Biography Annotation Helen Keller: A Photographic Story of a Life By Leslie Garrett 2004 DK Publishing Biography – Characteristic of Difference – Ability / Disability – Deaf and Blind 121 pages Summary: As can be expected from a biography, this was a look at Helen Keller’s life, but also that of her teacher, Annie Sullivan. The book began with a look at what Helen Keller accomplished in her life but then went back to what caused her to become both deaf and blind. There was then information about the start of Annie Sullivan’s life and what brought her to the Keller’s household. The remainder of the book looked at what Annie did to teach Helen, how Helen’s education continued beyond what Annie taught her, how the two women worked to spread awareness of Helen’s condition and that of others who are deaf and blind, and looked at the final days of both Helen’s and Annie’s lives. Personal Response: This book hit on so many areas of Helen’s life that I did not know about, such as her work on the behalf of those in poverty and others affected with blindness, that it was really a learning experience for me as well. I have heard the basic story of Helen Keller, how she was deaf and blind and became a terror for her family until Annie Sullivan came along, but I had no idea that she had accomplished so much with her life and met so many important and influential people. The sheer number of presidents that she had met with at one point or another amazed me, and kind of reminded me of the Queen of England. All in all, I enjoyed this book. Strengths / Weaknesses:
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Biography Annotation
Helen Keller: A Photographic Story of a Life
By Leslie Garrett
2004
DK Publishing
Biography – Characteristic of Difference – Ability / Disability – Deaf and Blind
121 pages
Summary:
As can be expected from a biography, this was a look at Helen Keller’s life, but also that
of her teacher, Annie Sullivan. The book began with a look at what Helen Keller accomplished
in her life but then went back to what caused her to become both deaf and blind. There was then
information about the start of Annie Sullivan’s life and what brought her to the Keller’s
household. The remainder of the book looked at what Annie did to teach Helen, how Helen’s
education continued beyond what Annie taught her, how the two women worked to spread
awareness of Helen’s condition and that of others who are deaf and blind, and looked at the final
days of both Helen’s and Annie’s lives.
Personal Response:
This book hit on so many areas of Helen’s life that I did not know about, such as her
work on the behalf of those in poverty and others affected with blindness, that it was really a
learning experience for me as well. I have heard the basic story of Helen Keller, how she was
deaf and blind and became a terror for her family until Annie Sullivan came along, but I had no
idea that she had accomplished so much with her life and met so many important and influential
people. The sheer number of presidents that she had met with at one point or another amazed me,
and kind of reminded me of the Queen of England. All in all, I enjoyed this book.
Strengths / Weaknesses:
The main strength of this book is that it looks at the rest of Helen Keller’s life, not just
that which is typically discussed. It also has a lot of photographs which helps to make the life of
Helen Keller seem more real and makes her world more accessible to students. The writing is
also extremely straight-forward which makes it easier for younger students to understand.
Finally, there is a notation on the back cover that this book “supports the Common Core State
Standards” which means that it is easy to incorporate into a curriculum.
The only weakness that I could really find with this book is that there are a couple of
minor grammatical errors, missing prepositions and improper verb tenses, which distracted me
while I was reading. For students who are reading very fluently, they likely would not notice
these errors. However, for students who are still focusing on reading every single word one word
at a time, it may confuse them or throw them off.
How this book might be used:
Based on how simple the language of the book is but also looking at the length of the
book (there are eighteen chapters), I would most likely use it starting in third grade, potentially
with advanced second graders, though I would also be willing to use it as a resource for any
grade above third. As it is a biography, it is always easy to say that it would be used as part of a
biography unit in which students would select a biography to read and then do additional
research about that person. However, I would also be willing to use this book as a read aloud,
and would definitely drop it to second grade at that point (with a few parts of the story left out),
due to the fact that she did leave an incredibly interesting life and I think it is important that
students know more than just a couple facts about Helen Keller, especially since I learned so
much from reading this book.
Fantasy / Science Fiction Annotation
Tuesdays at the Castle
By Jessica Day George
2011
Bloomsbury Books for Young Readers
Fantasy – Characteristic of Difference – Gender – Female Main Character
225 pages
Summary:
Celie is the youngest child of the King of Glower and the one that the Castle of Glower
likes the best. The Castle of Glower is similar to a living, breathing object – it changes and adds
rooms, decorations, and hallways to suit the needs of the royal family or to demonstrate the
needs and wants of the castle. A long time ago, the younger son, Rolf, was selected to be the next
king and the older son to join the College of Wizardry. One day, the king and queen travel to see
their older son graduate and are attacked by a group of bandits on the way back. Suddenly, Rolf
is forced to become king with a regency council made up of people who want him dead. The
only person who has enough knowledge of the castle is Celie and she is the only one who can
use the castle to the advantage of her family in order to save her brother’s life and bring the rest
of her family back.
Personal Response:
I really loved that the concept of the book was based around a castle that can move and
grow because I think that’s a topic that really has not ever been explored, at least not in any
books that I have encountered. I also really got drawn into Celie’s story and her relationship with
the castle. The fact that she was always able to find the passage that she wanted and that the
castle worked in her favor helped to demonstrate how being kind can benefit in ways that you
never expected.
Strengths / Weaknesses:
The strengths of this book are that it takes a rather played out theme, royal families who
have surrounding regions attempt to invade them, but does it in a new and exciting way. I also
think this book is a fantasy book that does not read like a typical fantasy book because the
fantastical features are so naturally woven into the story. This makes it a good book for students
who are reluctant to read the fantasy genre.
The main weakness of this book is that the names of characters and places are rather
strange and do not necessarily follow the typical pronunciation of English words, which could be
frustrating for students who are still relying heavily on sounding words out to understand how to
pronounce it because it might not sound the way they expect.
Both a strength and a weakness of this book is how simple the vocabulary used is. It is a
strength in that it can help struggling readers to read a longer book because they will know most
of the words without a problem. However, for stronger readers, there is nothing to challenge
them in the reading of the book and the storyline is not challenging to follow either.
How this book might be used:
I would most likely use this book as a read aloud or as a book for small group discussion,
mainly based on the length of it. I think that it could be used easily in any classroom 3rd grade
and up because the students will be interested in the story and able to read it themselves. I think
it is really good for introducing the topic of fantasy because it is not a “typical” fantasy book so
students may not even realize that it is a fantasy book until discussion happens.
Historical Fiction Annotation
Is It Night or Day?
By Fern Schumer Chapman
2010
R. R. Donnelley & Sons Company
Realistic Fiction – Characteristic of Difference – Immigration and Religion – Judaism
260 pages
Summary:
Edith is Jewish and living in Germany in 1938. Her family conspires to find a way to get
her to America, specifically Chicago, in order to join her uncle and her older sister. The book
covers her journey through Germany, during Hitler’s rise to power, as well as what life is like for
her in America. Throughout the book, she receives letters to provide updates on how her family
that stayed behind is doing. This book provides a very unique look at the terror of the Holocaust
through the eyes of a child who manages to survive early on, a perspective not generally
examined or even always acknowledged.
Personal Response:
I loved the perspective of this book which is really what drew me to it in the first place as
well as the fact that it is a book dealing with the Holocaust, my personal favorite time period in
history. Both of these aspects kept me reading the book, however I really struggled to really get
into the book. I don’t think this is a result of the story, writing, etc., but rather my personal
response to reading this past week. This is definitely a book that I will make sure to read again in
the future when I have the chance to fully appreciate the story and actually get into it.
Strengths / Weaknesses:
The main strength of this book is that it looks at the Holocaust through a perspective that
is generally fairly ignored. I think that this book would be able to spark good discussions on what
other perspectives we might be missing out on as well as how many people actually would have
had a similar experience to Edith’s. This book also deals with living in a new country where you
don’t speak the language which may resonate with others, demonstrating how the problems that
kids face can be universal, even when it seems to be specific to a certain time period.
The main weakness of this book is the fact that there are lots of German and Yiddish
phrases throughout the book. While this is to be expected from a book dealing with a different
country, it can make it challenging, and occasionally distracting, to read the book since the
English translation immediately follows.
How this book might be used:
I am not entirely sure when students begin learning about the Holocaust but I would
probably try and use it during a Holocaust unit with 5th or 6th graders. The book itself is really
easy to read, so I might even use it with younger students but the content is certainly more
challenging. I would likely use this book (Is it Night or Day?) as well as My Family for the War
and Number the Stars as book club books during the Holocaust unit. Each book deals with a
different aspect of how Jewish children made it through the Holocaust and World War II and the
individual books would lend easily into large group discussions beyond just the book club
groups. I would also make sure the book was available on my bookshelf for grades 4 and above,
even if the Holocaust is not discussed, since the horrors are of the Holocaust are not really the
focus of this book. Therefore, it would act as a decent introduction to the topic without hitting all
of the heavy stuff instantly.
Nonfiction Annotations
Social Studies Text
Title: George vs. George – The American Revolution as seen from Both Sides
Author: Rosalyn Schanzer
Illustrator: Rosalyn Schanzer
Publisher: The National Geographic Society
Year Published: 2004
Pages: 57
Summary: This book looks at the entirety of the American Revolution from the sides of
the Americans and the British. It begins with background information about King George
III and George Washington, comparing their upbringing and their basic beliefs. Next is
information about what really caused the American Revolution, the various taxes, and
looked at how and why each side made the choices that they did. Then the actual
revolution is talked about, including some of the major battles as well as how each army
was set up / the resources they had available. It then talks about how the nation of
America was actually created, from the Continental Congress to the final battles. Finally,
the remainder of King George III and George Washington’s lives are mentioned.
Related CCSS, Iowa Core or Professional Standard:
From Iowa Core Social Studies Standards: Understand how and why people create,
maintain, or change systems of power, authority, and governance. (SS.3-5.H.2)
Understand the role of individuals and groups within a society as promoters of change or
the status quo. (SS.3-5.H.4)
Understand the effect of economic needs and wants on individual and group decisions
(SS.3-5.H.5)
From Core Knowledge: 4th Grade Social Studies Curriculum
1. The American Revolution
A. Background: The French and Indian War
Also known as the Seven Years’ War, part of an ongoing struggle
between Britain and France for control of colonies in various regions
around the world (in this case, in North America)
Alliances with Native Americans
The Battle of Quebec
British victory gains territory but leaves Britain financially weakened
B. Causes and Provocations
British taxes, “No taxation without representation”
Boston Massacre, Crispus Attucks
Boston Tea Parth
The Intolerable Acts close the port of Boston and require Americans to
provide quarters for British troops
First Continental Congress protests to King George III
Thomas Paine’s Common Sense
C. The Revolution
Paul Revere’s ride, “One if by land, two if by sea”
Lexington and Concord
The “shot heard ‘round the world”
Redcoats and Minute Men
Bunker Hill
Second Continental Congress: George Washington appointed
commander in chief of Continental Army
Declaration of Independence
Primarily written by Thomas Jefferson
Adopted July 4, 1776
“We hold these truths to be self-evident, that all men are created equal,
that they are endowed by their Creator with certain unalienable Rights,
that among these are Life, Liberty, and the pursuit of Happiness.”
Women in the Revolution: Elizabeth Freeman, Deborah Sampson,
Phillis Wheatley, Molly Pitcher
Loyalists (Tories)
Victory at Saratoga, alliance with France
European helpers (Lafayette, the French fleet, Bernardo de Galvez,
Kosciusko, von Stueben)
Valley Forge
Benedict Arnold
John Paul Jones: “I have not yet begun to fight.”
Nathan Hale: “I only regret that I have but one life to lose for my
country.”
Cornwallis: surrender at Yorktown
Age/ Grade Level: 4th
How It Would Be Used: The book would be read throughout the entirety of a unit on the
American Revolution, as opposed to reading the entire book through at one time. The
teacher could choose to use the book as a read aloud or have students use the book as a
basis of research for a topic from the American Revolution that they find most
interesting. The book can also be used as a way to tie literacy and social studies together,
without necessarily making an explicit connection between the two. The teacher could
read a section or two a few days before or after a similar topic is discussed within the
social studies time period.
Science Text
Title: Science: Witness the Events that Changed the Course of History
Author: Glenn Murphy
Illustrator(s): Alamy, Corbis, Getty, Hedgehog House, iStock Photo, Minden Pictures,
NASA, National Oceanic and Atmospheric Administration, The Photo Library, Public
Domain, Shutterstock, Top Foto, and Trinity University Cambridge (the preceding
locations are credited with providing the illustrations and photographs for the book)
Publisher: Weldon Owen Pty Ltd.
Year Published: 2014
Pages: 61
Summary: This book provides information on the following topics: laws of motion,