Genre 5- The Whipping Boy

(1) Bibliography
Fleischman, Sid. 1986. THE WHIPPING BOY. Illustrated by Peter Sis. New York: Greenwillow Books. ISBN 0-688-06216-4


(2) Plot Summary
Jemmy is Prince Brat’s whipping boy. Whenever the prince misbehaves (and it happens often) Jemmy is punished in the prince’s place with a thrashing. One night claiming boredom, the prince runs away from the castle forcing poor Jemmy to come with him. The pair is later accosted in the woods by thieves. Jemmy hatches a plan to escape leading the villains to believe the he is really the prince and that the prince is the whipping boy. The only problem is Prince Brat has no desire to escape and return to the palace. To complicate matters Jemmy is implicated in the kidnapping because the ransom note is in his handwriting (Prince Brat is illiterate because he never took time to learn his penmanship). Will Jemmy and Prince Brat escape their captors and will Jemmy get to clear his name?

(3) Critical Analysis
Despite the fact the story is set somewhere in medieval Europe, young readers might relate to our protagonist, Jemmy. It is also plausible that a few readers may identify with Prince Brat. The inclusion of having the whipping boy actual whipped as well as the princes adds more drama and authenticity. Fleischman makes excellent use of dialog which intricate to the style. Sis’s black and white illustrations exhibit a lot of detail and provide the reader with a visual reference of the setting. Some of the characters seem a little silly and rather outlandish however they do not subtract from the story.

(4) Review Excerpt(s)
Publishers Weekly: “…things turn out for the best at the story's satisfying close. Colorful types like thieves called Hold-Your-Nose Billy, Betsy and her dancing bear Petunia, et al., increase the fun.”

School Library Journal: “This whimsical, readable story delights in the manner of Bill Brittain's books The Wish Giver (1983) and The Devil's Donkey (1981, both Harper).”

(5) Connections
*Assign the following books sharing similar themes to the class:
Kudlinski, Kathleen V. and Lyn Durham. Marie: An Invitation To Dance France, 1775. ISBN 0606108238
Snyder, Zilpha Keatley. The Egypt Game. ISBN 1416960651
Yep, Laurence. Spring Pearl: The Last Flower. ISBN 1584855193

* The class can participate in a reader’s theater script of The Whipping Boy.

Genre 5- Worth

(1) Bibliography
LaFaye, A. 2004. WORTH. New York: Simon & Schuster Books. ISBN 0-689-85730-6


(2) Plot Summary
Eleven-year-old Nathanial’s life is turned upside down when he breaks his leg in an accident on the family’s farm. No longer able to do farm work, Nate begins to feel useless and unwanted. These feels are exacerbated because Nate’s Pa does not speak to him anymore much less even look at him. The plot thickens when Pa brings home John Worth, an orphan from the orphan train, to work on the farm. Nate gets jealous and begins to hate this boy who gets to spend time with his Pa while Nate has to go to school. John is envious of Nate because he wants to go to school and secure a better future for himself. When a fence war in the community breaks out will Nate and John be able to set aside their differences and work together?

(3) Critical Analysis
The protagonist, Nate, and the main antagonist, John, are both identifiable to young readers. Both boys feel out of their place and element. By showing Ma’s anger and dismay with John, LaFaye keeps the novel very real. Not all orphans from the orphan train were wanted or even treated well by their foster families. It is important to note that Ma is not a bad woman; she is unhappy with the situation her husband has consigned her to. LaFaye also incorporates the death of a sister; the family is still suffering from this loss. Times are tough for Nate’s family. Most of the crops are ruined due to a storm and some renegade cattle and there are bank loans that need to be repaid. Set in the Nebraska plains of the late 1800’s, Worth gives readers a glimpse into the harsh reality of farm life.

(4) Review Excerpt(s)
Publishers Weekly: “The author weaves in a subtle message about the power of story, as Nate builds a bond with John by reading him Greek myths out of a borrowed book.”

School Library Journal: “The author convincingly conveys the boys' gradual realization of the value of one another's friendship. Other themes include the importance of reading and education, meeting challenges head on, relying on and playing a responsible role in your community, and recovering from loss.”

(5) Connections
* Assign the class to read other books by A. LaFaye:
LaFaye, A. Stella. ISBN 978-1416911647
LaFaye, A. Edith Shay. ISBN 0670875988

* Have students visit websites of interest:
The Children’s Aid Society (http://www.childrensaidsociety.org/about/history/orphantrain)
National Orphan Train Complex (http://www.orphantraindepot.com/index.html)

Orphan Trains (http://www.genealinks.com/orphantrain.htm)

Genre 5- Kira-Kira

(1) Bibliography
Kadohata, Cynthia. 2004. KIRA-KIRA. New York: Athenaeum Books. ISBN 0-689-85639-3


(2) Plot Summary
Katie idolizes her big sister. Lynn is a genius, beautiful, and always looking out for her little sister. Katie learns from Lynn to see the Kira-Kira in everything- in the wind, in the water, and in the waves. When the family grocery store goes out of business, Katie’s family moves from Iowa to Georgia where there are hatchery jobs available. In the beginning Katie has a difficult time with the move and subsequent mistreatment by other people. She doesn’t understand why the girls in her class will not play with her and why their mothers will not acknowledge her mother on the street. Lynn becomes very ill and the illness puts an emotional and economic strain on the family.

(3) Critical Analysis
Told through Katie’s point of view, young female readers will identity with Katie. Though her heritage and background may differ, Katie’s experiences and feelings are universal to that of many young girls. Kadohata chooses to included in the story the racism experienced by Japanese-Americans in mid-nineteenth century United States. She could have easily have not disclosed it but doing so would have not given credence and power to Katie’s story. Unfortunately most young people have felt at one time alienated for one reason or another so they are drawn further to Katie. In the end Katie discovered the theme of Lynn’s life (what she was trying to teach her all along), to see the kira-kira (the glitter, and the joy and the beauty) in even the simplest of things.

(4) Review Excerpt(s)
Publishers Weekly: “one sister's ability to teach her younger sister to appreciate the `kira-kira,' or glittering, in everyday life make this novel shine."

Booklist: “The real story is in the small details, never self-consciously poetic but tense with family drama. …Kadohata stays true to the child's viewpoint in plain, beautiful prose that can barely contain the passionate feelings just as heart wrenching as the sisters' story is what Katie knows of her father's struggle, whether it's his backbreaking work in the factory or his love for his family.”

(5) Connections
* Have students read the following books:
Kadohata, Cynthia. Weedflower. ISBN 0689865740
Uegaki, Chieri. Suki's Kimono. ISBN 1553370848
McCoy, Karen Kawaamota. Bon Odori Dancer. ISBN 187996516X

* The class can perform a reader’s theater script. Be sure to switch out the children often so that everyone gets a chance to participate.