Genre 4 (Nonfiction) Kakapo Rescue: Saving the World's Strangest Parrot

Kakapo Rescue: Saving the World's

Strangest Parrot

Text By: Sy Montgomery

Photography By: Nic Bishop

BIBLIOGRAPHY:

Montgomery, Sy. (2010). KAKAPO RESCUE: SAVING THE WORLD’S STRANGEST PARROT. By: Nic Bishop. Boston, N.Y.  Houghton Mifflin. Books for Children. ISBN: 978-0-618-49417-0 

SUMMANY:

Sy Montgomery and Nic Bishop wait years for an opportunity to visit New Zealand’s Codfish Island in hopes to witness one of the world’s most fascinating “gentle giants”, the Kakapo parrot. Kakapo Rescue: Saving the World’s Strangest Parrot is an informational text about the tragic, yet amazing and curious life of a Kakapo, presented through Sy Montgomery’s experiences on Codfish Island with Nic Bishop and other important Kakapo conservationist team members.    

CRITAL ANALYSIS:

“I still feel sort of guilty” photographer Nic Bishop says to Sy Montgomery. “Part of the guilt stems from just being a person in a world horribly overcrowded with humans, buildings, factories, roads, and poisons. We are a species that seems to make a mess of the natural world wherever we go.”  Photographer Nic Bishop’s exact statement is one of many mentioned in this text that speaks loudly, echoing for days in the minds of Montgomery’s readers. Montgomery’s heartfelt ten day journey on Codfish Island presents the true meaning behind being a “greenie”.

Montgomery and Bishop’s brilliant descriptions and photography of the life of a kakapo on Codfish Island provide their readers with so much more meaning then just words being read in a book. Montgomery and Bishop have given the kakapos a chance at survival by educating readers about these absolutely extraordinary flightless birds. Montgomery compares each kakapo to a Mona Lisa, a Taj Mahal, or a Hope Diamond. "Each is a treasure of unsurpassed rarity and value. But unlike a painting, a building, or a gem, each kakapo is a living treasure, a treasure that loves its own life."  This statement allows readers to understand just how fragile and rare these remarkable birds truly are. Montgomery describes the forest of New Zealand’s Codfish Island “as if at times you are walking through a fairy tale”. Bishop’s breathtaking images of the bright green luscious terrain of Codfish Island back-up Montgomery’s statement in every way possible. With the help of many selfless people, Montgomery and Bishop’s gallant attempts at educating the world about these ground foraging creatures may be these birds’ only means of survival. Their extraordinary and rather rare experiences on Codfish Island will change the lives of their readers, making them think twice about their everyday decisions which could not only affect them but affect their environment around them.

 “Tristan was up near the booming bowls triangulating today when he tuned into Bill’s channel. To his horror, he got the sad, distinctive “mortality” signal that sounded when a bird has not moved in a long time: A fast beep-beep-beep, urgent as a heart attack. But in this case, there was nothing to be done.” Montgomery’s text though tragic and heartbreaking at times still seems to clutch the attention of her readers. Montgomery’s text makes readers feel as if they, too, are right by her and Bishop’s side, climbing up steep, wet, mossy trails and crawling over cold and muddy fern covered trees trunks, just to get a glance of a kakapo in its natural environment and to learn more about these rare honey smelling creatures. Montgomery includes a “P.S.: The Story Continues” excerpt at the conclusion of her story, which contributes to the understanding of the rarity of the kakapo. Montgomery informs her readers that there were eighty-seven kakapo when she and Bishop left Codfish Island, there are now still less than one hundred and fifty  kakapos in the world.  Due to unpredictable mating seasons and tragic accidents of mama kakapos losing or crushing their eggs in the nest, these birds do not multiply quickly. Before these birds had been brought to the brink of extension by settlers in New Zealand, kakapos were plentiful and flourishing. Montgomery described their abundance by comparing them to shaking apples off of an apple tree during harvesting season; they would fall out of the trees in droves.             

Montgomery’s uses terminology such as transmitter, incubator, triangulating, centigrade, Gale Warning, Ngai Tahu and Maori, contributing to the expansion of her reader’s vocabulary. These words may only be used in specific, scientific settings or with groups of people that her readers may not interact with on a regular basis. Introducing her readers to Ngai Tahu and Maori cultures will contribute to the readers' understanding of diverse groups of people and differences from culture to culture.

Nic Bishop’s selected photography flows perfectly with Montgomery’s experiences on Codfish Island. Bishop’s images have given readers an opportunity to understand the dedication and difficulty of the tasks that “nest menders”, and supportive wildlife conservationist rescue team members put forth to save the kakapos from extension. His images have captured an extremely rare and extraordinary experience that only a small number of people in the world will experience. Bishop’s photographs are just as important in this text as to the words on the pages. His photography provides a visual image for the reader which is just as important for educating readers on the importance of saving the world’s strangest parrot from extension.  

Montgomery and Bishop have created an extraordinary piece of literature that every reader in the world should experience. There should be multiple copies of this informational text on every coffee table, or in every classroom and library across the world. You have nothing to lose by reading about Sy Montgomery and Nic Bishop's experiences on Codfish Island, but you do have everything to gain and so do the kakapos. Montgomery and Bishop describe their experiences on Codfish Island as a “blessing” and an “extraordinary gift”. Why miss out on such a life changing experience?  Kakapo Recue: Saving the World’s Strangest Parrot is a must read.

REVIEW EXCERPT(S):

Kirkus, starred review- "Under the careful supervision of forest rangers and volunteers on an island off the New Zealand coast, the nearly extinct, flightless Kakapo parrot is the object of an intensive rescue effort described by this experienced writer-photographer team…”

Booklist, starred review- "Montgomery’s delight in her subject is contagious, and throughout her enthusiastic text, she nimbly blends scientific and historical facts with immediate, sensory descriptions of fieldwork. Young readers will be fascinated."

School Library Journal, starred review- “Take a parrot. Color it green. Give it soft, fluffy feathers, and whiskers. Give it sumo proportions and take away its power of flight. Make it nocturnal, and have it nest underground.”

The Bulletin, starred review- "More than most books about environmentalism or endangered species, this will encourage kids to consider how hands-on action can genuinely make a difference and how scientific contributions can be made by people who never go near a test tube."

CONNECTIONS:

Other Books about Rare Birds

The Race to Save the Lord God Bird - Phillip M Hoose- ISBN-13: 978-0374361730
100 Animals to See Before They Die - Nick Garbutt- ISBN-13: 978-1841622361
Can We Save Them? Endangered Species of North America - David Dobson- ISBN-13: 978-0881068221

Activity 1:

Have readers explore a webpage dedicated to the kakapo rescue recovery.
Resource:
www.kakaporecovery.org.nz
http://kakapocottage.co.nz/new_page_7.htm
http://www.bagheera.com/inthewild/van_anim_kakapo.htm

Activity 2:

Have readers watch recorded video of Kakapos in their natural environment. This website provided an opportunity for readers to compare and contrast the characteristics between kakapos and other birds. 

Resource:
http://www.arkive.org/kakapo/strigops-habroptila/video-00.html

Genre 4- (Nonfiction and Biography)- Six Days in October

Six Days In October
By: Karen Blumenthal

BIBLIOGRAPGY

Blumenthal, Karen. (2002). SIX DAYS IN OCTOBER: THE STOCK MARKET CRASH OF 1929. New York, NY. Atheneum Books for Young Readers. ISBN 0-689-84276-7

PLOT SUMMARY

Veteran Wall Street Journal editor and reporter Karen Blumenthal sets the scene for the five days building up to Black Tuesday, which resulted in the American stock market crash of 1929. Blumenthal also creates the devastating picture of the massive affect the stock market crash had on American citizens and its economy.

CRITICAL ALALYSIS

Blumenthal’s opening statement paints the perfect image of life after World War I, in the new 1920’s era, “where the old ups and downs no longer applied”. Blumenthal described the 1920’s as, “not just singing with the rhythms of jazz, or swinging with the dancing of the Charleston, they roared with the confidence and optimism of prosperity”. “Jobs were plentiful, pay was steady, goods and services were widely available and affordable, and the stock market was believed to be enchanted.” Life was easy for almost everyone. The rich got richer, and the average man saw one way that he, too, could become richer. Wall Street, where the New York Stock Exchange building stands, was where the average Joe had the opportunity to turn his life savings into his family’s fortune. ‘For more than a year, the stock market had been the surest and easiest way in the world for rich people to become richer”. Blumenthal included a ditty in her text that captured the attitude of the citizens of the 1920’s, that was published in the The Saturday Evening Post  

"O hush thee, my babe, granny's bought some more shares,

Daddy's gone to play with the bulls and the bears,

Mother's buying on tips and she simply can't lose,

And baby shall have some expensive new shoes."

Blumenthal presents accurate and knowledgeable information throughout her book, backed up by highly credited sources such as Dow Jones &Company, The New York Times, Museum of American Financial History, New York Stock Exchange, Wall Street Journal, Radio Cooperation of America and the Library of Congress. Blumenthal presents her readers with works cited sources, picture credits to show every effort she has made to trace copyright holders, as well as her acknowledgments for individuals who provided her with information from alternative sources. 

The organization of Blumenthal’s informational text is outstanding. The information flows well in order of events as they happened day-by-day. Blumenthal presents her readers with a hefty number of dates and times of when events happened, keeping them in order, contributing to the flow of information throughout the text. Information presented in Blumenthal’s text begins on October 24, which was Black Thursday, and ends with the aftermath on October 30, never breaking the sequence of events.

A topic such as the stock market can at times be dull and boring for a young or adult reader. Blumenthal does an exceptional job including visual aids which keep her readers interested and connected with the text. Blumenthal includes old newspaper clippings and articles of actual stores during the time of the stock market crash, as well as photos of famous actors such as the Marx Brothers and images of well-off New York investors who had to sell their prized positions out of desperation for an income. Including these images creates a sense of empathy and reality for Blumenthal’s readers. Blumenthal’s text instills a sense of wonder and curiosity about the Stock Market Crash of 1929, which her readers may not have had before reading Six Day in October. Blumenthal’s informational text provides her readers with information about stock market fundamentals, terminology and strategies that are used every day on Wall Street and in the New York Stock Exchange building, which her readers may not hear on an everyday basis.

Blumenthal has presented her readers with an extraordinary example of how informational text can be lively and interesting. Blumenthal’s Six Days in October provides her readers with an incredible literary experience, while includes vast amounts of information about the stock market crash of 1929, which forever changed the economy after October of 1929 and changed the lives of individuals for centuries following the stock market crash.  

REVIEW EXCERPT(S)

Publishers Weekly- “This fast-paced, gripping (and all-too-timely) account of the market crash of October 1929 puts a human face on the crisis.”

Booklist- “A Wall Street Journal bureau chief, Blumenthal combines a fascinating overview of the infamous stock market crash in 1929 with a rare and useful primer of financial basics.”

CONNECTIONS

Related Text:

There is a large amount of informational text by various authors for young readers and young adult readers about saving money and how to invest wisely. I have provided a select few for various age groups.

(Young Readers) A Kid's Guide to Stock Market Investing - Tamra Orr - ISBN-13: 978-1584156420

(Young Readers) The Motley Fool Investment Guide for Teens: 8 Steps to Having More Money Than Your Parents Ever Dreamed Of - David Gardner - ISBN-13: 978-0743229968

(Young Adult) The Young Investor: Projects and Activities for Making Your Money Grow- Katherine R. Bateman- ISBN-13: 978-1569765463  

(Young Adult) Economics, a Free Market Reader- Bettina Bien Greaves- ISBN-13: 978-0942617443

(Young Adult) Rich Dad, Poor Dad for Teens: The Secrets about Money--that You Don't Learn in School! - Robert T. Kiyosaki- ISBN-13: 978-0762436545

Activity 1: Stock Market Resource for Children

~The Stock Market Game~
http://www.smgww.org/

The SIFMA Foundation's Stock Market Game (SMG) gives students the chance to invest a hypothetical $100,000 in an on-line portfolio. They think they're playing a game. You know they're learning economic and financial concepts they'll use for the rest of their lives

Activity 2:

~Stock Market Math~
“Say the words “Pepsi”, “Nike” or “Google” around any fifth grader and the brand’s logo automatically pops into her head. Kids are bombarded by advertising everywhere, but many are unaware of the companies behind the brand names. So get her invested in her favorite company, and teach some statistics skills along the way!”

Full Activity-and printable chart at: http://www.education.com/activity/article/Stock_Market_Math_fifth/  

Activity 3:

~Compare and Contrasting Activity~

Having children and young adults compare and contrasting the economy of the 1920’s time period to the 2000’s time period by researching websites or reading selected informational texts can contribute to the understanding of how the stock market and trading of goods and services affect economic growth.

Genre 3 (Poetry) Button Up!

Button UP!
by: Alice Schertle

BIBLIOGRAPHY

Schertle, Alice. 2009. BUTTON UP. by: Petra Mathers. New York, N.Y. Harcourt Children's Books. ISBN- 978-0-15-205050-4

PLOT SUMMARY

Alice Schertle’s book Button Up is an imaginative collection of poems that are told from the point of view of children’s everyday clothing. 

CRITCAL ANALYSIS

 I was right! Schertle’s poem Wanda’s Swimsuit has helped me prove it.

~Wanda’s Swimsuit~
We like to be wet, Wanda and I, I’m Wanda’s swimsuit, we don’t like dry.
Ready, set, jump! Scrunch up small, Look out down below! 
Everybody dry just got wetter. (Wanda and I think wetter is better.)

Schertle’s poems have confirmed all imaginative curiosities I had as a child. I just knew everything had feelings, not just my baby dolls but also my clothes. Schertle’s poems bring new meaning and excitement to getting dressed every morning. After reading her poems, readers will think twice about what they will wear to play in that day, or think “should I give this away”.

The moods of Schertle’s poems are lively and fun with the exception of one. Tanya’s Old T-Shirt is a poem about the unfortunate reality that everyone doesn’t stay the same size when they grow older.

~Tanya’s Old T-Shirt~
I live in a bucket shoved under a stair. They call me a dust rag! I don’t think it’s fair.
I’m still the same size as when I was new. I didn’t shrink, it was Tanya who GREW.
She started out small and we fit to a T. Now she’s big as a sofa! She’s tall as a tree! She’s out of control, and they’re dusting with me!
You’ll never, not ever hear anyone say, “She’s gotten too big, she’s just in the way, let’s dust the piano with Tanya today.”

Schertle’s poems are exceptionally written in every way.  Her rhyming patterns and rhythmic tones provide great opportunities for her readers to interact with her poems. Schertle’s poem The Song of Harvey’s Galoshes provides her readers with opportunities to chant repeated word patterns that appear in the poem.

~The Song of Harvey’s Galoshes~
When it’s raining Harvey always puts us on, puts us on, we’re together when the sunny weather’s gone, weather’s gone, O there’s mud up to our tops, we hope Harvey never stops making deep, wet foot prints in the lawn, in the lawn.
Squash-galosh, squash-galosh, through the slime, Squash-galosh, squash-galosh, bet a nickel, bet a dime, that the worms are squirming too, for we wish to squish a few, when it’s raining don’t we have a lovely time, lovely time!

There is only one poem that I feel may need a little explaining after being read to a younger audiences. Emily’s Undies is a poem about a girl/mouse named Emily who likes to show off her undies wherever she goes. “We’re Emily’s undies with laces and bows. Emily shows us wherever she goes.” Even though this poem is silly and funny, a discussion about how we shouldn’t show everyone our laces and bows would not be appropriate for a younger audience. 

Schertle uses names in the titles of her poems that demonstrate ownership of the shoelaces that Bertie wears, the hiking hat that Violet takes on her adventures, and the galoshes that Harvey plays with in the mud. The use of names allows her readers to identify with the poem. Schertle’s readers can think, “I have shoelaces like Bertie,” and “I play in the mud with my galoshes.” The use of names also promotes empathy towards the article of clothing in the poem and pride of ownership in the readers' own clothing.

Petra Mathers’ detailed, fun and energetic illustrations capture perfectly the mood of each creature illustrated in Schertle’s poems. Mathers uses animals such as a dog, a mouse, a beaver, a pig, a bear, a bird and a rabbit to illustrate the humanistic trait of wearing clothes. Mathers' illustrations vary in size. Some are small illustrations that demonstrate one verse of a poem, such as in the poem Violet’s Hiking Hat which has a series of six illustrations depicting Violet wherever she goes with her Hiking hat. Mathers’ illustrations also cover corner to corner in poems such as Bill’s Blue Jacket in which he is zipped up high and buttoned up tight. Text sizes are just right, not too big, which would take away from the poem, and not too small so that they can’t be read. Mathers’ illustrations are eye pleasing to audiences of any age, creating a positive poetry experience for readers of every age.

I would recommend Alice Schertle’s Button Up poetry book to everyone. Anyone who is looking to expand their home or classroom library with rich texts and original literature choices should add Button Up to their library collection. Button Up is a "must read".           

REVIEW EXCEPT(S)

Kirkus - starred review- ". . . these creatures have personality, exuberance and high style that perfectly match the verses. Loads of fun."

Horn Book - starred review- "From delicately comical to downright funny, the art perfectly reflects the contagiously rhythmic, playful verse. Made for sharing, and worth learning by heart, too."

School Library Journal -starred review- "The whimsical illustrations pair perfectly with the wittiness of the text, and the whole is a clever and original poetic treat."

The Bulletin - “. . . enjoyable sound effects . . . Tone varies from sturdy support of ‘Bob’s Bicycle Helmet’ . . . to the playfulness of ‘Wanda’s Swimsuit . . . the extraordinary precision of Mather’s [sic] delicate brush strokes result in collagelike textures and crisp solidity . . . sure to tickle youngsters.”

PW Shelf Awareness - "Here's a match made in children's-book Heaven: esteemed poet Schertle (All You Need for a Snowman) and Mathers, the artist behind the Lottie's World (the charming chicken) books . . . Full of surprises, perhaps a sniffle, and plenty of cheer ("Everybody clap your hands,/ everybody shout,/ Bill's got his jacket on,/ LET'S GO OUT!"), this one will be in constant demand."

CONNECTIONS

Other Poetry and Rhyming Books for Children

A Light in the Attic - Shel Silverstein- ISBN-13: 978-0060256739
Where the Side Walk Ends - Shel Silverstein - ISBN-13: 978-0060572341
Kids Pick the Funniest Poems - Bruce Lansky - ISBN-13: 978-0671747695
Pio Peep! (English adaptations - Alice Schertle) - ISBN-13: 978-0061116667
A Curious Collection of Cats – Betsy Franco – ISBN-13: 978-1582462486

Poetry Activity/Art Activity

Have readers choose their favorite article of clothing and write a poem about it. Give students the option to share their poem with friends or classmates. Allow students to post their poem if they wish on a class website or bulletin board at home or in a classroom.

Students/Children can shape their poems into T-shirts, hats, gloves, socks, or even favorite pair mittens.  Students/Children can also decorate their favorite article of clothing with colors, markers, glitter, stickers, yarn, etc…

  

Genre 3 (Poetry) Boy Wonder

Boy Wonder
by: Calef Brown

BIBLIOGRAPHY

Brown, Calef. 2011. BOY WONDER. New York, N.Y. Atheneum: ISBN-978-1-4169-7877-0

PLOT SUMMARY

“May I ask you something? Are you ever perplexed? Completely vexed? Do you have questions? Queries? Odd theories? You do? Me too!” Calef Brown’s opening verses summarize the entire Boy Wonder book. Boy Wonder is a witty and silly poetic book about a boy who has an overabundance of queries and theories for his audience.    

CRITICAL ANALYISIS

Calef Brown’s delightful and charming book, Boy Wonder, captures the true curiosity of young children. “If I ever encounter mosquitoes the size of chickens, should I run like the dickens? Or would it be a better bet to find some chicken wire and make a mosquito net”. Brown’s imaginative rhyming word patterns create a fun and energetic rhythm which carries his readers through the plethora of questions. Brown’s rhythmic patterns and rhyming word choices make this book flow consistently providing his readers with an easy read.

Boy Wonder is bursting with engaging vocabulary that is attractive to the minds of Brown’s young readers. Brown’s book creates opportunities for his readers to think critically about the silly questions, even though some of the questions may be over the heads of his new or young readers. Brown’s young readers may be lacking life experiences that can help them answer the boy’s questions, but it does provide his adult readers with a humorous reading experience. The verse “Do you ever wonder whether schools of narwhal have the wherewithal to play tetherball.” is an example of a perplexing line that could be confusing to Brown’s young readers. Young readers may not know what a narwhal is, what wherewithal means or have never heard of tetherball. Having to stop and explain lines such as this one could take away from the purpose of the book, making the reading experiences un-enjoyable and confusing. Reviewing a list of words with young readers before reading this book would be helpful and would be a great way to contribute to their comprehension and fluency.

Brown’s creative tongue twisters and play on words are amusing and provide a fun experience for readers who are exploring rhyming words. Brown also plays with word meaning and sounds of words. “If mud in a puddle make it muddled, do kiddie pools become piddled?”and “Do taffy pullers ever push and make a glob of sticky mush?” are two great examples of Brown experimenting with words and their meanings. Brown’s play on words and fun rhyming patterns create great opportunities for his readers to chants or repeat fun questions, which promotes interaction with the story. “Would I say “ARRGH” a lot, like a pirate? Would they require it?" would be a fun line for readers to listen or watch for, anticipating interaction with the story. 

Brown’s exaggerated and bold illustrations covering the entire page from corner to corner burst with every color in a crayon box. Brown’s bright yellow sun rays and dark brown gargoyles create interesting and fun images for his reader to connect with the boy’s questions. Brown’s illustrations demonstrate a wide variety of emotions for his readers, frowning bears and angry mosquitoes, smiling giraffes and crying onions, anxious ants and perplexed trees that add meaning to his story and depth to the boy’s questions. Some may say that Brown’s illustrations are juvenile and look as if children could draw them, but I find them appropriate for this book and attractive to young readers. Brown’s inconsistent font sizes and shapes add to the excitement of the book, aiding in keeping the attention of his young readers.  Even though many of the verses in Boy Wonder will probably “fly” right over the heads of many young readers, Brown’s illustrations will still provide a meaningful and enjoyable reading experience for his young audience.

Brown’s book is a lot of fun to read and really makes one ponder the boy’s questions even though some may not make sense. Brown has created a rhyming book that can be enjoyed by all readers of every age. I would recommend that this book be in every home, public or school library.      

REVIEW EXCEPT(S)

Publishers Weekly- “Runaway punnery and nonstop questions drive this rhyming book, which calls attention to similar-sounding words and figures of speech.”

School Library Journal- “The connotations of everyday words and sayings are pondered and turned inside out and upside down in this wholly original paean to intellectual curiosity.”

Kirkus Review- "This boy doesn’t just wonder, he throws readers a forceful invitation: “May I ask you something? / Are you ever perplexed? / Completely vexed? / Do you have questions? / Queries? / Odd theories?” He does."
CONNECTIONS

Other Calef Brown Books

His Shoes Were Far Too Tight- ISBN: 0811867927
Polkabats and Octopus Slacks: 14 Stories- ISBN: 0618111298
Dutch Sneakers and Fleakeepers: 14 More Stories- ISBN: 0547237510

Discussion

Be prepared for some discussions about the questions and also to help your readers learn the definitions for some of the more challenging vocabulary words.

Question Game

Play 40 Questions with your readers encouraging them to use rhyming words and tongue twisters in your questions and answers. This game can be a fun way for readers to experiment with funny words and phrases. 

Explore

Calef Brown’s website has a large amount of information about his artwork, art gallery, shopping, and news that can contribute to the reader’s knowledge of the author. There is also contact information. This could be a great opportunity for readers to communicate with the Calef Brown through letters or email. 

WEBSITE - http://www.calefbrown.com/

Genre 3 (Poetry) Wicked Girls

Wicked Girls
By: Stephanie Hemphill

BIBLIOGRAPHY

Hemphill, Stephanie. 2010. WICKED GIRLS: A NOVEL OF THE SALEM WITCH TRIALS. New York, NY. HarperCollins Publishing: ISBN- 978-0-06-185329-6

PLOT SUMMARY

Stephanie Hemphill’s intriguing and mind boggling novel Wicked Girls is a poetic fictional explanation of the Salem witch trials told from the perspectives of Mercy Lewis, Ann Putnam, and Mary Walcott (known as “Margaret” in the story) the three women living in Salem, Massachusetts in 1692, that claimed “affliction”. Hemphill’s exceptionally written novel emphasizes the sacrifices one will make for power over others, love from another, and acceptance from anyone. Beginning as an inquisitive game of what the girls' futures hold, the situation became a malicious and unforgettable witch hunt that altered the lives of the citizens of Salem Village forever.

CRITICAL ANALYSIS

Written in poetic verse, Hemphill’s novel was surprisingly easy to follow with a little bit of patience. Hemphill’s creative imigery and original form of writing allows her readers to see inside the minds of the young woman of Salem, providing a clear understanding of the reasoning behind their deviant and intentionally disobedient behavior.

Embedded in Hemphill’s novel is the disastrous reality of the messy downward spiral that obsessive lying will unveil. Towards the beginning of the novel it seem as if the young women feel their accusations of being “afflicted” are simply an innocent, game “They call it Affliction,” Ann says. “All are in awe of it” “A flash of mischief crosses Ann’s eye’s as she watches me watch her, like the torch that smokes heaven’s white edge.” Not until the falsely accused are being trialed and put to death do the young women feel remorse for the disobedient behavior. “I see nothing. I want to say I see nothing, that I am tired and wish to be left alone, wish to be like the field left fallow this autumn. I stay mute now, but ‘tis too late. What, Lord, have I done?” Hemphill’s descriptive imagery and poetic verses of what the young women are experiencing creates a continuous flow of the changes in emotion and feelings among the group of girls before, during and after the accused witch’s and wizard’s trials. Hemphill’s carefully planned rhythms of short lines have created a staccato rhythm that contributes to the exceptional flow of the novel.  We also can't forget about her rhyming word patterns in each passage that create an ear pleasing experience for her readers.  

Hemphill’s vivid description of Mercy’s emotional desire to be respected by men, rather than being viewed as a pretty girl to be lusted after, is an example in the novel that makes the reader empathetic towards Mercy’s indiscretion. Mercy’s indiscretions are much more personal than the other young women’s behaviors. Mercy is an orphan due to the French and Indian war. Her mother and father where killed by Indians, leaving her a servant to Thomas Putnam. Mercy also seeks revenge and protection for others from the individuals who killed her family. “I clearly will have to be the driver now. I must hold the whip, bear the cold and steer the carriage. For if I do not, then men like John Alden, who aided in killing my family, and Reverend Burroughs with his wicked hands and nasty belt upon wives and little girls, might also go free. I step up. I wind around my wrists Ann’s slacking ruins.”      

During a time when woman and children had no influence on everyday society, Hemphill’s exceptional writing theorizes the idea that these girls accuse innocent people because this was the only way they would be listened to in Salem, or this was the only way they could get revenge on the individuals who physically abused them or they didn’t feel practiced good faith. Twelve year old Ann Putnam, who pedestals herself as Queen of the girls, holds stature in Salem due to being Thomas Putnam’s eldest child. Power is Ann’s motive for accusing the innocent of possessing the young women. Ann obsessed over the fact that powerful men in authoritative positions listened to the young women’s accusations as if they had a voice. The town’s people looked to them for answers and insight into the “Invisible World”.  The young women held just as much power in the trials as the men did, if not more, because they were the only ones who could see the” Invisible World.”

Margaret Walcott, who is Ann’s cousin, faces one of the toughest decisions she will have to make in her life. Margaret is desperately in love and consumed with fury and jealousy. Hemphill’s descriptive imagery and poetic verse gives her readers a sense of the gut-wrenching turmoil that Margret experiences during her rage of jealousy. Hemphill has captured the reality of life’s tough choices through Margaret’s character traits and the choice of staying true to her friends or pursuing a life of happiness with the one she loves. In Hemphill’s novel, Margaret faced the same decisions about love and friendship that many adolescents face today. 

Worthy of addressing is the “bad girl” personalities and attitude that is very loud among Ann, Mercy and Margaret that seems to jump right of the page at the reader. Hemphill’s writing depicts a serious issue of “bullying” within the group of girls. There are instances such as pulling of each other’s hair and jabbing each other with their elbows, to the remarks Ann makes about Susannah’s weight. Susannah is a older girl who joins the group for a short while that isn’t from Salem.  An example of this behavior is Ann’s remark towards Susannah, "Want some?” I offer her a piece of my bread. No doubt she’ll take it.” Ann is insinuating that Susannah is “fat” and that she will eat anything she is given. Who can forget the extremely unnecessary incident of Ann and Elizabeth hatefully killing Mercy’s dog “Wilson” to teach Mercy a lesson? “I stare at Elizabeth as they shoot him, a creature without growl or bite, but only lying there in the sun.” “My sweet dog’s blood flood’s the ground, pooling toward Ann’s feet, but she remains unmoved.”  Hemphill’s writing captures the vicious behaviors of this group of young women in the 1600’s, which unfortunately shares some of the same cruel characteristics of bulling among young children today. 

The cover of Hemphill’s book is an image of a beautiful blonde adolescent touching her four head and looking towards the earth, who seems confused and distressed. The image of the adolescent woman makes readers curious as to why the adolescent seems to feel the way she does. The image pulls readers in with a sense of curiosity and wonder that makes the novel that much more intriguing and mysterious.

Wicked Girls is a fabulously written and outstanding historical fictional novel that girls of all ages can enjoy and learn from. They may even relate to the young woman of Salem, Massachusetts. Hemphill has created an intriguing novel that would be great for curling up next to a fire, and becoming a spectator in the lives of the young woman of Salem as they exclaim their afflictions.

EXCEPT(S)

Booklist- Starred Review- “An excellent supplementary choice for curricular studies of Arthur Miller’s The Crucible, this will also find readers outside the classroom, who will savor the accessible, unsettling, piercing lines that connect past and present with timeless conflict and truths.”

Kirkus- Starred Review- “In subtle, spare first-person free-verse poems, the author skillfully demonstrates how ordinary people may come to commit monstrous acts. Haunting and still frighteningly relevant.”

Publishers Weekly- Starred Review- “The expressive writing, masterful tension, and parallels to modern group dynamics create a powerful and relevant page-turner.”

School Library Journal - Starred Review- “The verse format is fresh and engaging, distilling the actions of the seven accusing girls into riveting narrative.”

CONNECTIONS

Related Reading Material:

The True Story of the Salem Witch Hunts- by: Amelie Von Zumbusch - ISBN: 1404244794

Salem Witch Trials: An Unsolved Mystery from History – by: Jane Yolen - ISBN: 0689846207

In Search of History: Salem Witch Trials - History Channel DVD

Resource for Activates:

http://school.discoveryeducation.com/schooladventures/salemwitchtrials/tips.html  

Activity 1:

20th Century Witch Hunts
Discuss the definition of a witch hunt with your class. A witch hunt occurs any time a group of people persecutes another group unfairly, usually blaming that group for larger problems. Ask students to think of examples of “witch hunts” during the 20th century—such as the Holocaust, the McCarthy trials, and the Japanese internment camps. Have students research a modern-day witch hunt and compare and contrast it with the Salem witch trials.

Activity 2

Letters from Salem
Have students explore the biographies and primary source documents in People Behind the Trials. Ask students to choose one featured person and try to imagine themselves in his or her shoes. What motivated their actions? What do you think they were thinking or feeling? Have each student write a letter from the person they chose. Their letters could be written to real people from Salem or to a fictional person.