Turtle in Paradise

BIBLIOGRAPHY

Holm, Jennifer L. 2010. Turtle in Paradise. New York: Random House. ISBN: 9780375836886

 

PLOT SUMMARY

Due to her mother’s working conditions, Turtle is sent to live with an aunt in Key West, Florida. Unexpected and unwanted, Turtle turns her miserable new existence into a rewarding experience; from hanging around the obnoxious boys to finding a side job to being the hero and gaining full acceptance. Turtle’s life changes completely in just one summer spent with family she’s never met before.

CRITICAL ANALYSIS

Turtle in Paradise is full of realistic characters—partly because they are based on real people. The children in the book are ordinary kids. Turtle’s main goal is to survive a summer without her mama and with the insufferable boys from Key West. Although she knows she is not wanted, Turtle tries to fit in.  She quickly learns about the mischievous boys and how they operate: swapping babysitting for candy; cheating the ice cream man out of treats; pranking neighbors without getting caught.  These kids idealize youth of their day by working and working the system.

The plot, somewhat based on the author’s family experience, does not overload the reader with historical particulars. Holm embeds political thoughts through character dialog such as suggestions for the President. Children will understand the hardships the characters face through the example of the Diaper Gang working for candy rather than cash. Turtle’s Uncle Vernon is gone most of the book working on a construction project in another town—a common scenario in this era.

Along with historically accurate information, Holm subtly includes plot twists that brighten up the book and intrigue the reader. Two examples include the inference that can be made about who Turtle’s real father is and the true identity of the writer in the café. These and other twists surprise the reader, encouraging them to continue reading.

The setting is a crucial element of the story. During the Great Depression, Key West tried to build itself up as a tourist area. The description of the run-down homes and muddy roads allows readers to picture what Turtle sees. An interesting aspect of the setting is that this area attempted to rebuild itself, which illustrates how the depression affected the area. However, the setting is not Wall Street or New York or even a major city which are the settings of many stories during the Great Depression. This setting allows readers to see in what ways and how wide spread the depression touched the nation.

The adults’ work (odd jobs, out-of-town work, etc.) portray the lives of people of this time. The theme of working hard to survive trickles down to even the children as is evidenced in the Diaper Gang. Other themes include attempting to assimilate to a new locale as Turtle did. Turtle, the Diaper Gang and other neighborhood kids, and even some of the adults had to think resourcefully in order to get what they wanted.  All of these themes have some relevance today.

Holm incorporates references to popular comic strips of the time as Turtle compares herself to the likes of Shirley Temple and Orphan Annie. The language Holm uses is reflective of the people, time period, and location: “fellas”, “Conch”, “swell lot of gold”. Holm also includes a note to readers at the beginning differentiating between the shell “conch” and the people “Conch”.

The story of Turtle is inspired on the author’s great-grandmother’s stories and real people. The story, the people, and the black and white photographs included at the end could be enough proof of authenticity. However, to her credit, Holms goes a step further and researches the Labor Day Hurricane, Great Depression resources, and websites about Key West’s history.

AWARDS AND REVIEWS

John Newbery Medal, 2011

Golden Kite Award, 2011

Smithsonian Notable Book for Children, 2010

Notable Children's Books, 2011

“Turtle is just the right mixture of knowingness and hope; the plot is a hilarious blend of family dramas seasoned with a dollop of adventure.”

—Booklist, April 2010, starred review

“Holm's voice for Turtle is winning and authentic—that of a practical, clear-eyed observer—and her nimble way with dialogue creates laugh-out-loud moments. Sweet, funny and superb.”

—Kirkus Review, April 2010

CONNECTIONS

Comic Strip

Turtle alludes to several popular comic strips of the day. Create your own comic strip to sketch out your favorite part of the book.

Key West Travelers

Key West, FL is currently a popular tourist destination. Research some of the attractions and create a travel brochure that will convince readers to vacation here.

Letters Home to Mama

Adapted from http://www.the-best-childrens-books.org/Turtle-in-Paradise-ideas.html

Divide the book up into sections: when Turtle first arrives, after her first few days in town, after several weeks in town, and right around the time of the Labor Day Hurricane. Write a letter from Turtle to her mama expressing how she felt about at that point about her time in Key West.

Lily's Crossing

BIBLIOGRAPHY

Giff, Patricia Reilly. 1997. Lily’s crossing. New York: Delacorte Press. ISBN: 0385321422

PLOT SUMMARY

Lily’s Crossing tells of a young girl’s summer experience that does not quite meet her expectations.  Rockaway Beach holds fond memories for Lily—a best friend, wild adventures on the sea, a chance to finally write. This summer is different: Lily’s best friend moves; a new boy arrives; her Poppy ships out; and there is not much going right. In all the unanticipated events, Lily learns about the importance of love, family, and friendship.

CRITICAL ANALYSIS

Lily Mollahan is like many adolescent girls in that she daydreams, hates school and the piano, and misses her friend when they are apart. Lily also has a risky side that readers may admire: making up lies about her aunt, the spy; sneaking into her best friend’s vacant house; telling lie after lie to cover up the ones before.

Lily faces several challenges such as loneliness, regrets, and fear that readers can relate to. Many of those challenges had unique properties of the setting: World War II, Summer 1944. Lily shoulders regret from not saying goodbye to her deployed father, her best friend’s brother going MIA. The new boy, Albert, also carries with him separation, fear, and regrets. Nothing about these characters make them exempt from life’s trials—much like the readers.

The realistic plot is not overwhelmed with facts about World War II. Giff simply embeds current events through what the characters hear, read, or experience. Examples of those inserted details include news broadcasts overheard, letters from friends and relatives, descriptions of how food rations affect meal choices, and searchlights shining at night.

As the setting of the story changes, Giff alerts the readers by giving the location and time at the start of a chapter.  Readers must infer for a while that the locale is in New York; fortunately, Giff does a fabulous job of dropping clues such as 200^th Street, buses, taking the train back to the city, the closeness of the beach, etc. 

Giff describes the setting so vividly that the reader can visualize being on the beach as the planes fly over. They feel the rush of the waves as Lilly struggles to save Albert. Readers will feel as if they have become a bystander in each scene.

The theme of the story is one readers will relate to: growing up, realizing the importance of friendships, and separation. As Lily grows older, she realizes she needs to grow out of some habits such as lying. While separated from her best friend, Margaret, Lily reluctantly befriends Albert from Hungary. Together, Lily and Albert bear the burden of separation. Lily daily faces the separation from her deceased mother and now the unexpected deployment of her Poppy. Albert struggles with the separation from his sister Ruth and his parents who were victims of Nazi hate.  

Through all the challenges, friendship and love are the key themes readers will take from this book. Lily learns to accept her friendship with Albert. She also learns to truly love and appreciate her Gram (and see Gram’s love in return). Both Lily and Albert experience how much stronger love grows through separation as they are reunited in the end.

Giff frequently writes about friendship; however Lily’s Crossing addresses friendship in a deeper, meaningful tone. As an added touch, Giff introduces readers to a few common Hungarian phrases through Albert’s dialogue. This move adds some genuineness to both the entire book and Albert’s character. The songs the characters sing or play reflect the time period in which the book is set: “Accentuate the Positive” and “Mairzy Doats”.

The idea for this story comes from the author’s own childhood. In her note to readers at the end, Giff explains that she has thought about this story many years before she wrote it. She experienced many of the events Lily did. The author herself lived through this time, which helps with the authenticity of the historical aspects of the story.

Lily’s Crossing is a short yet intense story of major adjustments, surprising relationships, and maturity which readers will enjoy as they relate to the characters.

AWARDS AND REVIEWS

Newbery Medal Honor Book, 1998

Jefferson Cup Award, 1998

Boston Globe-Horn Book Award for Excellence in Children's Literature, 1997

ALSC Notable Children’s Books, 1998

“This warm story gives readers a sense of what it was like growing up during the war and the importance of friends and family.”

—Bookhive.org review, (no date)

“With wry comedy and intense feeling, and without intrusive historical detail, Giff gets across a strong sense of what it was like on the home front during World War II.”

—Booklist, Feb. 1997

CONNECTIONS

Photo Album

Create an album of illustrations that show the important people, places, and objects described in the book. Sketch “snapshots” of memorable events and put them together as an album of Lily’s summer. Create captions describing the events illustrated.

Song Connection

Lily and Albert sing and play several songs of that time. Listen to recordings of two of these songs. Why do you think they were so catchy during this time in history?

Lying vs. Imagining

Early on in the book, Lily makes a list of things she ought to stop doing—lying being one. However, she continues to lie. Sometimes it’s just her imagination getting the best of her. Discuss the difference between lying and imagining. Pick out two lies Lily tells and write them down. List the consequences (direct and indirect) that occur because of Lily’s lies.

Adapted from http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780385321426&view=tg

Elijah of Buxton

BIBLIOGRAPHY

Curtis, Christopher P. 2007. Elijah of Buxton. New York: Scholastic. ISBN: 9780545104739

PLOT SUMMARY

Eleven-year-old Elijah Freeman, first free-born child in Buxton, Canada, tries to prove to the family and neighbors that he is mature and no longer a “fra-gile” little boy. As he seeks justice for a friend, Elijah faces situations that require the maturity most adults do not possess.

CRITICAL ANALYSIS

Elijah of Buxton is a fictitious coming-of-age tale with some truth sewn in. Elijah Freeman, 11, struggles with being “grown-up” enough for the grown-ups. Readers will relate well to the boys Elijah strives to be as his fears get the best of him. The adults in the Settlement live disciplined lives representative of the lives they found freedom from. They work hard and take pride in what they have, knowing it was earned, fearing it could be taken away with one wrong move.

Much of the information included in the text builds background information about the characters and Settlement. While the readers may think these details are unimportant, as the plot unfolds, they will see how important each one is. While the text is easy for children to understand, Curtis does not refrain from giving even the gory details about the adults’ freedom stories or the dicey situations Elijah finds himself getting into.

Curtis explicitly states the setting of the story, offering some background information within the plot such as the regulations for the appearance of residents’ homes. As the characters go into other places (the woods, neighboring settlements, cities in the United States), Curtis does a fine job of depicting the surroundings. The Settlement and its strict regulations and rules reflect the stringent ways the citizens lived as they hesitantly enjoyed their freedom.

The themes covered in the text reveal challenges faced by the people of this era as well as challenges readers would currently face. Elijah faced the man versus man conflict of growing up from a frightened child to a courageous young man. He has many chances to prove his maturity but fails. He is faced with the chance to find justice for a friend. In his final task, he proves to be a hero and shows his family, neighbors, and peers how he has grown.

Another theme dealt with in this book is the timeless good versus evil. Elijah thought he could trust the man known as the Preacher. Readers are quickly introduced to this man and can see how Elijah looks up to him, regardless of his parents’ warnings. Unfortunately, as is part of growing up, Elijah learns that not everything (or everyone) is what he seems.

A significant quality of this book is its language.  Rather than narration from a third person, Curtis places Elijah in the seat of narrator. As such, Elijah’s language showcases the dialect typical for a person from his upbringing and culture. The entire book is written as if this eleven year-old boy were speaking aloud, with the use of improper grammar and popular slang terms. The use of this vernacular gives validity and genuineness to the book.

Curtis offers an author’s note at the closing of the text to describe more about the Settlement and give more information about his inspiration for the book.  He states that while the story is mostly fictional, it is based on pieces of truth. The author is an award-winning author known for his historical fiction, which helps establish even more credibility. While sources are not directly cited, Curtis leads readers to his own website for more information about the Elgin Settlement and Buxton Mission of Raleigh. He also encourages readers to visit or further research the Settlement for more facts about life in this era.

AWARDS AND REVIEWS

Newbery Honor Book, 2008

Coretta Scott King Award Winner, 2008

Book of the Year Award for Children, 2008, Canada winner

“This arresting, surprising novel of reluctant heroism is about nothing less than nobility.”

—Horn Book, Nov/Dec 2007

“Curtis's talent for dealing with painful periods of history with grace and sensitivity is as strong as ever.”

—School Library Journal, Oct. 2007

CONNECTIONS

Other Books by the Author

Curtis, Christopher P. 2000. The Watsons go to Birmingham-1963. New York: Laurel Leaf. ISBN: 9780440228004

Curtis, Christopher P. 2004. Bud, not Buddy. New York: Laurel Leaf. ISBN: 9780553494105

Alternate Endings

Books don’t always end the way we expect them to. Rewrite the last chapter (or two) to tell the ending you expected.

The Real Buxton

Use the Author’s Note as a starting point to further research the Elgin Settlement and Buxton Mission of Raleigh. Present your information in a trifold brochure detailing the features and characteristics of the Settlement.

Fugitive Slave Law of 1850

Find out about the Fugitive Slave Law of 1850. Why did this law make it risky for African Americans living in the Settlement, which was in Canada, to cross over to Detroit, which was in the USA? How did the law make it unsafe even for those born in freedom, like Elijah Freeman?

Taken from http://www.scholastic.com/teachers/lesson-plan/elijah-buxton-extension-activity

The Underwear Salesman

This video was made as a midterm project with the help of a few of my students!

What To Do About Alice?

BIBLIOGRAPHY

Kerley, Barbara. 2008. What to do about Alice? How Alice Roosevelt broke the rules, charmed the world, and drove her father Teddy crazy! Ill. by Edwin Fotheringham. New York: Scholastic Press. ISBN 9780439922319

BOOK SUMMARY

What To Do About Alice? informs readers about the wild adventures of First Daughter, Alice Roosevelt. The good, the bad, and the unacceptable behaviors are described and illustrated in an easy-to-read picture book format.

CRITICAL ANALYSIS

Author Barbara Kernley is known for her picture book biographies, and she certainly wows readers with this exciting biography about Alice Roosevelt. Taking information from Roosevelt’s autobiography and other biographical sources, Kernley gives readers a general idea about the unruly behavior exhibited by the former First Daughter.

Formatted almost like a chronological storybook, Kernley takes readers through Alice’s life, revealing examples of how Alice broke the rules early on in her life all the way through her teenage years and into adulthood. As a simple reference aid, the author notes dates such as the year Alice was born and when her father become President. These dates help readers connect events in Alice’s life to other current events. However, a more detailed timeline would have been helpful.  Other than a small section after the author’s note, this book does not contain a formal bibliography or index. A bibliography for the quotes is provided, but an index in a text this brief is unnecessary.

The design of the book is very inviting. Colorful, animated illustrations by Edwin Fotheringham complement the text. An interesting note about the text format is the difference in font style and size whenever someone (usually Alice’s father, Theodore Roosevelt) is being quoted. The varying font formats is very appealing to the eye. The design of the text, with its haphazard text alignment and positioning, charms the young reader.

Kernley’s storybook style grabs and keeps readers attention, helping them to see the exciting life of this historical figure using appropriately leveled vocabulary. Kernley reveals her passion for Roosevelt with this text meant for younger readers (although it is enticing to older readers as well). Her author’s note further answers questions readers may have about Alice without overwhelming them with information. Personally, the author’s note encouraged me to learn more about the wild child. I am particularly amused by a quote embroidered on a pillow: “If you haven’t got anything good to say about anyone, come and sit by me.”  

AWARDS AND REVIEWS

Awards

Boston Globe-Horn Book Award honor book: Nonfiction, 2008

Cybil Award, 2008

Parent’s Choice Award, 2008

Sibert Honor Book, 2009

Starred Reviews

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

—School Library Journal, March 2008

“The large format gives Fotheringham, in his debut, plenty of room for spectacular art, which includes use of digital media.”

—Booklist, January 2008

“It's a gleeful celebration of a fully, unapologetically led life.”

—Kirkus Reviews, February 2008

CONNECTIONS

Related Books

Felsenthal, Carol. 1988. Princess Alice: The life and times of Alice Roosevelt Longworth. New York: St. Martin’s Press. ISBN 9780312302221

Kimmelman, Leslie. 2009. Mind your manners, Alice Roosevelt! Ill. by Adam Gustavson. Atlanta, GA: Peachtree Publishing. ISBN 9781561454921

Longworth, Alice Roosevelt. 1933. Crowded hours. New York: Charles Scribner’s Sons. (ISBN not available; out of print)

Comparing Biographies (for older readers)

Read this book along with two or more of the biographies listed. Compare the fact found in the book with those in the other books. Are there any discrepancies in the facts in each book? Does one book portray Alice in a different way than the others—more positively, negatively, etc.? Use this information to create a poster-size graphic organizer (Venn, T-chart, etc.) comparing the similar and different features of each text.

First Daughters

As (or after) you read What To Do About Alice?, make a character web (or similar graphic organizer) detailing her many character traits.  Research another First Daughter and create a character traits web. Compare the ages, freedoms, responsibilities and personalities of Alice with the other First Daughters.

Culture Study

Use What To Do About Alice? as a spring board to research behavioral expectations for woman and children in the early 20^th Century. Make a poster detailing the expectations for women at home, in public, etc. and dress/play the part! (Well, the girls anyway!) Students may also choose to create a timeline to show how women’s roles have changed in a little over a century.