Module 12: Home on the Range: John A. Lomax and His Cowboy Songs by Deborah Hopkins

Citation:

Hopkinson,D. (2009). Home on the range: John A. Lomax and his cowboy songs. New York, N.Y.: G.P. Putnam’s Sons.

Summary: This is the biography of John A. Lomax and his journey to acquire many of America’s folk songs. As a child he sang and wrote down songs. As an adult he went to college and became a teacher. One project inspired him to go out into the world and record and write down folk song and cowboy songs. Although he ran into some obstacles he was able to find many songs from America’s history. He went on to travel with his son and talk to people about the songs and their history.

My Opinion: I felt that this book was somewhat interesting. It teaches about following your dreams and your heart. As a child these songs interested him and as an adult he ended up searching for people who knew folksongs. I found this book to lack some excitement but easy to follow. I am not sure if this book would be incredibly popular but would make a good read aloud.

Reviews:

Hartshorn, J. (2009, May/June). [Review of the book Home on the range: John A. Lomax and his cowboy songs]. Library Media Connection via Titlewave. Retrieved by http://titlewave.com/search?SID=1a8b654d390d883e34603e65fba48074

Library Media Connection (May/June 2009) Deborah Hopkinson presents the amazing story of John A. Lomax, the first man to popularize great American folk songs such as “Home on the Range.” As a boy in Texas, he listened to the cowboys, songs and wrote each one down. Years later, he convinced cowboys and Gypsies to sing for him and soon he had hundreds of songs preserved for generations to come. A part of American history is brought to life through Hopkinson’s lively narrative with song excerpts throughout, and Schindler’s gorgeous art brings the West alive. This is a good addition for a public library, but only for schools where it fits the curriculum. Additional Selection. Jennifer L. Hartshorn, Head of Children’s Services, Merrimack (New Hampshire) Public Library Uses for the library: When discussing biographies this would make good read aloud to younger students who were interested in music and continuing their dreams. I would read this book and then have the students feel out a timeline on the life and history of John A. Lomax

Module 11: George washington's Teeth by Deborah Chandra & Madeleine

Citation: Chandra,D. & Comora, M. (2003). George Washington’s teeth. New York, N.Y.: Farrar Stratus Giroux. Summary: This is the story of George Washington’s teeth. The rhyming story tells about how George Washington lost his teeth sometimes one at a time and also tells about his journeys and his role in war. There is some discussion about what his teeth were made out of and how painful this whole life was due to teeth problems. At the very back of the book it give a detailed timeline of George Washington’s life and teeth history. My Opinion: I found this book to be very interesting and surprisingly based on many facts. I thought the rhyming text a great surprise to this story. I do feel that there is some difficult text and there would need to be some discussion about the text before reading. If the students had background about George Washington’s life, it would be more comprehendible to students. I enjoyed the book and I thought the timeline in the back was done very thoroughly. Reviews: Stephens, B. (2003, October). [Review of the book George Washington’s Teeth]. Library Media Connection via Titlewave. Retrieved by http://titlewave.com/search?SID=bd9e02a2cf2f5309507cc0739a450cc6 Library Media Connection (October 2003) Written in rhyme, this picture book for intermediate students offers a unique view of America's first president. Highlights of George Washington's life from his leadership in the Revolutionary War to his presidency are intertwined with his constant struggle with dental agonies. Based on primary and secondary sources, the reader gains interesting tidbits, e.g. Washington had only two teeth when elected president, and his mouth was stuffed with cotton balls to puff up his sunken lips for formal portraits. False teeth finally came to his rescue, but whether made from hippopotamus, walrus, or elephant ivory, or from his own pulled teeth (but never from wood as legend has it), each set offered challenges. Cole's accompanying pen and ink watercolors extend the historical significance and the humor of the text. A valuable addendum is a timeline of the important events in Washington's life from birth to death, simply and attractively created on four pages. Portraits of the first president and photographs of his last set of dentures illustrate the timeline. Teeth truly were influential in Washington's life, as his death is believed to be from a chronic, untreated infection from the old root fragments in his gums. This unique title will intrigue students and be a useful addition to a study of the Revolutionary War or U.S. presidents. Highly Recommended. Becky B. Stephens, Library Media Specialist, Hearn Elementary, Frankfort, Kentucky Uses for the library: I would use this story in the library to introduce how to read timelines. I would put the timeline on the ELMO and discuss the events in the time line. Then I would read the story and have the student write their own biography timelines.

Module 10: Pink and Say by Patricia Polacco

Citation:

Polacco, P. (1994). Pink and say. New York, N.Y.: Philomel Books.

Summary:

This is the story of two strangers who found each other in a time of need. Pinkus was traveling home when he found Sheldon who was badly wounded and was left for dead in the Civil War. This was the first time Sheldon has ever come face to face with an African American. Pinkus brought Sheldon to his home to recover. Pinkus’ mother helped nurse the boys to health and was shot trying to protect them. Sheldon and Pinkus were captured and held prisoners. They were both released and Sheldon went on to grow old and have many children and grandchildren. Pinkus was hung and died. Sheldon told this story to keep his memory alive.

My Opinion:

This is a very touching story of two people who were brought together in unfortunate circumstances. This is a heroic story young many who literally saved the life of another. Had it not been for Pinkus the author Patricia Polacco may not even exist today. The overall theme of the story is wonderful and I like that the hero is an African American. I feel that this story is one that my students would enjoy.

Reviews:

Persson, L. (1994, October). [Review of the book Pink and Say by Patricia Polacco]. School Library Journal via Titlewave. Retrieved by http://titlewave.com/search?SID=81c425509376dc539b5dcf4c454190aa

School Library Journal (October 1994) Gr 4 Up-This picture book set during the Civil War is a departure for Polacco in terms of content and audience. It is certainly the deepest and most serious book she has done. Sheldon Curtis, 15, a white boy, lies badly wounded in a field in Georgia when Pinkus Aylee, an African American Union soldier about Sheldon's age, finds him and carries him home to his mother, Moe Moe Bay. Sheldon, known as Say, is nursed back to health in her nurturing care. But then she is killed by marauders, and the boys return to their units. They are then are captured and taken to Andersonville, where Pink is hanged within hours of their capture. One of the most touching moments is when Pink reads aloud from the Bible to Moe Moe and Say. Say tells them that he can't read, but then he offers something he's very proud of: he once shook Abraham Lincoln's hand. This is a central image in the story, and is what ties the boys together for a final time, as Pink cries, "`Let me touch the hand that touched Mr. Lincoln, Say, just one last time.'" The picture of their clasped hands, with the hands of the soldiers wrenching them apart, is exceptionally moving. Polacco's artwork, in fact, has never been better. She uses dramatic perspectives, dynamic compositions, and faces full of emotion to carry her powerful tale. History comes to life in this remarkable book.-Lauralyn Persson, Wilmette Public Library, IL Uses for the library: I would use this story to do a sequencing lesson. I would give each student a copy of main facts and they would have to put them in order. For older students I would have them complete the beginning, middle, end diagram.