A Book Review on "The Tiger Rising” by Kate DiCamillo

“The Tiger Rising” by Kate DiCamillo is the third DiCamillo book I’ve read, and my least favorite. This is not to say that it wasn’t a good read, but compared to the others, “The Tiger Rising” fell a little flat.
“The Tiger Rising” is the story about a 6th grade boy filled with sadness, and a little girl filled with anger. These new friends have a big decision to make regarding the freedom of a caged tiger. While they wrestle with this decision, they both face the memories that have made them into the sad and angry children that they are, and through this journey, they find freedom. DiCamillo transports the reader to the setting of the story, Florida, and has a unique gift in helping the reader to grapple some of life’s biggest questions. I’ll discuss those themes below.
If you’ve read any of DiCamillo’s books, you’ll already know her signature style. She asks tough questions and fills her books with emotion. I enjoyed the plot and setting. However, I would have liked to see more of an ending, as it felt a little rushed. I also would have liked to see a better outcome for the tiger, but that’s a very biased opinion, and I’m fully aware of that fact. I didn’t connect to the characters very well, and found myself wondering what it was specifically that made me feel distant to them. Even now as I write this review, I still haven’t pinpointed the issue.
Recommended Age Group?
The publisher’s recommended age group is 10-12 (grades 4-7 in Canada). I agree

with this age group.
As with most of DiCamillo’s books, there are heavy and important themes in this novel: loss of a loved one, broken families, holding onto anger and sadness, and bullying. Rob Horton, the main character, loses his mother to illness, and Sistine, another main character, is dealing with the divorce of her parents. Both of these characters are trying to find their place in a new city while also struggling with bullying. While these themes are mostly written in kid-friendly language, there is some mild language and mention of smoking, an affair, and hate.
There are happy themes in this novel as well. Friendships are made and both Rob and Sistine learn how to let go of some of the sadness and anger that they’re carrying.
Classroom Approved?
This book is classroom-approved, but best suited for grades 5-7.
Your students will enjoy making predictions about what will happen to the tiger. There are also many topics and questions that give rise to debate. For example, Rob wonders if it’s okay to keep animals caged, which then gives the students an opportunity to dig deeper and think about zoos. This novel may not be action packed, but it will definitely make your students think about the emotions they might be carrying and how they can find freedom from those burdens.
As always, I recommend pre-reading the novel and then making a decision based on your group of students. You know your students best, and you would know whether the themes in this particular book would trigger unwanted emotions in your students.











The name Ratownik Drogowy brings roadside assistance to mind, including the importance of explaining an unfamiliar situation clearly. I am interested in the information a person needs to communicate and the questions they may have before contacting help. That is the connection I make with Ratownik Drogowy roadside assistance. A calm description of the issue can matter more than a dramatic account of what happened. I appreciate writing that makes responsibilities and next steps understandable while leaving situation-specific decisions to qualified guidance.
PSTD is an abbreviation whose meaning I would not want to invent from the letters alone. I would first look for enough context to understand the educational subject and who it concerns. That is how I approach PSTD educational information. A short explanation can make a compact name easier to use, especially for someone arriving without background knowledge. I like information that gives the reader a clear starting point and a reason to ask a more focused question.
A numbered preschool name identifies a place, but the daily experience is what I would want to understand behind that label. With Przedszkole 175, my questions would concern familiar routines, play, and how children ask for support. That is my starting point for Przedszkole 175 preschool life. I appreciate descriptions that make an ordinary day easier to imagine without relying on broad promises. Small details about transitions and shared activities can tell a family more than a string of impressive adjectives.
Progenja is a distinctive name, and I would want a clear explanation before assigning it a particular educational meaning. A resource becomes useful when the reader can identify its subject and the question it helps address. That is how I approach Progenja educational resources. I like an introduction that offers a concrete example and lets someone decide whether to explore further. The name may catch attention, but understandable content is what turns that first impression into a reason to stay.
Thinking about Osieczany as a place name makes me interested in learning that begins with nearby surroundings. A familiar road, a shared space, or a local memory can invite questions from several subjects at once. That is the appeal of Osieczany community learning for me. I like a project that gives students a reason to observe carefully before choosing an explanation. The result does not need to be grand; a thoughtful question can change how someone sees a place they already know.