Energy Island: How one community harnessed the wind and changed their world

Drummond, A. (2011). Energy island: How one community harnessed the wind and changed their world. New York, NY: Farrar, Straus and Giroux. ISBN: 978-0-374-32184-0

Author & illustrator: Allan Drummond
Website: http://www.allandrummond.com/

Media Used: Ink and wash illustrations

Summary: This is the true story of how an ordinary island decided to do something extraordinary and become almost completely energy independent by utilizing renewable energy sources such as sunlight, rivers, biofuels, and wind.

Personal Thoughts: This book is a great way to introduce what renewable energy is and how it can be implemented in real life.  The fact that it is based on a real island, rather then on theory, makes it so much more interesting.  The book really stresses that the reason that the island of Samso has been able to reduced its carbon emissions by 140 percent in just ten years is because every person on the island is contributing in a small or large way.  The green sidebars contain wonderful information that expands or defines different energy topics mentioned in the story text, such as global warming, renewable energy, and nonrenewable energy.  The illustrations are light and colorful, which capture the constant wind present on Samso. 

Lesson Plan #5: Renewable vs. Non-Renewable Energy

Curricular Connection: Grade 6 Science
California Standard: Resources 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept:

a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.

b. Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

The Boy Who Drew Birds: A Story of John James Audubon

Davies, J. (2004). The boy who drew birds: A story of John James Audubon. Boston, MA: Houghton Mifflin Co. ISBN: 0-618-24343-7

Author: Jacqueline Davies
Website: http://www.jacquelinedavies.net/

Illustrated by: Melissa Sweet
Website: http://melissasweet.net/
Media Used: Illustrations are made from mixed media using Twinrocker handmade papers, collage, and found objects.  The story text is set in Regula and the display type is Escrita.

Summary:  Sent to America by his father, John James befriends a pair of nesting birds and devises a way to answer whether those same exact birds will return to the same spot after leaving for the winter.

Personal Thoughts: A great biography book about John James Audubon.  This book captures a child's wonder and interest in the workings of nature.  Certain daily or reoccurring events that are often taken for granted (the birds returning in the spring - the sun rising from the east) are what intrigued some of our greatest scientist into beginning their investigations.  I would include this book in a Science or History lesson as an introduction to Audubon and bird watching and migration.  Davies website includes a helpful teacher's guide with lots of classroom suggestions.

Lesson Plan #2: Nature Journal

Curricular Connection:

• National Language Arts Standards, Grades 5 to 12
• Standard 6 -Students apply knowledge of language structure, language conventions, and genre to create, critique, and discuss print and non-print texts.
• Standard 7 - Students gather, evaluate, and synthesize data from a variety of sources.
• Standard 8 -Students use a variety of technological and information resources to create and communicate knowledge.
• National Science Education Standards, Grades 5 to 12
• Content Standard A - As a result of activities, students develop an understanding of scientific inquiry and abilities necessary for scientific inquiry.
• Content Standard C - As a result of activities, students develop an understanding of life science.
• California Education Standards, Grade 7
• Structure and Function in Living Systems #5 - The anatomy and physiology of plants and animals illustrate the complementary nature of structure and function.

I See the Promised Land: A life of Martin Luther King, Jr.

Flowers, A. R. (2010). I see the promised land: A life of Martin Luther King, Jr.. [Chennai], India: Tara Books. ISBN: 978-93-80340-04-3

Author: Arthur Flowers
Website: http://aalbc.com/authors/arthurflowers.htm

Illustrator: Manu Chitrakar
Website: No illustrator website

Design By: Guglielmo Rossi
Website: http://guglielmorossi.com/

Media Used: Painted using traditional Bengali scroll art

Summary: Oral storytelling meets traditional Bengali scroll art to create this graphic novel which tells about the life of Martin Luther King Jr. - the Baptist preacher, Nobel Peace Prize winner, African American civil rights leader - who was assassinated in 1968.

Personal Reaction: Since the text was created by a blues singer who is also a master oral storyteller, I really shouldn't be surprised that the text in this book was so wonderfully put together.  The rhythm of the words draw the reader in with its distinct beat.  You can see Flowers perform excerpts of the book here.  At first I thought that the different font sizes and scattered text would interrupt the flow of my reading, but it had the opposite effect.  The way the text was laid out on the page enhances the rhythm of the story.  The 2 page spreads with large white text on a black background make you sit up and take notice of the direct quotes from King. The artwork is wonderfully done, helping to drive the story forward, and depicting scenes the struggles of the time.  A wonderfully book that is an easy edition to any classroom or school library. 

Use of Rhythm: The entire book is set to a particular rhythm making it a good choice for reading aloud.

Curricular Connection: 7th to 12th grade - Civil Rights History & the life of Martin Luther King Jr.

Lesson Plan (under construction): talk about the civil rights movement.

Casey Back at Bat

Gutman, D. (2007). Casey back at bat. New York, NY: HarperCollins Children's Books.

ISBN: 0-06-056025-8

Author: Dan Gutman
Website: http://www.dangutman.com/

Illustrated By: Steve Johnson & Lou Fancher
Website: http://www.johnsonandfancher.com/
Media Used: 19th century inspired paintings with textured papers and newsprint imprinted on the surfaces and players uniforms.

Summary: It's the last game of the season, the score is tied, and the infamous Casey has a chance to win the game and redeem himself.  Will Casey bring joy to the fans of Mudville? or will he blow it again?

Personal Reaction: I was searching for a copy of Thayer's Casey at Bat poem [see my review of Bing's Version] when I came across this title.  Gutman, a prolific children's author, has always created quality material.  Casey back at bat tells the story of how Casey got a second chance to be the hero of Mudville.  Casey hits the ball so hard it travels around the world and then into space, only to come back down right in the shortstops glove.  While the whole book rhymes well, the rhythm of the book sometimes gets broken in order to accommodate the rhyming.  For instance the following lines rhyme but are read aloud in a different rhythm then the rest of the book, "In the depths of outer space, an astronaut named Janet/ shrieked, "Eureka! I have found it! I've discovered a new planet!"  The change in rhythm causes the reader to stumble, especially when reading aloud.  Otherwise, this book makes a great pairing with the original Casey at Bat poem.

Single Book Length Poem

Use of Rhyme: The entire book is composed so that every two lines end in a pair of rhyming words such as - first/thirst; face/place; inning/winning

Lesson Plan (under construction): Writing prompt - to rewrite or write a sequel to a popular poem or story. (Ex: the true story of the three little pigs; Casey at bat; the frog prince continued) 

Curricular Connection:  Grade 8 to 12 English-Language Arts
California Standards: 2.0 Speaking Applications - (Grade 8) 2.5 - Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning. (Grade 11 to 12) 2.5 - Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning.

Won-Ton: A cat tale told in haiku

Wardlaw, L. (2011). Won-Ton : a cat tale told in haiku. New York, NY: Henry Holt.

ISBN: 978-0-8050-8995-0

Author: Lee Wardlaw
Website: http://www.leewardlaw.com/
Illustrated by: Eugene Yelchin
Website: http://www.eugeneyelchinbooks.com/
Media Used: Graphite and gouache on watercolor paper.

Summary: The life of a cat - in the shelter, on the ride home, his naming, his adjusting to a new home, eating and exploring - is told from his point of view, entirely in haiku.

Personal Reaction: A haiku is a form of Japanese poetry typically featuring three unrhymed lines containing 17 syllables (divided 5-7-5).  In high school, I remember enjoying learning and constructing haiku for class.  This book was also very enjoyable to read.  The illustrations fit with the haiku wonderfully to tell the story and give insight into how a cat may view being adopted.  The cat's eyes peering out from under a dark bed and the cat rolling around in his boy's socks are my favorite illustrations.  My favorite haiku -"Hel-looo. I'm waiting./ Put down that pesky pencil/ and fetch the catnip."

Single Book Length Poem

My Top Ten

Lesson Plan #1: Haiku

Curricular Connection: Grade 6 to Grade 12 English-Language Arts & Reading
California Standard: Grade 6 English-Language Arts - 3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length,
punctuation, rhythm, repetition, and rhyme. Grade 6 to 12 Reading [Poetry] - Includes classical through contemporary works and the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics by writers representing a broad range of literary periods and cultures.

Ernest Lawrence Thayer's Casey at the Bat

Thayer, E. L. (Author), & Bing, C. (Adapter) (2000). Ernest L. Thayer's Casey at the bat: A ballad of the Republic sung in the year 1888. Brooklyn, NY: Handprint Books.
ISBN: 1-929766-00-9

Author: Ernest Lawrence Thayer
Website (Wikipedia): http://en.wikipedia.org/wiki/Ernest_Thayer

Illustrated by: Christopher Bing
Website: http://www.christopherbing.com/
Media Used: Black and white illustrations drawn using pen, ink and brush on white scratch board.  The newspaper and scrapbook background were created using a mixture of mirrored photocopies on acetate, 100% cotton-rag watercolor paper soaked in warm acetone baths and watercolors.  These drawings were then scanned, manipulated digitally and merged with digital images using graphics software.

Summary: Bing presents Thayer's poem, first published in the San Fransisco Examiner in 1888, in the form of a newspaper scrapbook.  The poem recounts the baseball game in Mudville during which the great Casey, a baseball star, strikes out.

Personal Reaction: I grew up on Disney cartoons and as a result, I can never think of this poem without seeing and hearing Disney's cartoon version of Casey at Bat.  The rhythm of the poem just begs to be read aloud in a song or ballad-like way.  Bing's concept of presenting the poem in the form of an old newspaper scrapbook is perfect.  There are some words in the poem, such as "lulu" and "cake," that have a different meaning now then they did when the poem was first published.  Presenting in an old newspaper format seems to forgive the use the of older language. The extra asides, random newspaper ads and commentary, provide another layer to this iconic poem.  This would be a great book to introduce poems to a reluctant reader interested in sports.

Lesson Plan (under construction): Could be incorporated into an English class to introduce the poem aspects of the book.  Maybe even paired with a writing assignment where the students write a poem based on a current sports situation.  Introduction of sophisticated language, even if its a bit dated, to encourage vocabulary building in older readers.

Single Book Length Poem

Use of Sophisticated Language: "So upon that stricken multitude grim melancholy sat,/ For there seemed but little chance of Casey's getting to the bat."


Use of Rhyme: Every pair of lines ends in a rhyming word, such as rest/breast, that/bat, hip/lip.

Use of Alliteration: “deep despair,”

Curricular Connection: Grade 8 to 12 English-Language Arts
California Standards: 2.0 Speaking Applications - (Grade 8) 2.5 - Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning. (Grade 11 to 12) 2.5 - Recite poems, selections from speeches, or dramatic soliloquies with attention to performance details to achieve clarity, force, and aesthetic effect and to demonstrate an understanding of the meaning.

Odetta, the Queen of Folk

Alcorn, S., & Thornhill, S. (2010). Odetta, the queen of folk. New York, NY: Scholastic Press.
ISBN: 978-0-439-92818-2

Concieved and illustrated by: Stephen Alcorn
Website: http://www.alcorngallery.com/

Poem by: Samantha Thornhill
Website: http://www.samanthaspeaks.com/

Media Used (discussed in detail): The text was set in Adobe Garamond Pro Regular and the display type in Davida BT.  The illustrations were done in casein paint on paper.  The illustrations are wonderfully done, full of movement and detail.  The young Odetta carries around a bird in a cage, representing her voice that is trapped inside her waiting to be released.  That same bird flies out of an older Odetta's mouth when she finally is allowed to sing.  The "White's Only" drinking fountain has the words spelled out in the water's foam as it crashes around a small Odetta being held by her mother.  A face rising from the smoke of the train and a hand pointing down from the sky, lightning shooting from the fingertips, represents encounter Odetta had with the Jim Crow laws forbidding her family from boarding the whites only train car.

Summary: This book chronicles the life of Odetta, an African American folk singer, as she grows up in Alabama, travels to Los Angeles with her family, learns to sing and play, and shares her music with the world.

Personal Reaction: I really enjoyed this book.  Each spread of illustrations is a wonderfully complete piece of art that you might see on display.  The pictures help to show the love and solidarity Odetta's family shares with one another.  The child Odetta understands the Jim Crow laws to be a person - "President Jim Crow," a white man with glacier blue eyes and smoke colored hair.  Later as she grows, Odetta understands that the Jim Crow isn't a man but "a bunch of silly laws that made black folks pause and feel bad about themselves."  This is really a great book about Odetta, about folk music, and about this time in America. The poem doesn't rhyme but it certainly flows wells, possessing its own special rhythm when read aloud.  

Single Book Length Poem

Curricular Connection: Grade 8 History & Grade 9 to 12 Music
California Standard:  History 8.11.3 - Understand the effects of the Freedmen’s Bureau and the restrictions placed on the rights and opportunities of freedmen, including racial segregation and “Jim Crow” laws. Music 3.0 Historical and Cultural content - Understanding the Historical Contributions and Cultural Dimensions of Music. Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers. 3.3 Describe the differences between styles in traditional folk genres within the United States.

The Metamorphosis (Comic Version)

Kafka, F. (Author), Kuper, P. (Adapter). (2003). The metamorphosis [Comic Version]. New York, NY: Three River Press. ISBN: 978-1-40000-4795-6

Author: Franz Kafka
Website (unofficial): http://www.kafka.org/

Adapted and Illustrated By: Peter Kuper.
Website: http://www.peterkuper.com/
Media Used: pen and ink.

Summary: Gregor Samsa awakes one morning to find that he has transformed, this time in graphic format. Gregor and his family must come to terms with his ghastly change, and learn how to move on.

Personal thoughts (provided by S.Butts): I always found this book very upsetting. The clinical way that Kafka tells the story, and even how the characters react to the bizarre situation in the book with such cold practicality, always made me feel a little ill. No doubt that was part of the effect Kafka was aiming for. This graphic novel version I think is able to convey that same absurdity, making the reader's experience all the more upsetting because they can actually see the state Gregor is living in, and the expressions of disgust and horror he sees on the faces of those around him. Each page is packed with hectic, frightening images, heavily shadowed and bleak-looking, helping to express Kafka's disturbing text. Kuper also adds some cartoonish humor to the images (the three roomers spitting on the floor simultaneously with a "Pppptttooo") which might also help to express Kafka's sly jokes. In all, I think this graphic novel is true to Kafka's story in that the overall feel and message is retained. It does overplay much of the subtlety of the original.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Curricular Connections: High School Literature
This graphic novel could be used as part of a high school summer reading list, in lieu of the original title, or as a supplement to a lesson on Kafka in a literature class. I found a wiki for just such a class assignment - I thought the students' insights were impressive: https://ibenglish11whs.wikispaces.com/message/view/Assignments/30927919?o=20

The Odyssey (All Action Classics No. 3)

Homer (Author), & Mucci, T. (Adapter). (2009). The odyssey [All action classics no. 3]. New York, NY: Sterling. ISBN: 978-1-4027-3155-6

Author: Homer
Website (Wikipedia): http://en.wikipedia.org/wiki/Homer

Adapted By: Tim Mucci
Website: http://www.blogger.com/profile/15302772860271992330

Illustrated By:
Ben Caldwell - http://www.actioncartooning.com/
Rick Lacy - http://ricklacy.blogspot.com/
Emanuel Tenderini - no illustrator website

Media Used: pencil and digital colors

Summary: Homer’s mythic tale of heroism, vengeance, and homecoming is re-written in graphic novel format. All of the pivotal characters and plot points are portrayed.

Personal Thoughts (Provided by S.Butts): I always loved mythology, going out of my way to read every story I could, memorizing all of the characters and their significance. The tales of Greek heroes still play a part in our modern conversation, and as evidenced by such titles as Percy Jackson, we as a culture still find importance in these literary icons. However, if a student is not gripped by the same love of these tales as many of us have, slogging through the Iliad and the Odyssey might be daunting. This All-Action Classics interpretation (#3 in a great series) makes the story accessible to a more general audience, while staying true to the original. The colorful artwork shows the beasts such as the Cyclops and Charybdis in all of their legendary horror, the goddesses’ unearthly beauty, and the underworld’s stark loneliness. Even better, the personalities of the characters are conveyed, from Odysseus’ cleverness to the petty rages and indifference of the gods. The illustrations all have a great sense of movement, conveying the stormy environment Odyssues was travelling through on his journey home.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Curricular Connection: High School Literature
Appropriate for use for classic literature studies, sections on mythology, and even world history. Best used in conjunction with the original text, and not stand-alone, as it assumes a familiarity with the characters.

The Picture of Dorian Gray (Marvel Illustrated)

Wilde, O. (Author), & Thomas, R. (Adapter). (2008). The picture of Dorian Gray. New York, NY: Marvel. ISBN: 978-0-7851-2654-6
Author: Oscar Wilde
Website: http://www.cmgww.com/historic/wilde/ 

Adapted By: Roy Thomas
Website: No adapter website

Illustrated By: Sebastian Fiumara
Website: http://sebafiumara.blogspot.com/
Media Used: Pencil, ink, and wash

Summary: Dorian Gray, a handsome man in his prime, trades his soul to ensure that he will always have his youth. His portrait ages in his stead, a testament to the black marks he puts on his soul.

Personal Thoughts (provided by S.Butts): The ghastly decline of Dorian Gray is depicted artfully in this graphic novel adaptation. Oscar Wilde's own narration and dialog are used within the frames, so while the illustrations flesh out the story, the reader is still able to feel the intent of the original. Given the strong visual element of this particular story, I wondered how the creators would handle these important aspects. I was not disappointed - Fiumara's interpretation of Dorian has all of the lovely physical attributes Wilde imbued him with, and the painting, as it ages, becomes truly ghoulish without being over-the-top. The lush colors and perspective choices (a close up of Dorian's mouth, the blood on the painting's hand) add force to the carefully selected text that accompany each page. Due to the drug use, sexuality, and violent episodes illustrated and discussed, this book is appropriate for older teens.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Use of Personification: "In her dealings with man, Destiny never closed her accounts."

Curricular Connections: High School Literature
This book could be read in a high school literature class, either in parallel with the original, along with one of Wilde's other pieces, or as part of a section on Victorian or Gothic literature. Unlike some graphic adaptations, this novel can stand on its own, without prior knowledge of the canon.

Moby Dick (Graphic Novel)

Melville, H. (Author), & Stahlberg, L. (Adapter), (2010). Moby Dick. New Delhi: Campfire Graphic Novels.
ISBN: 978-93-80028-22-4

Author: Herman Melville
Website (Wikipedia): http://en.wikipedia.org/wiki/Herman_Melville 

Adapted by: Lance Stahlberg
Website: http://roguewolf.blogspot.com/ 

Illustrated by: Lalit Kumar Singh
Website: No Illustrator Website
Media Used: Watercolor and Ink 

Summary: Despite warnings, Ishmael boards a whaling vessel captained by Ahab who is out for revenge after being severely injured by an encounter with a whale. 

Personal Reaction (provided by J. Knell): Ishmael joins a crew of sailors to work aboard the Pequod, a whaling vessel captained by Ahab who seeks revenge after being injured during a whaling expedition. Despite Captain Ahab’s angry reputation, Ishmael embarks upon what turns out to be a turbulent ride. Readers will enjoy reading the dialog bubbles which are interchanged with antique looking scrolls. The text and illustrations capture the intellectual, emotional and intense aspects of Melville’s classic American maritime story, Moby Dick. It makes for an enjoyable and thought provoking read for older readers interested graphic novels and those reluctant to read the lengthy unabridged version.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students. 

Fiction in Graphic Novel Format

Curricular Connection: High School English & Social Studies
To extend and supplement the story, educators may draw student attention to the last few pages of the book where information about wailing and the historical significance it had on society during that era is discussed.

Around the World in 80 Days (Graphic Classics)

Verne, J. (Author), & Espinosa, R. (Adapter), (2008). Around the world in 80 days (Graphic classics).  Edina, MN: Magic Wagon. ISBN: 978-1-60270-050-5

Author: Jules Verne
Website (Wikipedia): http://en.wikipedia.org/wiki/Jules_Verne 

Illustrated & Adapted By: Rod Espinosa
Website: http://www.courageousprincess.com/rodespinosa/rodespinosa.html
Media Used: Watercolor, ink and photography

Summary: Annotation: Phileas Fogg wagers that he can travel the world in 80 days. The next day he sets off to tour the world traveling by boat, train and many other modes of transportation.

Personal Reaction (provided by J. Knell): In a smoky room, filled with card players discussing a recent robbery, Phileas Fogg states to his friends that “one can travel ten times faster now than a century ago. That will result in the rapid capture of the thief”. Skeptical of Fogg’s assertions, he sets off to prove his friends wrong and travel the world in eighty days. The text and illustrations are rendered in comic book fashion in what appear to be watercolor, ink and photographs. The period looking illustrations will transport readers to another era and to the many exotic places traveled by Fogg. This is an entertaining and fun introduction to Jules Verne’s literary classic, Around the World in 80 Days.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students. 

Fiction in Graphic Novel Format

Curricular Connection: High School English
Educators may wish to have students read the unabridged and graphic novel editions together so as to discuss the differences and weigh the pros and cons of each.

Pride & Prejudice (Marvel Classics)

Austen, J. (Author), & Butler, N. (Adapter). (2009). Pride & prejudice. New York, NY: Marvel Publishing.
ISBN: 978-0785139157

Author: Jane Austen

Adapted By: Nancy Butler

Website: No Author or Adapter Website

Illustrated by: Hugo Petrus

Website: http://hugopetrus.blogspot.com/

 Media Used: Pencil and ink 

Summary: The Bennet family has five daughters, all of which needs a husband.  So the family works through British social circles, enduring triumph and turmoil.  The addition Mister Darcy into Lizzy’s life just adds more drama for her and her family. 

Personal Reaction (provided by D. Reynolds): This adaption is unique in the fact that Butler took text directly from Austen’s novel instead of attempting to rewrite the story.  Butler mentioned at the beginning of the novel that she originally tried to modernize the language but it took away from the story.  Using direct text from the novel helps keep this adaptation more truthful to the original.  Readers can understand the main points of the novel even though it is shortened.  This graphic novel is good to read after the novel so that readers can reemphasize the main parts of the novel in their minds.  Since this graphic novel started off in comic book series the illustrations match it accordingly.  There is a roughness to the lines, but that adds details to the characters.  There is realism to the main characters, such as Lizzy and Mr. Darcy, so that readers will not get absorbed in the idea that they are suppose to be Marvel superheroes.  Petrus also did a wonderful job of over exaggerating the comedic characters; such at Mrs. Bennet, whose actions and facial features were always on the dramatic side. 

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students. 

Fiction in Graphic Novel Format

Curricular Connection: Grade 12 English

This graphic novel will help in understanding the order of actions in the novel for students who may have gotten confused by the amount of detail in the original text.  The conversations are emphasized so students can understand what was discussed in the novel.  This adaptation allows an easier ability to read aloud in class, a selection of students taking on the role of a certain characters, while others follow along with the illustrations.

Romeo and Juliet [Manga Shakespeare]

Shakespeare, W. (original author), & Appignanesi, R. (Adapter). (2007). Romeo and Juliet. New York, NY: Amulet Books. ISBN: 978-0810993259

Author: William Shakespeare
Website (Wikipedia Entry): http://en.wikipedia.org/wiki/William_Shakespeare

Adapted By: Richard Appignanesi
Website: No Adapter Website

Illustrated By: Sonia Leong
Website: http://www.fyredrake.net/ 

Media Used: Ink 

Summary: In Tokyo, Romeo and Juliet fall in love at first sight.  The problem is their families are enemies, their love is forbidden.  The star crossed lovers attempt to find happiness despite their rival Yakuza families but all ends in tragedy. 

Awards:
Young Adult Library Services Association’s Quick Picks for Reluctant Young Adult Readers & Best Books for Young Adults, 2008.

Personal Reaction (provided by D. Reynolds): “Romeo and Juliet” is a classic story that everyone has been introduced to in one way or another, be it as required school reading of watching a movie adaptation.  This manga version is a wonderful introduction to a play well known throughout the world.  Readers can relate to the star crossed lovers in this modern interpretation. Modernizing Shakespeare’s works is a very popular trend.  Take for example the 1996 movie adaption of “Romeo + Juliet” starring Leonardo DiCaprio.  Instead of swords gun were carried.  In the manga version, the setting is modern day Tokyo with the families being part of the Yakuza.  Romeo is a rock idol, letters are sent through email and text, and Juliet rides a motorcycle.  Adding these exciting elements can keep readers interest who may be intimidated by the fact that the original text is used. By making the adaption a manga the illustrations used set the characters in Japanese culture quite well.  The original story blends effortlessly with the Japanese culture.  The social dynamics of the women and men are quite apparent.  In addition the stylization helps to show the mood in different scenes.  For example, in humorous moments the characters become chibis and when Romeo and Juliet fall in love with each other they are sparkly and surrounded by bubbles and diamonds. 

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students. 

Manga

Curricular Connection: Grade 9 English
This manga version of “Romeo and Juliet” is a wonderful introduction to Shakespeare’s works.  Many students find it difficult to read just the text, especially with the complicated language.  The illustrations help so an understanding of the plot and what is being said occurs.  Reading this manga in addition to the play will show students the timelessness of Shakespeare and his work.

Ubiquitous: Celebrating Nature's Survivors

Sidman, J. (2010). Ubiquitous: Celebrating nature's survivors. Boston, MA: Houghton Mifflin Books for Children. ISBN: 978-0-618-71719-4

Author: Joyce Sidman
Website: http://www.joycesidman.com/

Illustrated By: Beckie Prange
Website: http://www.beckieprange.com/

Media Used (discussed in detail): The text is set in Berling, Caslon Antique, and ITC Legacy Sans.  The illustrations in the book were created using linocuts with hand-colored watercolor.  Lioncuts are created using a sheet of linoleum which is then carved so that the raised and un-raised parts of the sheet create a mirror image of the final illustration.  Color is then applied to the sheet of linocut and pressed onto paper to create the image.  Looking at the detail in some of the illustrations, you would never guess that a carving method was being utilized, as opposed to painting directly with watercolor.  My favorite illustration in the book is the scene with the crow flying in the sky.  The color of the sky is so vibrant and you can almost hear the crow cawing out as he flies.  I also really enjoyed how Prange colored the sky in the coyote scene.  The mix of purples and blue contrast wonderfully with the shadowy forms of the coyote pack.  The timeline is not only a work of art but also an ingenious idea.  Prange used a piece of string using a scale of 1 centimeter equaling 1 million years.  She then wrapped and looped the string on a piece of contact paper, marking the spots where the organisms mentioned appear on the timeline.  She then used this to create the pattern for her linocut carving.

Summary: Arranged in the order of their appearance in evolutionary time, different animals and organisms that have evolved to survive are presented along with poems and factual information.

Personal Reaction: I really enjoyed this book.  There is such a wonderful mixture of artwork, non-fictional information, and individual poems which works so well together.  There is also a glossary included at the end of the book explaining some of the different terms such as "ubiquitous."  I found my copy in the children's poetry section of my library, but it could also easily be shelved in the picture book or in the animal non-fiction section as well.  A great book that you just want to keep re-reading and exploring through again and again.

Use of Allusion: The phrase "[squirrel's brains] are just the size of walnuts" alludes to the commonly used phrase "your brain is the size of a walnut" meaning a person is stupid.  Which the poem then proves wrong as it goes to to state how squirrels are in fact "insatiably curious" and "natural-born problem solvers." 

Use of Metaphor: "Coal black eyes"  Use of Personification: “dandelions grow their hair” [like a mammal would] and ants "beat their legs against their chests” [like a person]. Use of Repetition: In the coyote poem, the word "come" is placed at the beginning of every line which adds extra emphasis encouraging the reader to follow.   Use of Rhyme: In the crow poem, every two lines end in rhyming pairs such as: Sky/why, shrill/chill, feet/greet, given/thicken, and schemes/dreams. Use of Symbol: The swirling timeline represents how much time has passed since the Earth was first formed until humans appeared on Earth. Curricular Connection: 9th to 12th Grade Science California Standard: Evolution 7.d. - Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. [This book discusses organisms that have evolved to survived over time]. Evolution 8.b. - Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment [book discusses highly diverse species such as bacteria, mollusks, lichens, and ants].

Jane Eyre: The Graphic Novel: Quick Text Version

Bronte, C. (Author), Corzine, A., & Sanders, J. S. (Adapters), (2008). Jane Eyre: The graphic novel: Quick text. Towcester: Classical Comics.
ISBN: 978-1-906332-08-2

Author: Charlotte Bronte
Website: Wikipedia Entry http://en.wikipedia.org/wiki/Charlotte_Bront%C3%AB

Adapted By: Amy Corzine http://www.amycorzine.350.com/
Adapted By: Joe Sutliff Sanders (No Adapter Website)

Illustrated By: John M. Burns
Website: No Illustrator Website
Media Used: Watercolor

Summary: As an orphan Jane Eyre’s childhood was difficult.  But as she grows Eyre perseveres and becomes a governess at Thornfield where she meets Mister Rochester and quickly falls in love for him.  But Mister Rochester has many secrets.

Personal Reaction (provided by D. Reynolds): This quick text American English version of Charlotte Bronte’s novel allows readers a chance to learn the basic plot points of “Jane Eyre.” Readers come to understand the actions of the characters and how the novel was set up. This graphic novel is good for reluctant readers who may be intimidated by the vocabulary used in the original “Jane Eyre” or for those who have read the novel before and would like to remember the major plot points. The history of Bronte at the beginning of the graphic novel helps readers to understand how she was inspired to write her novels. The character portraits are also useful to remember the characters names and their personalities.  The watercolor illustrations helps to set the scene of early 19th century England, there is an age to the images allowing readers to visually understand how old the story they are reading. There was rawness by not coloring the characters fully at certain points. It made the illustrations feel like a memory of Jane Eyre who enjoyed drawing and wanted to tell her story in that format.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Fiction in Graphic Novel Format

Curricular Connection: Grade 12 English

The quick text version can be used as a type of Spark Notes after students read the novel to understand the main parts of the novel.  Also the fact that the text in the graphic novel is written in American English makes it easier for students to understand certain points where students had difficultly with the original text.

Every Human Has Rights

National Geographic. (2009). Every human has rights: A photographic declaration for kids. Foreword by Mary Robinson. Washington, D.C.: Author.
ISBN: 978-1-4263-0510-8

Author: National Geographic
Website: http://www.nationalgeographic.com/

Contribution By: ePals Global Learning Community
Website: http://www.epals.com/

Forward By: Mary Robinson
Website: http://www.theelders.org/elders/mary-robinson

Media Used: full color photographs with computer generated text.

Summary: The United Nations Universal Declaration of Human Rights, rewritten for accessibility to students, was the inspiration for a student writing contest.  The individual declarations, winning student entries, and photographs from National Geographic were then used to create this insiprational book.

Personal Reaction: This book was very well thought out.  The rewording of the Human Rights Declaration to increase its accessibilty to students was a great step in and of itself.  Students often learn about the U.N. and human rights as part of the standard curriculum.  ePals' development of a writing contest based on the newly worded declaration and the use of those writings in the book help to furthur connect this book with a student audience.  The photographs choosen from the National Geographic database were of the high quality expected from the company.  These photographs help to illustrate the people and ideas that the declarations support.  

Curricular Connection: World Language & History-Social Science Grade 10 & 11
California Standard: World Language: Cultures Stage I, II, & III - Recognize, state, and describe the similarities and differences in the target cultures and between the students’ own cultures.
History-Social Science 10.10.1 - Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy. 11.9 1 - Discuss the establishment of the United Nations and International Declaration of Human Rights and their importance in shaping modern Europe and maintaining peace and international order.

Gone Wild: An Endangered Animal Alphabet

McLimans, D. (2006). Gone wild: An endangered animal alphabet. New York, NY: Walker.
ISBN: 0-8027-9563-3

Author & Illustrator: David McLimans
Website: http://www.davidmclimans.com/

Media Used: The illustrations were created using a mixture of pencil, pen, brush, India ink, bristol board and computer.

Summary: Each letter of this alphabet has been transformed to represent a different endangered animal with the addition of certain animal characteristics, such as scales, wings, beaks, and horns. Extra information on their habitats, ranges, threats, and status is included.

Personal Reaction: A classmate had mentioned this Caldecott Honor book in a previous class.  At the time I was unable to obtain a copy of the book to look at.  I am glad to have been able to get a copy this time around.  It is definitely worth a look whether your a small child, a teen, or an adult - there's something for everyone inside.  Each letter of the alphabet is beautifully transformed to represent a certain endangered animal.  A little red box in the corner list some of the animal's basic information such as class, habitat, range, threats, and status.  In the top corner of the page, the letter of the alphabet and the animal's common name is listed alongside its scientific name.  The back of the book contains extra information on the animals, organizations, and books for further reading. 

Curricular Connection: 7th Grade Earth Science & 9th - 12th Grade Ecology
California Science Standard: Earth and Life History 7.4.g - Students know how to explain significant developments and extinctions of plant and animal life on the geologic time scale [compare to current animals in danger of extinction]. Ecology 6.b - Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size [the information at the back of the book relates how certain animals are being endangered due to such changes].

Dante's Divine Comedy

Dante A. (2010). Dante's divine comedy. [Adapted by Seymour Chwast]. New York, NY: Bloomsbury.
ISBN: 978-1-60819-084-3

Author: Dante Alighieri
Website (not official): http://plato.stanford.edu/entries/dante/

Adapted and Illustrated By: Seymour Chwast
Website: http://www.pushpininc.com/

Media Used: Black and white line drawings.

Summary: In this graphic novel adaptation of Dante's famous allegorical poem, take a tour Hell, Purgatory, and Paradise with Dante and his guide Virgil as they learn of the different pleasures and punishments that saints and sinners have been assigned.

Personal Reaction: This graphic novel is a great supplemental material to use when reading Dante's Divine Comedy.  It really helps to illustrate some of the different punishments and pleasures that Dante describes in his poem. It also helps modernize some of the ideas in a way that is more familiar to today's students. For instance, the feud between the white and black guelphs is depicted as 1950s mobsters shooting at one another.  The illustrations depict the punishments and people in a mostly funny way (a minotaur dressed in a wrestling costume) and dreamlike way befitting the journey Dante is taking.

Significant Potential for Challenge: The inclusion of this book in a public high school library media center or in the young adult graphic novel section of a public library has the potential to be challenged.  One reason for this is because Dante's Divine Comedy talks about the Catholic/Christian beliefs of Heaven, Hell, and Purgatory.  The inclusion of any type of religious material in the public school system is regularly challenged.  Another reason why this book may be challenged is the inclusion of drawings of anatomically correct naked sinners that are being tortured for their sins.  Books are often challenged because of the inclusion of "sexually explicit" or "violent" material.  My reasoning for including this book in a public high school library media center would be based on whether or not Dante's Divine Comedy was being taught in one of the English classes as this would be primarily used as a supplemental material for that lesson plan.  It would be hard to defend this book in a school library if this poem was not already being taught at the school.  In a public library this book would be easier to defend as the poem is considered to be a classic and thus the poem and this supplemental material is an appropriate addition to a library's collection.  A public library should have a plan already in place on how to deal with book challenges such as those suggested by the American Library Association.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Adaptation of a single book-length poem

Curriculum Connection: Grades 9 to 12 Reading Literary Response and Comprehension
California Standard: Narrative Analysis of Grade-Level-Appropriate Text - Relate the literary works of authors to the major themes and issues of their eras [Identify how the different politics and scandals of Dante's time are also depicted in his poem].  Structural Features of Literature - Identify several literary elements and techniques (e.g., figurative language, imagery, and symbolism); Read and identify ways in which poets use personification, figures of speech, imagery, and the "sound" of language; Identify the functions of dialogue, scene design, and asides in dramatic literature. 

Beowulf

Hinds, G. (2007). Beowulf. Cambridge, MA: Candlewick Press. ISBN: 978-0-7636-3023-2

Original Author: Unknown
Adapted and Illustrated By: Gareth Hinds
Website: http://www.garethhinds.com/

Media Used (discussed in detail): The story of Beowulf is divided into three separate books: Book 1) Beowulf vs. Grendel - which was drawn in ink by using a dip pen and brush, then colored digitally; Book 2) Beowulf vs. Grendel's Mother - which was drawn on painted wood panels using technical pen, watercolor, acrylic, and color pencil; and Book 3) Beowulf vs. the Dragon- which was drawn in ink by using a dip pen and brush, then colored using Dr. Martin's dye and white charcoal. Hinds brilliantly depicts the fighting scenes which are so essential to the story's plot. The jumbled snapshots of Beowulf rolling around, grappling with the monsters, mimic the chaos present in a live fight. Book 1 and Book 3's illustrations were my favorite which I attribute to Hinds' use of drawing with ink with dip pen and brush. I especially like how Hinds uses a map of the constellations as the background image for the dead warrior's pyres on the ocean and for the sky as seen through the banquet hall. The constellations were an eye drawing focal point which had me seeking out the ones I knew. Appropriately accenting Beowulf's death in Book 3, the sober hues are a stark contrast from the vibrant colors used to depict Beowulf's victories.

Summary: Follow the epic tale of Beowulf, in graphic novel format, as he battles barehanded against the evil monster called Grendel, vanquishes Grendel’s vengeful Mother, and fights his final battle against a rampaging dragon in order to protect his kingdom.

Personal Reaction: I really enjoyed this graphic novel adaptation of the epic poem, Beowulf. Hinds did a good job depicting Beowulf and the monsters. The wordless pages which depict certain scenes carries the plot better then if text had been incorporated. Hinds states on his website that the Candlewick Press version of Beowulf is slightly different from the first draft that he self-published. Candlewick Press chose A.J. Church's "more straightforward prose" whereas Hinds originally chose to use Francis Gummere's "more archaically-flavored" translation. I personally liked the choice of wording in the Candlewick Press version, it flowed well and suited the young adult graphic novel audience. An overly archaic worded translation I believe would be off putting to the reader.  This adaptation of Beowulf successfully tells the tale of Beowulf on its own, but I would still recommend using it as a supplement in the current curriculum.

"The Classics Revisited" Group Project - Check out our group's presentation of this and other literary classic graphic novel adaptations that we have suggested for high school students.

Adaptation of a single book-length poem

Use of Onomatopoeia: [There are several instances present throughout the text, often incorporated into the graphics rather then the word bubbles]. "Boom" - text seems to be coming from the hall doors as they are opened.  "Crunch" - text is closely wrapped near Grendel's mouth as he bits a man's head.  "Smash" - written in line with Beowulf's arm and body motion as he drives Grendel's body into a table.

Use of Rhythm: [The wording of Beowulf's speech has a particular cadence that gives the reader a sense of it being presented to a large audience. The '/' represents where the reader might put an emphasis when reading aloud.]

Therefore/ I shall carry neither sword/ nor shield/ nor coat of mail/ to this battle. With the grip of my hands only/ will I confront this enemy,/ struggling with him, / life for life./ But who shall live/ and who shall die,/ let it be/ as God/ shall will. 

Use of Personification: [Fate is personified as someone who gives orders that cannot be disobeyed]. "But that which Fate has ordered shall come to pass."

Use of Simile: The image of the ocean is replaced with a map of the constellations thus likening the ocean to the sky. 

Curriculum Connection: Grades 9 to 12 Reading Literary Response and Comprehension
California Standard: Narrative Analysis of Grade-Level-Appropriate Text - Read literary texts and use detailed sentences to describe the sequence of events [Read and describe in detail the events that occur in the Beowulf story].  Structural Features of Literature - Identify several literary elements and techniques (e.g., figurative language, imagery, and symbolism); Read and identify ways in which poets use personification, figures of speech, imagery, and the "sound" of language; Identify the functions of dialogue, scene design, and asides in dramatic literature.