goes out with Daddy to hunt crows. Crows eat crops; of that there’s no doubt. Daddy has his shotgun. He’s given Lizzie a crow call so she can gather the birds together in the trees. In a subtle dialogue, Lizzie says things without saying the big thing on her mind: “I wish the crows didn’t eat the crops. . . . They might have babies to take care of.” Not wanting to disappoint her father, Lizzie calls the birds until they fill the sky, and then, after a breathless moment, her father, not wanting to disappoint Lizzie, takes her home. Each frame of the story is captured like an old-time movie in Ibatoulline’s tender watercolor and acrylic gouache artwork. Particularly effective is the doublepage spread in which father and daughter walk among the leafless trees on that chilly autumn day, when their “words seemed etched and breakable on the brittle stillness.” In the end, words aren’t needed after all.


Cooper, I. (2009). Crow Call. Booklist, 106(4), 50.

From School Library Journal by Maryann H. Owen

Based on the reminiscence of a day in 1945, Lowry's nostalgic story has appeal that will resonate with 21st-century children. Lizzie's father has just returned from serving in World War II and she's a bit shy even though she's excited about spending the day with him. They are going to hunt crows that are eating the farmers' crops. The eight-year-old is warmly dressed in a man's plaid wool shirt that she had admired in a store window and her father bought for her even though it comes down to her knees. After an early diner breakfast of her favorite cherry pie, they head toward the woods. Being in charge of the crow call, a whistle intended to lure prey to the hunter, Lizzie is impressed with the number of birds she entices, yet feels uncomfortable because they are about to be killed. However, her father never raises his rifle; he simply enjoys watching his enthralled daughter and the multitude of birds that have heeded her call. Remarkable, atmospheric illustrations reveal the subdued, cool autumn colors of crunchy dried grass, softly hued sky, and dark leafless trees. The memory of a treasured day spent with a special person will resonate with readers everywhere.

Owen, M. H. (2009). Crow Call. School Library Journal, 55(10), 98.

Library Suggestions:

As this story was based on the personal recollection of a defining moment in Lowry's life, this book would work well as an introduction to a sharing a personal memory activity. After being read the story, children could be asked to either verbally go around and share a memory that was important to them or maybe illustrate it. This helps children explore their uniqueness among their peers as well as develop their expression of emotions creatively.

Tuesday by David Wiesner

 

Module 2 - Tuesday by David Wiesner

Wiesner, D., Egolf, R. L., Clarion Books, & Dr. Robert L. Egolf Collection. (1991). Tuesday. New York: Clarion Books. 


1992 Caldecot Medal Winner
32 fully illustrated pages
Ages 4-8

Plot:

One Tuesday evening, around eight, strange things begin to happen. An entire pond full of frog's begin to levitate on their lillypads, and hovering above the city, they take flight across the town startling all the animals and townspeople they pass. Then abruptly, as morning dawns they all drop back down to the ground and resume their normal pond life. The town wakes up, startled by the remains of the night's antics, they investigate. The following Tuesday night, again around eight, a mysterious occurrence again begins: a whole barn-full of pigs take flight!

My Impressions:

I didn't know what to expect from this book when I first picked it up, but I knew I was attracted to the cover art, which I found to be immersive and captivating. I also found the triptic on the title page of the book to be a great way to introduce the book, both artistically as well as to the contents of the story.I loved that the book relied so heavily on its artwork, using text only to introduce the date and time of the events, and even then very vaguely. This book captivates the power of imagination and the extraordinary events that take place in this sometimes monotinous world we live in. I expect children quite enjoy this book for its sense of wonder even in the telling of such a simple story. I know I did.

Reviews: 

"If this wordless book has any kind of message besides "flying is fun," it may be "beware jadedness." Our last frog image is of one particularly grumpy frog, tapping his frog fingers on his lily pad and looking resentfully toward the sky. As in, "Yeah. But what have you done for me today?" But don't get me wrong; it's all in good fun...splendid fun, actually. Tuesday offers the hope that magic may just be around the next corner."

Partial excerpt from:
Barancik, Steve. (n.d). Tuesday by david wiesner. Best Children's Books Website. Retrieved at: http://www.best-childrens-books.com/tuesday-wiesner.html.


"David Wiesner’s Caldecott award- wining book Tuesday is a wordless picture book about the
mischievous adventures of a clan of frogs on a late Tuesday night. Their adventures take them
through a local human town as they interact with it on a human level. Through his skillful
artistic ability with action pictures and detail, Wiesner creates a realistic human setting
inhabited by frogs. Weisner’s evident ability stimulates the reader’s imagination.
The skillfully crafted pictures make it easy to imagine that the frogs could have human
characteristics. The frogs are not depicted in their normal setting, but the pictures help the
reader see how much the frogs are enjoying themselves in this strange new world....Tuesday is skillfully crafted to elicit different emotions in the reader, stimulate curiosity,
personify the frogs, and tell a fantastically imaginative story. Wiesner’s story captures the
reader’s complete attention without words by showing each animal’s human like characteristics."

Partial excerpt from:
Aragon, Stacie. (1999). When pigs fly. Children's Book and Play Review. Fall 1999 Issue. Retrieved at: http://contentdm.lib.byu.edu/u?/CBPR,1828.

Library Suggestions:

As this book is highly detailed in its images, use it to teach close examinations. Ask children to find clues that suggest what time of day it is throughout the book or in the image where the town wakes up and begins to investigate the remains, have them find what types of clues or evidence the frogs left behind. 

How to Eat Fried Worms by Thomas Rockwell

Module 1 - How to Eat Fried Worms by Thomas Rockwell 

Rockwell, T., & McCully, E. A. (1973). How to eat fried worms. New York: Dell Pub.  

116 pages (many with illustrations by Emily McCully)

Published 1973

Film Adaptation 2006

Ages 9-12

Plot: 

It all starts with a bet between four young boys, Billy, Tom, Alan and Joe: eat 15 worms in 15 days and win 50 dollars. Billy, prone to talking a big talk and getting himself into bets, is challenged by Alan to eat 15 worms, prepared anyway Billy wants, over the course of 15 days. The boys quickly divide into two teams: Billy and Tom against Alan and Joe. Right from the start, Alan and Joe find ways to stack the deck in their favor. It starts out with going out of their way to find the largest worms available: nightcrawlers. But Billy tackles each new challenge with determination and a lot of encouragement from Tom. Alan becomes increasingly worried that Billy will be able to do it and he'll have to tell his dad about the bet in order to fund the $50. He tries gluing two worms together, creating a fake worm out of beans, and stuffing Billy at a baseball game all in order to try to wiggle his way out of the bet. Soon the boys parents become involved as the situation escalates from gentlemanly bet to a test of honor. In the end though, Billy's determination to win the bet overcome all the cheating and trickery Alan and Joe could dish out. Billy ends up not only with a boosted sense of pride and a motorbike, but also an unshakable liking for worms.

My Impressions:

I was surprised how much I really enjoyed reading this book. Though this book is often considered a "classic boy's book", and I myself am a girl, I found I could relate to the characters. I really liked how involved the parents became in the story as this seemed to add a more realistic dimension to the story. The story's escalation from a simple afternoon bet among friends to all out war is subtle and dynamic without being too over-the-top sensational. I also enjoyed the use of dialect in the story and in general the abundance of dialogue. It kept the story very lively and active. I recommend this book not only for its engaging story, but also for its exceptional writing.

Reviews:

Barnes and Noble Book Review by Elizabeth Fresse

Alan has bet Billy fifty dollars that he can't eat fifteen worms in fifteen days. Billy decides he is up to the challenge, so he begins a long process to get down fifteen worms. The first few were hard for Billy, but once he was sure that he would suffer no ill effects, the rest were easy to eat. The challenge came in actually eating them, since Alan was not ready to lose fifty dollars. As trick after trick is tried and Billy sees through each one, the drama increases. Even the boys' parents get involved, at times helping Billy eat his worms but at times almost ruining the whole thing. This was a very comical book that any boy or tomboy should enjoy. It would be a great tool in opening the door to discussing betting, even small bets, and the risks that it involves. It also deals with friends doing things that upset each other, and how to get past the issues that arise and continue being friends after the incident is over. The back of the book contains several worm recipes, though of course these are not your garden variety worm.

http://search.barnesandnoble.com/How-to-Eat-Fried-Worms/Thomas-Rockwell/e/9780440445456?box=0440445450&pos=-1&ugrp=2

From Book Links by Edward T. Sullivan

"First published in 1953, this a classic "boy book"--it's gross, revolting, and utterly hilarious."

Edward T, S. (n.d). How to Eat Fried Worms. Book Links, 10(2), 57.

From International Press Publication Inc. Website

Because of a bet, Billy is in the uncomfortable position of having to eat 15 worms in 15 days. A hilarious story that will revolt and delight bumptious, unreachable intermediate-grade boys and any other less particular mortals that read or listen to it. . . . Colorful, original writing in a much-needed comic vein.--Booklist. 

http://www.ippbooks.com/store/how-to-eat-fried-worms.html

Library Suggestions:

This book has inspired a great many learning activities over the years. Many to do with creating your own fried worm dishes. Have students come up with their own unique version of how they would prefer to eat a few fried worms.

Also, this book could easily be incorporated into lessons about peer pressure versus staying true to oneself. It is also a good example of following through with your promises, even when doing so is harder than giving up.

The Giving Tree by Shel Silverstein

Module 1 - The Giving Tree by Shel Silverstein

Silverstein, S. (1964). The giving tree. New York: Harper & Row. 

57 pages

Fully Illustrated

Published in 1964

Ages 4-8

Plot: 

In The Giving Tree, Shel Silverstein tells the story of the relationship between a boy and a tree. As a child, the tree serves as a source of wonder and friendship for the boy who spends his days  swinging from its branches and eating its apples. But as years pass, the relationship evolves and the tree begins to become neglected as the priorities of the boy mature. As a young man, he returns to the tree, which is all to eager to be needed once more, and dismisses the tree's offers to again play in the tree's branches and eat its apples, instead saying he can no longer play as he is in need of money. So the tree gives him all its apples in order to be sold for money. Years pass again and the boy returns as a middle-aged man who again dismisses the tree's renewed offers of play, claiming instead to need a house. So the tree offers its branches so that the man might build a house. And again returning as an elderly gentleman, he returns to the neglected tree in need of a boat. So the tree offers its trunk so that he can build himself a boat. Up until this point, the tree states that it is happy to make these sacrifices for the sake of the boy's happiness. But when all that remains is a stump, the tree finally becomes sad. When the crippled old man returns to the stump, the tree tells him that he has nothing left to give, but the man says he wants nothing more than to sit awhile. So the stump perks up to support the man and once more the tree is happy.

My Impressions:

I actually came across this book when shelving at my library about a week before this class started and decided to flip through it because I liked Shel Silverstein so much as a kid. After reading through it, I remember being confounded. This did not feel like a children's book to me. It felt like it was trying to get across a very adult and abstract message to children and using illustrations to do the work, rather than the language. The story seemed very anti-climactic as well as it seems like neither the tree nor the boy/man are truly happy at the end, but rather content in their mutual settling. I was not surprised to see this book listed on the reading list as a book that parents think is a good children's book and was eager to provide my take on it. I don't have a whole lot of experience yet working with children in a library setting, but I cannot imagine this book as a big hit with kids. While I think they would understand the message of taking without giving in return leads to dissatisfaction and that a friendship requires mutual support and giving, I don't think they will become immersed in the story.

 Reviews:

From School Library Monthly:

Once there was a tree…
and she loved a little boy.

Thus begins one of the best-known and most memorable stories from the last forty-five years—The Giving Tree, written and illustrated by Shel Silverstein. It was first published in 1964 (HarperCollins). At first it was rejected by publishers because of concerns that it fell somewhere between children and adults’ literature. It has since, however, been embraced by various audiences and has remained in print  almost the entire time since its first publication. A fortieth anniversary edition was released in 2004 that includes a CD of the poetry performed by Silverstein.

A Boy and a Tree

The Giving Tree shares the story of a young boy and his lifetime relationship with a certain apple tree. But it is much more than that. It is also a story of giving (and taking or receiving), friendship, happiness, loyalty, sacrifice, gratitude, happiness, and most importantly—love. The tree ultimately gives everything for the boy without receiving much in return. The theme or message of the book has been interpreted in many different ways. It can be very simply understood
by a second grader, or an adult cans earch for a deeper meaning.

Brodie, C. S. (2009). The Giving Tree by Shel Silverstein--A Forty-Five Year Celebration. School Library Monthly, 26(1), 22. 

 From Canadian Review of Materials:

This popular classic of modern children's literature was first published in 1963 and has been embraced both by children and adults. It has just been released with a CD narration of the story by Shel Silverstein. This parable teaches lessons on love and acceptance, is simply told. It is illustrated with black and white line drawings and a straightforward text describing how a little boy comes to visit the "giving tree" every day. The tree gives the boy everything from its apples to a place to swing and slide. As the boy grows up, he demands more and more from the tree until finally the tree seems to have nothing left to give. At the end, the boy is an old man and returns to the tree and finds that the tree provides him with one more thing.

The CD operates well, but the recording is not perfectly clear as Mr. Silverstein is close to the microphone at times. But children will love hearing his tender and soulful voice and the melodious harmonica background music. The recording is close to six minutes long and fits into a pocket inside the back cover. The book's theme of love and the cycle of life will resonate with adults and will provide many discussion points when shared with children.

Douglas, L. (2004). The Giving Tree (Book). CM: Canadian Review of Materials, 10(21), N.PAG.

Library Suggestions:

This book would be good to incorporate into lessons and readings about our relationship with nature and the cycle of life/seasons. Children could perform an activity afterward such as rearranging pieces of a tree to become a house in order to visualize the way we rely on nature to sustain us.