into the world of reading

ASK ME NO QUESTIONS

2010-07-28T14:57:00.001-07:00

Budhos, Marina. Ask Me No Questions. New York: Ginee Seo Books, 2006. ISBN 978-1-4169-0351-2.

PLOT SUMMARY:
In post 9/11, Muslim sisters Nadira and Aisha suddenly face deportation with their family back to their native Bangladesh. After having grown up in New York City, but living on expired Visas, the family flees to Canada to seek asylum. Their father is detained, their mother stays in Canada and the girls return alone to New York to try to resume life as normal as possible. Older sister, Aisha, is graduating from high school with dreams of being valedictorian and attending college, while younger Nadira is less secure and confident. When the family crumbles including Aisha, Nadira must rise above her years and maturity to try to assist the family.

CRITICAL ANALYSIS:

Marina Budhos has woven a story that is believable and most of all makes us all think about the issue of illegal immigrants. This hot topic in today's society is looked at in post 9/11 when Muslims were suddenly singled out and feared. A quiet and proud family, Aisha and her Nadira simply want to be like other American teenagers. Aisha is a star student, popular, and looking at colleges and a bright future until the expired Visas threaten to send them back to a country they no longer know.

In a male dominated culture, when Aisha and Nadira's father is detained and their uncle is also detained, the women in the family have to step up to help the family. Each woman in the family handles the situation differently; Aisha and Nadira's mother initially is uncertain and timid, but eventually finds strength to help her husband and her family. Aisha falls apart, jeopardizing her schooling and possible college acceptances. Younger sister Nadira becomes the strong one, helping her sister and mother, while researching what she can do to help their situation.

The fear and shame the girls feel at school is palpable. They are fearful of telling anyone about their situation so they withdraw from their friends, teachers and social situations. Their extended family (Aunt and cousin) also handle the stress and situation differently.

The story leaves readers thinking about families, illegal immigrants, and what it means to be American. As each character grows and changes, readers will identify with each one.

REVIEW EXCERPTS:

School Library Journal:
Nadira and Aisha are clearly drawn characters, but they don't quite come alive, and their Bangladeshi-American background is more a backdrop than a way of life. Still, this is an important facet of the American immigrant experience, worthy of wider attention.

Horn Book Magazine:
Nadira and Aisha's strategies for surviving and succeeding in high school offer sharp insight into the narrow margins between belonging and not belonging, and though the resolution of the story is perhaps more optimistic than realistic, it feels earned.

Publisher's Weekly:
The message drives the story here; the motivations of the characters are not always clear, and the ending may strike some as a bit tidy. But the events of the novel are powerful enough to engage readers' attention and will make them pause to consider the effects of a legal practice that preys on prejudice and fear.

Booklist:
The teen voice is wonderfully immediate, revealing Nadira's mixed-up feelings as well as the diversity in her family and in the Muslim community. Readers will feel the heartbreak, prejudice, kindness, and fear.

CONNECTIONS:

* This book makes the perfect discussion starter to talk about illegal immigrants in America. This is a hot topic today and students may not know much about it. Talk to students about what they did to try to stay in the country from hiring lawyers, using their money, and staying under the radar. Ask students what they would have done? Should the family have given up and returned to Bangladesh? Why or why not?

* The family was targeted primarily because they were Muslim. Ask students if this is fair? Can they compare this to any other groups that have been unfairly targeted in history?

* Have students talk about the strengths and weaknesses of each character. How did they change? Which character(s) do students identify the most with.

* What do students think we should do about illegal immigrants? Should they all be deported? Or all allowed to stay? What about the children that have grown up in America? What if they were born in America?

* Ask students why so many people want to live in America. What is better about America? Do they think people from other countries may have unrealistic expectations about America that they don't find out until they immigrate?

IN OUR MOTHER'S HOUSE

2010-07-28T14:56:00.000-07:00

Polacco, Patricia. In Our Mothers' House. New York: Philomel, 2009. ISBN 978-0-399-25076-7.

PLOT SUMMARY:
An adopted African American girl tells the story of her unique family. Her family is made of of herself, adopted Asian American brother Will, adopted redhead sister Millie and their two mothers. Their childhood and family life is shown, along with the love of their two mothers, the acceptance of them by most people and the dislike of them by one neighbor. Years later all of the grown children return to their mothers' house as married adults. After their mothers' death, Will and his family move into the house so there is still a gathering place for all of the families to come together.

CRITICAL ANALYSIS:

In classic Patricia Polacco style, the story is gentle, flowing, and heartwarming. Without mentioning gays or homosexuality directly, Polacco shows young children that families can be different. By focusing on the love the moms have towards each other and their family, readers will see that families are more alike than different.

While most of the community supports this loving family (setting is in progressive Berkeley, California), one neighbor, Mrs. Lockner shows obvious dislike for the family. Without any confrontation, her face, the way she stands with her arms crossed, and the way they pulled their children away, her feelings are obvious. Rather than voicing why the Lockner's don't like them, Polacco leaves it to the reader to discover. The Lockner's children do seem to like the family as they help to build the treehouse (before their parents pull them away) and they happily accept the invitation the block party, so hopefully the cycle of ignorance will be broken.

The illustrations are rendered in colored pencils and markers and show the bustling, busy happy family. The two moms, Marmee and Meema are shown with their physical differences and their different personalities. Readers will likely recognize some familiar traits in either or both moms with their own families.

REVIEW EXCERPTS:

Library Media Connection:
The writing style is truly Polacco and the colorful illustrations are warm and loving. This is a strong and memorable story of a peaceful, devoted family unit.

School Library Journal:
This gem of a book illustrates how love makes a family, even if it's not a traditional one. The narrator continually reinforces the affectionate feelings among her mothers and siblings, and the illustrations depict numerous scenes of smiling people having a grand time. But the story serves as a model of inclusiveness for children who have same-sex parents, as well as for children who may have questions about a "different" family in their neighborhood. A lovely book that can help youngsters better understand their world.

Booklist:
Quieter moments radiate the love the mothers feel for their children and for each other. Similar in spirit to the author's Chicken Sunday, this portrait of a loving family celebrates differences, too.

CONNECTIONS:

* This book makes the perfect starting point for discussions of families. Particularly where there might be a need, use this book to jumpstart discussions about the various makeups of families. Students are bound to have varied home lives, if not with gay parents, then likely some will come from divorced, single, widowed, or step families.

* The children asks their moms multiple times why Mrs. Lockner didn't like them, but the mothers never addressed the question directly. Instead they showed the children how much they were loved. Without mentioning homosexuality, ask students why they think Mrs. Lockner didn't like their family. See what they bring up. Ask them if they think this is fair. Ask them why they think Mrs. Lockner didn't like their family.

* Most of the neighborhood supported the family. How did they show their support? (Halloween, Block Party) Consider having a school wide block party or Halloween party. What kind of games or costumes can students plan?

* The family spent many special times together including cooking and eating together, building and playing in the treehouse, and sewing dresses for the two moms. Have students discuss special family times or traditions they might have.

* Read And Tango Makes Three to show a beautiful story from the animal world about an animal family (penguins) with two dads.

DJANGO: WORLD'S GREATEST JAZZ GUITARIST

2010-07-28T14:55:00.002-07:00

Christensen, Bonnie. Django: World's Greatest Jazz Guitarist. New York: Flash Point, 2009. ISBN 978-1-59643-422-6.

PLOT SUMMARY:
A biography of Django Reinhardt (1910-1953) who was born in Belgium, in extreme poverty in a gypsy encampment. Traveling without access to school, music was his love. Abandoned by his father, Django moves to Paris and is considered "Gypsy Genius" and "Prodigy Boy" until a fire almost kills him. After months in a hospital, Django picks up a guitar but his left hand no longer works. He goes back to Paris and surprises onlookers with his new form of music. Django became a star and toured with American jazz musicians including Duke Ellington at Carnegie Hall.

CRITICAL ANALYSIS:

The story opens poetically and melodically when Django is born, with a myriad of sounds (dogs barking, banjos talking, lauging, screeching, baby crying) which is a premonition for his life full of music. Music envelops the book except for the dark, desolate time Django spends in the hospital after nearly losing his life in a fire.

The paintings are simple and colorful with broad strokes and feel musical themselves. You can almost hear the music when you see the gypsies dancing around the fires and see Django playing later in his life to happy onlookers applauding. The illustrations during the time Django spent in the hospital are a contrast with dreary grey being the predominant color.

After the story is an afterward showcasing Django in his later years when he became a famous Jazz guitarist. It is important to see that Django became successful after his disability occurred. The history of Django's people, the Romas, is also told as is the history of his name and other information. Django had over 200 albums released and a few of them are highlighted to reflect his career.

REVIEW EXCERPTS:

Booklist:
*Starred Review* The story of Django Reinhardt is a natural for younger audiences unlike so many other jazz musicians whose troubled lives and complex music have become the stuff of picture books. Christensen supports the inspirational story with rich, vibrant paintings that capture the texture and tone of the landscapes in Django's life: burnt oranges and various shades of brown bring the Gypsy campfires to vivid life, while bright blues shimmering under the sharp yellows of stage footlights depict the electricity of the guitarist in performance. The art steals the show here, but the text works fine, too, describing the essence of Django's story without overwhelming middle-graders with too much detail.

Library Media Connection:
In simple text, children will be fascinated to read of Django's rise against tremendous odds-his severe poverty in a gypsy encampment, his horrifying injury that almost ended his ability to play music. Christensen's oil painting illustrations are masterful with rich color, and their size and composition will make a group storytime easy to follow.

School Library Journal:
Christensen uses impressionistic oil paintings and lyrical text to introduce readers to Reinhardt in this appreciative tribute. In stark colors, Christensen conveys the hopelessness of the musician's situation, trapped in his iron-railed hospital bed. She includes enough detail to give perspective, but it is her lush paintings that so effectively give life to the man's effervescent charm and determined courage. This inspiring account of an individual overcoming tragedy and adversity should find a wide audience.

Publisher's Weekly:
Christensen’s soft, rhythmic prose echoes her evocative images as Django explores the music scene of 1920s Paris, before suffering serious burns on his hands and leg when his wagon catches fire. Despite his injuries, Reinhardt teaches himself to play again, his career “just beginning/ Bright and brilliant stages waiting.” A sensuous tribute to an illustrious musician.

CONNECTIONS:

* Listen to some of Djano Reinhardt's music.
Some of his music can be heard here:
http://www.last.fm/music/Django+Reinhardt

* Django played the guitar and banjo. See if any of your students (or you or another teacher or librarian) play the guitar or banjo. If so, have them play for the class.

* Django's disability affected his arm and his playing of music. Have students try to do some everyday things such as reading a book or carrying things with one arm to see how difficult it would be.

* Talk about what personality traits Django must have possessed in order to overcome his childhood and his personal tragedy and still become a great Jazz guitarist. Ask students if they feel passionate about anything. Ask them how hard they would work to do what they love?

* Listen to Jazz music. Have students close their eyes and talk about what feelings they experience while listening. Listen to other forms of music (Rap, Rock, Country) and see if they experience different emotions.

CULTURE 6 INCLUSIVE LITERATURE

2010-07-28T14:55:00.001-07:00

TEA WITH MILK

2010-07-21T15:56:00.003-07:00

Say, Allen. Tea with Milk. Library Binding ed. Austin: Houghton Mifflin/Walter Lorraine Books, 1999. ISBN 978-0395-90495-4

PLOT SUMMARY:
The autobiographical story tells the story of Allan Say's parents. His mother, May, a Japanese American moved back to Japan with her parents. She was considered an outsider there and felt she didn't fit in anymore in either America or Japan. May enjoys tea with milk, which was different from native Japanese people. When her parents try to find a match in marriage for her, she leaves to go to bigger city of Osaka. After getting a job in a store as a guide for foreign businessman, May meets a young man named Joseph. He had been to an English school in Shanghai, so they both spoke Japanese and English. He also enjoyed milk in his tea. After they married, Allan Say was their first child.

CRITICAL ANALYSIS:
Allen Say tells a story from his heart-- the story of his parents and how they met. His mother, May, grew up in America, but moved back to Japan with her parents after high school. Considered a foreigner in Japan, she longs to move back to America. When she travels to the big city of Osaka, she realizes she can be happier here and moves away from her family. She gets a job at a department store as the store's guide for foreign businessmen. When a young man takes her tour three days in a row, May learns that he also speaks English as he went to an English boarding school. They become friends and share their love of tea with milk. When he is transferred, they marry and have their first child, the author and illustrator, Allen Say.

This story is a beautiful way to showcase many things-- feeling like a foreigner in your own country, a beautiful love story, and a strong woman. But the illustrations are what ties the story of competing cultures together. Broad, vivid, watercolored paintings with detailed and vivid details look entirely realistic. Some of the paintings show the characters in California, some in their small hometown in Japan, and others in the larger city of Osaka. The details are incredible. The faces look almost as realistic as photographs, and the architecture of the buildings both inside and out are detailed and authentic. The Japanese culture and people are shown in an authentic way which fits the time period. Within the department store, the differences in cultures are shown with the Japanese people wearing traditional clothes and being somewhat smaller in stature from the foreign Caucasian visitors who are elegantly dressed.

The culture clash that May feels between her two cultures is felt very strongly. The fear and longing in her face is evident, and the facial expressions completely show the depth of feeling in the story. May and her new husband, Joseph, realize that home is in whichever country they make it. They manage to combine their backgrounds, their cultures and heritages, as they say that they spoke English to each other, but Japanese to Allen. May wore a kimono sometimes and she and Joseph always drank their tea with milk and sugar.

REVIEW EXCERPTS:

Library Journal:
This perfect marriage of artwork and text offers readers a window into a different place and time.

Horn Book Guide:
The illustrations capture Masako's unhappiness and also her eventual contentment as she learns to combine two cultures.

School Library Journal:
The pages are filled with detailed drawings featuring Japanese architecture and clothing, and because of the artist's mastery at drawing figures, the people come to life as authentic and sympathetic characters. This is a thoughtful and poignant book that will appeal to a wide range of readers, particularly our nation's many immigrants who grapple with some of the same challenges as May and Joseph, including feeling at home in a place that is not their own.

Publisher's Weekly:
Say's masterfully executed watercolors tell as much of this story about a young woman's challenging transition from America to Japan as his eloquent, economical prose. Through choice words and scrupulously choreographed paintings, Say's story communicates both the heart's yearning for individuality and freedom and how love and friendship can bridge cultural chasms.

CONNECTIONS:

* Ask students about their backgrounds. Are any of the students first generation Americans? Second generation? Did any of their ancestors come through Ellis Island or Angel Island? Have them ask their families for their backgrounds if they don't know. Have students make a family tree. How far back can they trace their family history? Share the family trees with the class.

* Have tea with milk and sugar with the class. Try the tea without milk and sugar. See which ways students like or don't like their tea. Draw a graph or make a Venn Diagram to show how students prefer their tea.

* Ask students if they speak another language at home. If so, do they also speak English at home, or just their native language? Do they have relatives that don't speak English? If so, do the relatives wish to learn English? Students can teach their relatives some English words.

* See if you can find a Japanese class to be pen-pals with your students. If so, compare traditions such as food, clothes, and schooling.

* May's parents hired a matchmaker to find her a husband. Ask students how they would feel if their parents chose their spouse for them. See if students can think of any advantages to this. Ask students to research which cultures still arrange marriages. Research to see the divorce rates of arranged marriages, versus marriages that aren't arranged.

THE YEAR OF THE DOG

2010-07-21T15:56:00.001-07:00

Lin, Grace. The Year of the Dog. First Edition ed. New York: Little, Brown Books for Young Readers, 2005. ISBN 0-316-06000-3.

PLOT SUMMARY:
When Pacy rings in the Year of the Dog with her family during Chinese New Year, she learns that this year is the year for friends and family. While her sister, Lissy tells her she will find her best friends, her mom says she will decide on how values and what she wants to do with her life. Taiwanese-American Pacy (called by her American name Grace at school), feels conflicted about her traditions and the fact that she is different at school, until a new girl comes to school. Grace is excited to meet Melody, another Taiwanese-American girl, and the two become best friends, fulfilling half of Grace’s Year of the Dog wishes. As the year winds down, and the next New Year is fast approaching, Grace worries that she still doesn’t know what she wants to be.

CRITICAL ANALYSIS:
First time novelist, Grace Lin, herself Taiwanese-American weaves a story rich with culture that will appeal to young readers whether they are of Asian descent or not. Lin skillfully brings cultural facts and background into the story by including italicized stories told by Grace and her family, such as “How My Name Changed From Pacy to Grace”, and “Mom’s First Day of School”. These stories flow nicely and introduce the Taiwanese and Chinese cultures to readers.

Lin, an accomplished illustrator, also includes small interspersed black and white drawings to accompany the stories. The small illustrations are right with the text, and make the story feel almost diary-like, as if Grace herself is adding them as she tells her story. When Melody and Grace plan to go to a Red Egg party, there are illustrations along with the text to show readers how to color the eggs red, and also fun illustrations such as Lissy getting red dye on her nose when she dyes the eggs.

While some may feel the addition of the cultural stories to be somewhat forced, it doesn't feel that way. Instead, it is an easy introduction to Chinese New Year, and Chinese and Taiwanese customs. The story itself flows nicely, with good character development, and will appeal to many students, whether or not they are of Asian descent.

REVIEW EXCERPTS:

Horn Book Guide:
Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective.

Horn Book Magazine:
With a light touch, Lin offers both authentic Taiwanese-American and universal childhood experiences, told from a genuine child perspective. The story, interwoven with several family anecdotes, is entertaining and often illuminating. Appealing, childlike decorative line drawings add a delightful flavor to a gentle tale full of humor.

School Library Journal:
A lighthearted coming-of-age novel with a cultural twist. This is an enjoyable chapter book with easily identifiable characters.

Publisher's Weekly:
The well-structured story, divided into 29 brief chapters, introduces traditional customs (e.g., Hong Bao are special red envelopes with money in them, given as New Year's presents), culture and cuisine, and includes several apropos "flashback" anecdotes, mainly from Pacy's mother. The book's inviting design suggests a journal, and features childlike spot illustrations and a typeface with a hand- lettered quality. Girls everywhere, but especially those in the Asian-American community, will find much to embrace here.

Booklist:
Lin, who is known for her picture books, dots the text with charming ink drawings, some priceless, such as one picturing Grace dressed as a munchkin. Most of the chapters are bolstered by anecdotes from Grace's parents, which connect Grace (and the reader) to her Taiwanese heritage. Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.

CONNECTIONS:

* Have students see which Year they were born in. Were they all born in the same year or in different years? Research what each year is significant for. See which years are supposed to get along with others, or not get along. Have students look at the year in which their parents and/or siblings are born and see what animals they are. Look to see when Chinese New Year is and what the New Year's animal will be.

* Celebrate Chinese New Year. This would be a great story to read before Chinese New Year, and then culminate with a celebration. If you have any Asian students, see if they can bring in any artifacts or food to accompany the celebration. Perhaps their parent(s) would be willing to come into the classroom to help celebrate and share their traditions. If you don't have any Asian American students, consider inviting someone else to come talk to the students (friend, co-worker, neighbor).

* Have a Red Egg party. Die the eggs with students like Grace and Melody did. Decorate for the party.

If you are going to celebrate Chinese New Year or have a Red Egg party, make sure you speak to Asian "experts" to make sure you don't do anything inappropriate that they might consider offensive.

THE NAME JAR

2010-07-21T15:55:00.002-07:00

Choi, Yangsook. The Name Jar. New York: Knopf Books For Young Readers, 2001. ISBN 0375906134.

PLOT SUMMARY:
A young girl, Unhei, moves from Korea and goes to school in America for the first time. When the students on the bus can't pronounce her name and tease her, Unhei debates choosing an American name. The other students give her a name jar and put suggestions in the jar. A young boy, Joey, befriends Unhei, and ultimately Unhei decides to keep her Korean name.

CRITICAL ANALYSIS:
A beautifully poignant story that all children can relate to. As virtually every child has had their name made fun of, or have wished they had a different name, children of every descent will appreciate Unhei's debate over choosing a new American name. Unhei experiences what most children do in school when they are new; some children make fun or her while others befriend her. The students in her class want to help her choose a new American name and put suggestions into a name jar.

Readers get a window into Unhei's world as we see her Korean home, with her mother's cooking, her traditional furnishings and decorations, and see her missing her grandmother who is still in Korea. Unhei's grandmother had given her a name stamp with her Korean name on it. Unhei's name, meaning Grace, was given to her by a namemaster, and she uses the stamp whenever she misses and thinks of her Grandma. Unhei goes to a Korean store, meeting storeowner Mr. Kim, who helps her to realize the important significance of her name. Her new friend, Joey, also helps Unhei to appreciate her name as he chooses a Korean name and has a name stamp made as well. When Unhei announces to her class that she has chosen her Korean name, she teaches the students and her teacher how to pronounce it, and her new friends happily learn how to say it.

Yangsook Choi's illustrations are colorful, soft, and illuminate the story. The Korean stamps look like actually inked stamps, and the skin tones, eyes, and hair color of the children and other family members are realistic and truly portrayed. On the bus and in the classroom, students of many different skin tones and backgrounds are represented. The Korean market that Mr. Kim owns combines the modern technology of a computer with the Korean signs and boxes of food. The glass of the name jar shines and each name inside stands out as precious choices. As Unhei looks into the name jar to imagine her possibilities, her eyes are full of wonder and the reader can feel her debating her choices.

When students suggest she close her eyes to draw a name from the jar, Ralph points out, "What if she doesn't like the name she draws?". Rosie counters with, "Well, we didn't get to choose our names when we were born did we?". This statement has the students debating their names. This is something all of us can relate to whether we like our names or not.

This story is a great introduction into another culture, and one that all readers will benefit from. If students have a classmate with an unusual name, they will want to learn how to pronounce the name and find out the significance of it.

REVIEW EXCERPTS:

Horn Book Guide:
The sensitively told story is illustrated with warm paintings that portray Unhei's multicultural urban neighborhood and school.

Booklist:
The paintings are mostly in gold and earth tones, and the figures have both stature and simplicity--as does the story.

School Library Journal:
Attractive golden endpapers feature random repetitions of the stamp imprint interspersed with her classmates' handwritten suggestions on scraps of torn paper. The bold, bright paintings that illustrate the story are realistic, warm, and appealing.

Kirkus Review:
Choi draws from her own experience, interweaving several issues into this touching account and delicately addressing the challenges of assimilation. The paintings are done in creamy, earth-tone oils and augment the story nicely.

CONNECTIONS:

* Ask students if they have ever thought of changing their name. Ask them what name they would choose if they could. Put all of these names into a name jar (one for boys and one for girls) and then have the children choose a name from the jar. Have the students use these names for a day.

* Ask students if they've ever had their name made fun of. Talk about how it made them feel. Use the discussion so students can see the harm of making fun of someone.

* Have students ask their parents about the origin of their name. Were they named after someone? If they were named after someone, was it a relative? If so, is the relative living? Find out which cultures or heritages often name children after deceased relatives. Use online sources to look up meanings of their names.

* Try to find the Korean name that is closest to student's given names. What does the Korean name mean? Have students try to draw the Korean name. Make a name stamp, either with student's given names or with their Korean equivalent.

CULTURE 5 ASIAN PACIFIC AMERICAN LIT

2010-07-21T15:55:00.001-07:00

CRAZY HORSE'S VISION

2010-07-08T13:05:00.001-07:00

Bruchac, Joseph. Crazy Horse's Vision. New York: Lee & Low Books, 2000. ISBN 1-880000-94-6.

PLOT SUMMARY:
Tells the story of Lakota warrior, Crazy Horse, from childhood through his transformation into one of the best-known Native American heroes. As a young boy known as Curly, he was a brave leader of few words. When he was able to sit upon a wild horse, he was able to keep the horse, which he then rode to hunt buffalo, and later in battles. Dismayed by the harsh and unfair treatments his tribe was receiving from the white soldiers, Curly went off by himself to receive a vision to guide him. His vision told him to "keep nothing for yourself", which he then led the rest of his life by. His father, knowing his son would defend their people, gave Curly his own name, Tashunka Witco, meaning Crazy Horse.

CRITICAL ANALYSIS:
Bruchac and Nelson beautifully portray the legend of Crazy Horse and the vision that focused his life. The story itself unfolds melodically, and the quiet bravery of Crazy Horse shines through. The Native Americans in the story are seen as peaceful and brave, while the White soldiers are depicted as unnessarily killing and rampaging.

The illustrations (acrylic painted on wooden panels) are profoundly necessary to tell the story. The illustrations and the story are interwoven beautifully together. Both Bruchac and Nelson write extensive notes after the story. Abenaki Indian, Bruchac , gives history about the Lakota (Sioux) Indians, and more about Crazy Horse's life and death. The story ends with Crazy Horse going forth as a young warrior to defend his people. The author's note includes much more about Crazy Horse, including his defeat of Custer at Little Bighorn, and his stabbing death by a white soldier as he was trying to talk about peace.

Artist S.D. Nelson, of Lakota (Sioux) descent explains in his note following the story about how his paintings were influenced by the traditional ledger style of his ancestors. The endpapers show the Battle of Little Bighorn, which was the ultimate win for Lakota chief, Crazy Horse. He explains how Indians sent to boarding schools were often given ledger books to draw, and many used these ledger books to preserve their legacies and heritage. He also talks about the colors he uses in his paintings, such as blue for Crazy Horse to symbolize the sky and the connection with the spiritual world. Other traditional symbols are also used in the art such as lightening bolts and hail spots to represent the powers of a thunderstorm, and dragonflies and lizards to represent speed and elusiveness. The vibrantly colored and outlined paintings of the Indians, their horses, and their surroundings contrast to the more subtle backgrounds of the white soldiers. For the most part, the Indians are portrayed larger than life, while the white soldiers are in the background. This is effective to show the significance of Crazy Horse and his transformation into the chief of the Lakotas.

REVIEW EXCERPTS:
Parent's Choice Gold Award

Horn Book Magazine:
Nelson's acrylics on wooden panels, patterned after drawings in ledger books done by children attending eastern "Indian Schools," contain scenes and individuals also reminiscent of the two-dimensional figures recorded by Plains Indians, including Sitting Bull and No Heart. The purest forms appear on the end papers, which vividly depict Crazy Horse leading warriors during the Battle of Little Bighorn.

School Library Journal:
While there are many stylistic similarities to Nelson's art in Gift Horse (Abrams, 1999), here the artist has a stronger sense of book design, and takes better advantage of double-page spreads, full bleeds, and tight croppings. A fine introduction to a hero long overlooked.

Publisher's Weekly:
As he did in Gift Horse, Sioux artist Nelson blends contemporary and traditional elements for the striking illustrations that accompany this story of the legendary Lakota warrior. Bruchac's description of the vision quest is compelling, and his decision to limit his canvas to a few select events demonstrates his understanding of his audience; an afterword describes subsequent events in the warrior's life.

Booklist:
Bruchac has created a memorable tale about Crazy Horse's childhood, capturing the spirit of one of the most dedicated and daring leaders among the Lakota. In beautiful illustrations inspired by the ledger book style of the Plains Indians, Sioux artist Nelson fills the pages with both action and quiet drama.

CONNECTIONS:

* Have students research the Battle of Little Bighorn. Then have them reread this story. What were they surprised to learn? Do they feel this story accurately represents the history? Try to find a story from the perspective of General Custer. Does this story lean more towards the white soldiers?

* Ask students how they feel about Indian reservations. First talk to them about the history of reservations and how they came about. Also talk to them about boarding schools. Compare these boarding schools to current boarding schools. What is the same? What are the differences? Have any students visited Indian reservations? What were their opinions then about them and have thier opinions changed? Why do they think many Native Americans choose to stay on reservations now?

*Talk to students about insider and outsider perspective when writing books about other cultures. Both the author and the illustrator for this book are insiders. Find some examples of books that are written or illustrated by outsiders. Use some books with flaws as examples. Ask students if insiders can also write or illustrate flawed books? Ask them if outsiders can write or illustrate as well as insiders? If so, in what instances?

THIRTEEN MOONS ON TURTLE'S BACK

2010-07-08T13:04:00.004-07:00

Bruchac, Joseph and Jonathan London. Thirteen Moons on Turtle's Back. 1992. Reprint, New York: Putnam Juvenile, 1997. ISBN 0-698-11584-8.

PLOT SUMMARY:
In this book of Native American poetry, a boy's grandfather explains to him that there are thirteen moons in each year and thirteen scales on turtle's back. He explains that every moon has its own name and every moon has its own stories. He then tells one story (poem) for each moon. Each poem is attributed to a different Native American tribe.

CRITICAL ANALYSIS:

The book opens with a drawing of a turtle showing the thirteen scales on his back which correlate to the thirteen moons of the year. Each moon's poem is then presented chronologically on a double page spread. On the left hand side is the moon's name, the poem, and the number of the poem with a corresponding Native American tribe's name. The illustration for the poem takes up the entire opposite page and about half of the page with the poem. The poems start in the winter (January), progressing through the seasons through the end of the year.

A combination of animal and nature stories, most of the poems are "why" poems or porquoi stories such as "Moon of Falling Leaves" which explains why some trees drop their leaves in the fall while others stay evergreen, and "Moon When Deer Drop Their Horns", which tells the legend of why deer lose their horns each winter. The authors (Bruchac and London) include an author's note about the importance of the cycles of the moons to most Native Americans. They explain that many Native Americans look to the turtle's back as a form of calendar. They also mention that not all Native Americans look to moons as being important in their culture. They point out that some tribal nations call the moons by different names, and that their representation is one of one moon story from each of thirteen Native American tribal nations throughout the continent.

The illustrations by Thomas Locker are gentle and muted like the poems. The colors and the darkness or lightness are representative of the changing seasons and the animals that the poems are about. The nature is vibrant, from the sunsets over the snow, to the changing colors of the fall leaves. This book would make an excellent introduction to so many things-- the thirteen moons of the year, the various Native American tribal nations, and porquoi stories.

REVIEW EXCERPTS:

School Library Journal:
Locker's large, dark paintings stand parallel to or in tandem with the poems but are not integral to them. They create a mood and capture portions of the text, encouraging viewers to look ``at'' rather than ``into'' these images. There is a sense of vastness in these paintings, and sometimes a harshness, but little of the lushness or the warmth of the land.

Booklist:
The large format with minimal text will appeal to younger children, while the alternative calendar, based on changes in nature, will interest middle readers. An unusual, easy-to-use resource for librarians, teachers, and others wishing to incorporate multicultural activities throughout the year.

Publisher's Weekly:
His oil paintings are eye-catching in their depth of color reflecting dramatic seasonal changes. Trees, skies and woodland creatures are rendered in vivid hues that combine to produce an enthralling vision. This unusual and intelligent book is an exemplary introduction to Native American culture with its emphasis on the importance of nature.

CONNECTIONS:

* Take a blank traditional calendar and label the thirteen moons. This could be done before reading the poems. Have students discuss which season each poem might represent before reading. Have them brainstorm animals they feel might portray the different moons or things that might be happening in nature (plants growing, ice forming, trees losing their leaves).

* Discuss porquoi tales. Can they think of other porquoi tales? Read some. Then have students make their own porquoi tale. Nature and animals are obvious subjects, but what else could you use?

* Have students figure out what moon you are currently in. Read that tale again. See what similarities or differences you might see in nature right now.

* Create a classroom calendar highlighting the thirteen moons. Name each moon and write a poem to represent each moon.

* Research the phases of the moon. You could add these to your calendar. Read some of the wives tales about full moons. See if your class notices anything unusual when there are full moons. See if you can find any evidence to support changes in nature around full moons.

JINGLE DANCER

2010-07-08T13:04:00.003-07:00

Smith, Cynthia Leitich. Jingle Dancer. New York: HarperCollins, 2000. ISBN 978-0-688-16242-9.

PLOT SUMMARY: Jenna, a young girl of the Muscogee (Creek) Nation and of Ojibway (Chippewa/Anishinabe) descent, wishes to jingle dance for the first time at the next powwow. Since there isn't enough time to gather the required jingles for the dress, Jenna asks the older women in her life to borrow a row of jingles to make her own dance regalia.

CRITICAL ANALYSIS:
Cynthia Leitich Smith is a mixed-blood member of the Moscogee (Creek) Nation, like the character Jenna in the story. The authenticity of the Native American story is intact, as many of the qualities are present to suggest authenticity in culture. The number four is emphasized in the story, with Jenna borrowing four rows of jingles from four important women in her life. Even the onomatopoeia of sounds in the story such as tink, tink, tink, tink, and brum, brum, brum, brum are presented in fours. Traditional foods such as fry bread are eaten, and a traditional story about a bat is told as well. The characters' features are well-defined and consistent with the tribe represented. The soft watercolor paintings are illustrated by Cornelius Van Wright and Ying-Hwa Hu. The illustrations complement the soft rhythmic text and the caring story. They help to show the close relationship Jenna has with the strong females in her life, and particularly with her grandmother. When Jenna dances in the powwow, she is dancing for each of these women, yet she has only borrowed some of the jingles, allowing each of them to keep enough jingles to continue to make their own music.

The author's note following the story is informative and thorough. It tells about the tribe Jenna supposedly descends from, including facts about its people. The dance and its importance are explained, as is the tradition of the jingles on the dance regalia. A glossary is also included for the few words that may be unfamiliar to readers.

REVIEW EXCERPTS:

Horn Book Guide:
Dance regalia and modern-day life are ably depicted in fluid watercolors.

School Library Journal:
Watercolor paintings in bright, warm tones fill each page. This picture book will not only satisfy a need for materials on Native American customs, but will also be a welcome addition to stories about traditions passed down by the women of a culture.

Booklist:
The colorful, well-executed watercolor illustrations lend warmth to the story.

Publisher's Weekly:
Van Wright and Hu's (Jewels) lifelike renderings capture the genuine affection between Jenna and these caring older women. Their easy integration of Native and standard furnishings and clothing gracefully complement Smith's heartening portrait of a harmonious meshing of old and new.

CONNECTIONS:

* In the glossary, fry bread and Indian tacos are described. These are foods that were eaten in the book. Make fry bread with your class, and then use the fry bread to make Indian tacos. If you don't want to make traditional fry bread, you can talk about fry bread and Indian tacos, but simply make traditional "American" tacos. Talk about the differences between tacos we are familiar with and those in the story. What kind of meats are used? Are the toppings similar?

* Because regalia is spiritual and highly valued, it would not be wise to try to copy it. Instead, research regalia and see which tribes use it. What are the differences between tribes and their regalia? What other tribes (if any) do jingle dancing at powwows?

* Have girls with longer hair (or boys if their hair is long enough) braid their hair or each other's hair. Have some students make one braid, and others make two. Barrettes, ornaments, and feathers are often used, so use these as well if possible.

CULTURE 4 NATIVE AMERICAN LIT

2010-07-08T13:04:00.001-07:00

TOMAS AND THE LIBRARY LADY

2010-07-06T21:06:00.000-07:00

Mora, Pat. Tomas and the Library Lady (Dragonfly Books). 1st Dragonfly Books Ed ed. New York, New York: Dragonfly Books, 2000. ISBN 0-375-80349-1.

PLOT SUMMARY:
Tomas' migrant family picks fruit and vegetables for Texas farmers in the winter and for Iowa farmers in the summer. When his family (Papa, Mama, Papa Grande, and brother Enrique) drive to Iowa for the summer, his grandfather tells him to go to the library to learn some new stories. The librarian befriends Tomas, and helps him to check books out under her name. Tomas spent many days that summer reading in the library and bringing books back to share with his family. At the end of the summer, his family returns to Texas, and Tomas must tell the librarian and the library good-bye. The story is a fictional accounting of Tomas Rivera, a migrant worker who was encouraged to read by a librarian in Iowa and later became the chancellor of the University of California at Riverside.

CRITICAL ANALYSIS:
As Tomas' story unfolds, the marriage of Spanish into the English text is seemless and flawless. There is the perfect blending of Spanish words into the story, without it being overpowering whatsoever. When Tomas read to his grandfather, he read first in Spanish and then in English. This seems like the natural way to blend the languages as his grandfather would likely have limited English vocabulary skills.

The scratchboard illustrations enhance the story. The muted colors, the use of shadowing, and the shades of skin color are brought to life through the illustrations. When Tomas read to himself, his imagination went wild. He imagined himself in the story, smellin smoke at an Indian camp and riding a horse across a hot, dusty desert. The illustrations show Tomas on the side of the page reading the book while the focus is on the larger illustration showing the cowboys, horses and Indians coming to life. Tomas' love of reading and the importance his family places on stories and storytelling are evident in the story and the illustrations. When Tomas hugs the book towards the end of the story, it is easy to feel the warmth and emotions he is feeling.

REVIEW EXCERPTS:

School Library Journal:
Colon's earthy, sun-warmed colors, textured with swirling lines, add life to this biographical fragment and help portray Tomas's reading adventures in appealing ways.

Booklist:
Colon's beautiful scratchboard illustrations, in his textured, glowingly colored, rhythmic style, capture the warmth and the dreams that the boy finds in the world of books. The pictures are upbeat; little stress is shown; even in the fields, the kids could be playing kick ball or listening to stories. Perhaps the most moving picture is that of the child outside the library door, his face pressed against the pane. In contrast is the peaceful space he finds inside, where he is free to imagine dinosaurs and wild adventure.

Kirkus Review:
A charming, true story about the encounter between the boy who would become chancellor at the University of California at Riverside and a librarian in Iowa. Colon's dreamy illustrations capture the brief friendship and its life-altering effects in soft earth tones, using round sculptured shapes that often depict the boy right in the middle of whatever story realm he's entered.

CONNECTIONS:

* Research scratchboard art. Have students create their own scratchboard art. One how to site for kids is http://www.kidsart.com/q010100.html.

* Ask students why the librarian checked the books out for Tomas rather than he for himself. If students are old enough to discuss, talk about immigration and the current issues and controversies surrounding immigrants.

* Take a field trip to the local library. Have students get a library card if they don't have one and check books out. Focus on books that students can use for storytelling. Have students get into small groups and practice storytelling. They can create their own story or retell a story from a book. The teacher or librarian can also tell a a story and have students practice retelling it.

BOOK FIESTA!

2010-07-02T09:06:00.000-07:00

Mora, Pat. Book Fiesta!: Celebrate Children's Day/Book Day; Celebremos El dia de los ninos/El dia de los libros. Bilingual ed. ABRIL: Rayo, 2009. ISBN 978-0-06-128877-7

PLOT SUMMARY:
A bilingual (Spanish and English) picture book celebrating Children's Day/Book Day; El Dia de los Ninos/ El Dia de Los Libros. Children celebrate the holiday by embracing their favorite books. Through children's imaginations, reading takes place everywhere from inside a whale to inside a submarine.

CRITICAL ANALYSIS:
On April 30, 1996, Pat Mora organized the first Day of the Books to coordinate with the Day of the Child. This book is a perfect introduction to students, teachers, and librarians to get their creative juices flowing. After reading the book, everyone will want to embrace their own Day of the Books! The book is truly bilingual, with most double page spreads having English on one side, and the Spanish on the opposite page. The multiculturalism shown in the illustrations is what makes this book so special. The children are depicted from many different cultures, and all are shown enjoying reading. There is even a child in a wheelchair. Even the books are multicultural if you look closely; many of the covers show Chinese characters or Spanish words. The bright, vivid paintings show expression. Different cultures are evidenced in the paintings, from houses and animals of different backgrounds, to different parts of the world. At the end of the night the children read to the moon; letters hang down from the moon (READ BOOKS) while the boy reading in the house has letters leaving his window and snaking up to the night sky.

After the story, Pat Mora offers suggestions to parents, schools and libraries to start their own Children's Day/Book Day; El dia de los ninos/ El dia de los libros. She calls the celebration a Book Fiesta. Pat Mora's webpage is also mentioned (www.patmora.com). Through her webpage, readers can get many further ideas to celebrate as well.

REVIEW EXCERPTS:

ALA-Pura Belpre Award winner

School Library Journal:
His upbeat iconic style shows how much fun this celebration can be and portrays round-faced kids reading to a variety of pets and riding an elephant or sailing with a whale. Students will be encouraged to join in the book-based activities. This lively selection will motivate and excite children about the adventures they can go on through reading.

Booklist:
The straightforward, bilingual text in Spanish and English is beautifully illustrated in bright, bold, acrylic paintings that integrate books and letters into timeless scenes of multicultural children cavorting, exploring, and, of course, reading.

CONNECTIONS:

* Plan and organize a Children's Day/Book Day. Decide whether this should be for one class, a grade, or the whole school. Who should organize? Parents? Teachers? Students? Find ideas on Pat Mora's webpage (www.patmora.com). The ideas are limitless! Start small and add on each year. Generate excitement!

* Do you have Spanish speakers in your class? If so, have them help read the Spanish translations. Talk about the differences between English and Spanish, such as the accents over certain letters. What do they mean and how do you read them? Are there any of these in the English language?

* Try translating a simple children's book into Spanish. Have Spanish speakers help you or use a Spanish dictionary. You can also use online translators such as babelfish. Have students illustrate their new books. Either have each student create their own book, have small groups work together, or have each student responsible for one page. These would be fantastic to display at an Open House or for Children's Day/Book Day on April 30.

TAKING SIDES

2010-06-23T15:13:00.000-07:00

Soto, Gary. Taking Sides. Reissue ed. New York City: Harcourt Paperbacks, 2003. ISBN 0152046941

PLOT SUMMARY:
Lincoln, an 8th grade Latino American from the barrio, moves with his single mom to nearby Sycamore, where he moves from being the majority to the minority. They have moved there to escape the crime and run down neighborhood they lived in, but Lincoln has difficulty fitting into his new white, richer, neighborhood and school. Lincoln loves basketball and joins the team at his new school. However, his coach, Coach Yesutis, is tough on Lincoln and racist against Latinos. Lincoln is torn when his new team plays his old team as he doesn't quite fit in to either place now. Lincoln's old friends and teammates feel he has gone soft, and he is having difficulty fitting into the new team. Other relationships are introduced such as Lincoln's with his mom's white boyfriend, Roy, and his budding romance with fellow Latino, Monica.

CRITICAL ANALYSIS:
A glimpse into Latino heritage and the struggles faced in inner city barrios, Soto presents an accurate and insightful story that adolescents of all races will enjoy. Latinos will recognize themselves, whether they are from the barrio or not, and non Latinos will enjoy learning about a different heritage. The text is peppered with Spanish phrases, which unfortunately for non-Spanish speakers, is sometimes choppy. I didn't realize until I reached the ending of the story that a glossary showing the Spanish words and phrases is included. I would have found this helpful while reading the story. Throughout the story, sometimes the phrases are defined within the sentence which helps the understanding, while other times readers must turn to the glossary. When the words or phrase is translated within the text, the Spanish words come first and are italicized, and then followed by the English translation. For instance, "Mucho gusto en conocerte. Nice to meet you, Lincoln." In the cases where the words are translated within the text, they don't appear in the glossary. The words that aren't translated within the text are also italicized and then the reader can turn to the glossary for a translation.

The story and the characters are realistic, and it is easy to imagine the difficulties Lincoln is facing. His emotions are believable as he exhibits anger, embarrassment and frustration while trying to start a relationship with Monica, continue his friendship with his friend from the old area, Tony, not butt heads with the Coach, and fit into his new surroundings. Lincoln's mom is obviously trying to provide a safer and better upbringing for her son, but their trust is shattered when their new apartment is broken into. Lincoln is also trying to figure out his relationship with his mom's white boyfriend, while understanding why his own dad is no longer in the picture.

Soto presents an accurate depiction of Latino life, particularly in bigger cities (such as San Francisco where the story takes place). After the story, a chapter showing the sequel to the story, Pacific Crossing, is presented. In this initial chapter it is explained that Franklin and his mother move back to the old neighborhood after the school year (to a better section of the neighborhood). Readers will want to read the sequel to see how the characters further develop and learn more about why Lincoln and his mom decided Sycamore wasn't for them.

REVIEW EXCERPTS:

Horn Book Guide:
Background complications with his mother's new male friend add texture to a story of growing maturity set inside a sport. Awkward use of Spanish with English translations gets in the way of an otherwise good book.

Booklist:
Linc's cool appraisal of the differences and similarities between his two communities makes for interesting reading, but the book's universality springs from the essential realism of the boy's hopes, fears, and disquieting moments. While the use of Spanish words within the text (some translated in context, others requiring a flip back to the glossary) is a mixed blessing, the novel itself is well constructed, well written, and believable.

School Library Journal:
Readers will easily understand the boy's dilemma. The conflicts of old vs. new and Hispanic vs. white culture are clearly delineated. So is the fact that the differences are not as great as they first appear. Because of its subject matter and its clear, straightforward prose, the book will be especially good for reluctant readers.

Kirkus Review:
Soto creates a believable, compelling picture of the stress that racial prejudice places on minority children. He respects the intelligence of his readers, sparing dramatics and allowing them to read between the lines of his quiet yet powerful scenes and bringing the racial issue closer to home for a mainstream readership: the Mendozas are now suburban and middle class and could be anyone's neighbors.

Publisher's Weekly:
Once again, Soto ( Baseball in April ) masterfully conveys the Hispanic-American experience, and readers will respect Lincoln's values and good sportsmanship. Ultimately, the boy learns to adjust to a new situation and accept new challenges without compromising his individuality.

CONNECTIONS:

* Read other books by Gary Soto. Soto has written picture books, books for young adults, books for adults, and poetry. Find as many books by Soto as possible. Does he always include his Latino heritage in his writing? Have students visit Gary Soto's website, www.garysoto.com.

* Many Spanish phrases are included in the story, such as Es medio tonto (He's sort of foolish), and con safos (a taunt, as in "What are you going to do about it?"). Have students look up other phrases and translate into Spanish. Use babelfish (www.babelfish.yahoo.com) or a similar site.

* Question students of Latino descent and ask them if they have experienced racism or similar issues to Linoln and his family. Ask students of other backgrounds if they have experienced similar issues. Compare stories.

CULTURE 3 LATINO(A) LIT

2010-06-23T15:12:00.000-07:00

MAX FOUND TWO STICKS

2010-06-21T15:44:00.000-07:00

Pinkney, Brian. Max Found Two Sticks (Stories to Go!). New York: Aladdin, 2005. ISBN 1-4169-0310-0.

PLOT SUMMARY:
A young African American boy sits on the front stoop of his building and uses two found sticks to beat on various common objects in a drumlike fashion. As his relatives and friends question what he is doing, he answers by banging out rhythms on hat boxes, soda bottles and trash cans. Max's rhythmic beating is in tune with what is going on around him such as the church bells ringing and the sound of the train his father is a conductor on. The story culminates when a real marching band happens by and one of the player tosses Max real drumsticks.

CRITICAL ANALYSIS:

While no overly obvious African American themes are present in this book, Brian Pinkney manages to convey the true feeling and spirit of a young African American boy, his surroundings, and the music that moves him. Each of the characters in the story is African American, and they are portrayed without bias or stereotypes. The father is working, the grandfather is cleaning the windows. Though Max doesn't feel like talking, he is able to show his thoughts and feelings through his music. The story takes on a more rich quality with Max showcasing his thoughts through music, rather than with language.

Each person that Max interacts with embodies the African American culture without being didactic. His twin sisters wear hats, his friends drink soda from bottles, and the Urban neighborhood looks like any bigger city that African Americans might dwell in. The illustrations are melodious as well. Pinkney uses oil paint and gouache on scratchboard, and the effect embodies Max, his family and those around him. You can just about hear the music while reading the book. For adults, it is easy to be brought back to an easier time in our childhood, and younger readers might imagine the simplicity of daydreaming or making their own music. Readers also learn that sometimes words aren't necessary-- there are other ways to get our points across.

REVIEW EXCERPTS:
A Reading Rainbow Book

Horn Book Guide:
Superb illustrations convey the details of urban life and capture the inherent quality of restlessness in Max's activities as well as the sense of renewal he achieves through making music.

School Library Journal:
The snappy text reverberates with the rhythmic song of the city, and Pinkney's swirling, scratchboard-oil paintings have a music of their own. This is an effective depiction of the way in which self-expression takes on momentum, as Max's quiet introspection turns into an exuberant celebration of the world around him.

Publisher's Weekly:
The fluid lines of his distinctive scratchboard illustrations fairly swirl with energy, visually translating Max's joy in creating rhythm and sound (Pinkney is well suited to the task, having been a drummer since the age of eight). A serendipitous ending finds the drummer from a passing marching band tossing a spare set of real drumsticks to the delighted Max.

Kirkus Review:
Pinkney's scratchboard illustrations, designed with a sure hand and overlaid with rich, subtle shades of sky blue, leaf green, and brick applied in free, painterly strokes, are superb; they vividly convey the imagination and vitality of this budding young musician. A perfect marriage of idea and art.

CONNECTIONS:

* Read other books by Brian Pinkney. His wife, Andrea Davis Pinkney, is also an African American writer. Read books by her as well. Do all of their books portray African American characters? Are there any non African American characters in any of their stories? If so, do they interract? If so, how?

* Max made music with sticks and household objects. See what objects you can make music with in your classroom. Notice how different objects make different sounds. The book uses onomonopeia to show the different sounds objects will make. Take glass bottles or jars and see what different sounds they make. Add varying amounts of water to them and see how the music is changed.

* Ask students if they can think of other ways to get their points across without words. Brainstorm ideas and try out a few.

TONING THE SWEEP

2010-06-20T16:57:00.000-07:00

Johnson, Angela. Toning The Sweep . New York: Scholastic Paperbacks, 1994. ISBN 0-590-48142-8

PLOT SUMMARY:
When Emmie's grandmama Ola gets sick from cancer, she and her mother travel to the California desert to help pack up her grandma's life and bring her back to live with them. As they help Ola pack up her life, old emotions are brought up, old wounds resurface, and the family must come together in an attempt to help Ola come to grips with her illness. Emmie documents friends and family's memories of Ola on a camcorder to document for her. Ola decides she doesn't want chemotherapy as she can't bear to lose her hair, Emmie and her mom must accept Ola's decision to return with them to die.

CRITICAL ANALYSIS:

Many relationships are addressed in this gentle, sweeping, poetic novel. Delving under the superficial top coat, Emmie, her mom, and her grandmother Ola try to understand their past conflicts, and attempt to get past them. While Emily is the primary narrator of the story, Ola and Mama's memories and stories are interwoven throughout. Emily's desert friend David is helpful and supportive of Emily as she comes to grips with leaving the desert and the symbolism that brings with it-- that her grandmother will soon be leaving as well. Past pains are brought up as we find that Ola's husband had been shot in 1964 Alabama, and Mama was the one who discovered him. When Ola's husband died, they immediately left Alabama for the California desert and Mama had never really forgiven Ola.

The past racism that Ola and her husband experienced is a central theme. Ola's husband had saved for many years for a convertible, and when he bought it, he was berated for being uppity. The car was the object that caused the lynching, but the undercurrent of racism still existed. Ola had kept the car, and while in the desert, Emmy learns to drive it. She sneaks the car out a couple of nights, enjoying the warm desert nights, and trying to come to terms with love, loss, family, and belonging. The car, Ola's cat, her friends, and the desert represent everything in Ola's life, and she is being forced to leave it all behind.

The term "toning the sweep" is significant to the story. In Emmy's southern roots, the relatives believe that when they know someone is going to die, they would get a hammer and hit a sweep (a kind of plow) to let everyone know. They believed you had to ring it right after they died in order to get the dead person's soul up to heaven. Otherwise, the soul was thought to become restless and just lay there. Mama called Ola a restless soul for leaving Alabama, yet Ola called Mama a restless soul for moving and holding many different jobs. Emmy and Mama drive out into the desert with some of granddaddy's belongings to "tone the sweep", so his soul can rest in peace, and they can return with Ola and help her live out her last days.

The language in the novel is soft and gentle, and the way the story flows back and forth from the present to the past brings out all of the past hurts and helps them to heal. Much of the text has an African American feel, especially when Ola's friends and relatives reminisce about their memories of Ola. The book feels as if a story unfolds as we find out more about why relationships of the past have suffered. The book ends with the three women leaving the desert, each having grown and changed in their thoughts of each other.

REVIEW EXCERPTS:

Winner of the Coretta Scott King Award

Horn Book Guide:
Johnson's remarkable narrative uses different perspectives, but what is most memorable is the skill with which she moves between times past and times present without sacrificing her main story line or diluting the emotional impact.

Publisher's Weekly:
Traits that might have come across as quirky instead seem well integrated as Johnson delicately and gradually unfolds the past events that fostered such inner strength--events including the lynching of Ola's husband in 1964 Alabama. Depicting a heroine who learns to balance the most urgent feelings of love and loss, Johnson herself balances powerful themes with poise and skill.

Booklist:
The juxtapositions of past memories and the present in this powerfully moving book are as fluid as a dancer's movements. A celebratory dance of life, reflecting the ending of childhood and the beginning of womanhood and selfhood, the story is about African American history, the pain of it (Grandaddy had been lynched and Mama had found him) as well as the joy (with a camcorder, Emily tapes Ola and her many friends sharing and laughing). With ingenuity and grace, Johnson captures the innocence, the vulnerability, and the love of human interaction as well as the melancholy, the self-discovery, and the introspection of adolescence.

Kirkus Review:
Johnson leaves much to understatement, trusting readers to delve between the lines. Emily's narration is interrupted--by Mama, by Ola--in resonant testaments of love; such introspection gives the fleeting days an added poignancy. Place this brave and wonderful piece of storytelling with the best of YA fiction.

CONNECTIONS:

* Have students learn about racism in 1964 Alabama. See if you can find out how many African Americans would have had a car then, and how others might have reacted to it.

* Split the class into three groups, with one group signifying Ola, one Mama, and one Emmy. Have each group write in a journal or blog the feelings or emotions that they feel their character experienced. Look at emotions at the beginning of the story and compare to those later in the story to look at growth or changes. Then have each group compare their writings and see if there is any overlap.

* Discuss the term "toning the sweep" and see what students feel about it. Do they believe in ghosts or think that souls can be restless?

* Read a biography of Angela Johnson. See if you see any similarities between her life and those in the book. When was she born? What racism did she experience?

* Discuss racism with students. Ask them if they think it is still prevalent in today's society? In what ways?

* Emmy used a camcorder to record the stories of families and friends. Use a camcorder (flip cam) and have students interview each other. Have them tell stories about each other if possible and then watch the outcomes.

BAD NEWS FOR OUTLAWS

2010-06-18T09:10:00.001-07:00

Nelson, Vaunda Micheaux. Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U. S. Marshal. Minneapolis: Carolrhoda Books, 2009. ISBN 978-0-8225-6764-6.

PLOT SUMMARY:
The biography of Bass Reeves, Deputy U.S. Marshal, who was born into slavery in 1838. After escaping from his owner, Reeves went to Indian Territory and lived among the Indians. In 1875, Judge Isaac C. Parker arrived in Indian territory, intent on bringing law to it. The judge hired Reeves to be a deputy marshal, and he quickly became expert and adept at capturing the wanted outlaws. Feared, hated, and respected, during Reeves' thirty-two year career, he captured more than three thousand men and women-- blacks, whites and Indians. He even arrested his own son after he killed his wife in an argument. Bass Reeves was never injured in the line of duty, and he only killed fourteen men.

CRITICAL ANALYSIS:

The book opens with Bass Reeves being shot at by outlaw Jim Webb, and Reeves taking him down. Out of respect, Webb gave Reeves his revolver. The second painting is remarkable. Bass Reeves is holding his revolver, looking as if he is pointing it at you-- the reader. While the brushstrokes are wide, the detailing in the painting brings it to life-- Reeves has one eye shut, the shadowing on his face is realistic, and the barrel of the gun is enlarged to show closeness.

The vernacular in the story adds to the authenticity of the time. The western words are defined in a glossary in the back of the book for readers unfamiliar with any of the words. The book is laid out in time periods-- first Reeves' slave days to show readers where he came from. Second, his free period after the Civil War ended, when he worked and raised a family while living in Indian territory. The biggest period of his life, Reeves was a Deputy U.S. Marshal, and most of the book revolves around this period. The story reads like a tall tale as it is hard to believe one man could catch so many outlaws single-handedly, which makes the story even more fascinating to read. The illustrations enhance the story, showing Reeves on the trail, camping out while searching for outlaws, and describing many of the ways Reeves caught the outlaws, such as disguising himself as a cowboy, a tramp, and even putting his horse in disguise. The colors in the illustrations also enhance the story, as dark and light tones of faces and backgrounds illuminate the different races. The cultural depictions of each character seem authentic, and no bias or stereotyping is present. When Oklahoma became a state in 1907, Reeves's life as a deputy U.S. Marshal ended as the Indian Territory also ceased to exist. Even though he was almost 70 by now and walking with a cane, he became a police officer, and during his two years on the force, there were no crimes occurring in his patrol area!

The author (Vaunda Micheaux Nelson) and the illustrator, R. Gregory Christie, are both prior recipients of the Coretta Scott King Awards (Honor Awards). Together they have partnered to bring an amazing, true story to life. This one should be shared freely as students will love the history, and the way in which the story reads.

REVIEW EXCERPTS:
Winner of the Coretta Scott King Award

Publisher's Weekly:
With lively language and anecdotes, Nelson (Juneteenth ) chronicles the life of African-American lawman Bass Reeves in a biography that elevates him to folk hero. It's an arresting portrait of a man who rose from escaped slave in Indian Territory (now Oklahoma) to become a federal marshal who made thousands of arrests, including his own son, but killed only 14 men.

School Library Journal:
Reeves is an unsung hero of the American West whose honesty and sense of duty are an inspiration to all. In a frontier brimming with treachery and lawlessness, this African-Christie's memorable paintings convey Reeves's determination and caring, while rugged brushstrokes form the frontier terrain. Youngsters will find much to admire here.

Booklist:
Nelson and Christie know the proper way to open a western with a showdown. An exciting subject captured with narrative panache and visual swagger, Bass Reeves stands to finally gain his share of adulation from kids drawn to the rough-and-tumble Old West.

CONNECTIONS:
* At the end of the book, there is a glossary of the western words used in the book. Words such as chuck wagon, desperado, and vittles are defined. Have students find other western words either online or in other books, and add them to the glossary. Students could also make a glossary of other unfamiliar words they might encounter in their readings-- such as a glossary of Southern words.

* There is also a timeline after the story chronicling the years of Bass Reeves' life. Have students research their state's history with slavery. Which side of the Civil War was your state on? Were there Indians in your state? If so, were there deputy US Marshals like Bass Reeves.

* The U.S. Marshal Service has a website; http://www.usmarshals.gov/usmsforkids/index.html
This site gives a history of U.S. Marshals. Have students research the history. Are there still U.S. Marshals today? If so, what does their job entail today?

* Lawless Belle Starr, nicknamed "Bandit Queen", feared Bass Reeves so much she turned herself in for the first and only time. Research Belle Starr and her history.

CULTURE 2 AFRICAN AMERICAN LITERATURE

2010-06-18T09:09:00.000-07:00

THE SHADOWS OF GHADAMES

2010-06-14T17:04:00.000-07:00

Stolz, Joelle. The Shadows of Ghadames. New York: Yearling, 2006. ISBN 0-440-41949-2.

PLOT SUMMARY:
Almost twelve-year-old, Malika, lives in Libya at the end of the nineteenth century. As Malika approaches marriageable age, she struggles to understand the traditional Muslim customs that are expected of her. In her culture, women do not leave their homes to be seen in public; they cover themselves almost entirely, have virtually no contact with men except for their husbands, and socialize only with other women on the rooftops of their buildings. Her father has a second wife, Bilkisu, who has a son, Jasim. Malika is jealous of Jasim who gets to go out in public, learns how to read, and will soon explore the world with her merchant father. When a mysterious, wounded stranger appears while Malika's father is traveling, the women in Malika's family hide him and nurse him back to health. Malika's more traditional mother, worries about the exposure to this gentleman, and the risk he exposes her family to. Malika and the man, Abdelkarim, form an unlikely friendship, and he teaches her to read. In turn, she teaches him much he doesn't know about women's traditions, and he expands her mind to the world outside of her home.

CRITICAL ANALYSIS:
Originally titled, Les Ombres de Ghadames, this title is translated from French by Catherine Temerson.
Winner of the Batchelder Award

This is a beautiful tale from a world far away for most of us. It may be hard for Westernized readers to imagine the strict rules, complete separation of men and women, and the insistence upon women's modesty. While readers may initially think this story would never take place in today's society, there is an interesting Author's note at the end informing readers that residents have been in modern housing built by the government for only the last twenty years. These modern houses have brought about changes in customs such as allowing girls to go to school, and having males and females mingle more freely.

Each character in the story is well developed, with the main character, Malika, being one that children will like to learn about. They may not be able to relate to her circumstances, but they will see that as she is growing up, she is facing confusion regarding the expectations her family and her culture puts upon her. The fact that Malika's mother and her father's other wife, Bilkisu, have very different beliefs shows readers that while people of particular customs or religions may seem the same, in fact, they are different. Bilkisu is more modern and progressive than Malika's mother. Even though Malika's father isn't physically present for most of the book, his presence and hold over Malika is always there. Children will also identify with the sibling rivalry present between Malika and her brother.

The novel is seamless in its translation. The vocabulary and flow of the novel make it harmonious to read, and the reader can easily visualize the houses, the rooftops, the clothing, and Malika's lessons in reading. Each character is depicted fully and described in great detail, making the reader feel as if they are experiencing this different time and place.

REVIEW EXCERPTS:

HORN BOOK GUIDE:
This French import tells an engaging story of changing visions of people and places.

HORN BOOK MAGAZINE:
Stolz gives prideful Abdelkarim real dimensionality; while he recuperates from his wounds, he teaches the eager Malika to read, forgetting that she is "just a girl" destined soon to marry and lose even the privileges of childhood. In this novel translated from the French, the wealth of cultural detail is sometimes distracting, and the author is too obvious in her selection of a gift for Malika from her father: a telescope, to see beyond. But then Stolz's whole story, which is steeped in the syncretic Islam of Ghadames, revolves around changing visions of people and places.

BOOKLIST:
But Stolz invigorates her tale with elegant prose and a deft portrayal of a girl verging on adolescence. The vivid backdrop is intoxicating, but the story's universal concerns will touch readers most: sibling jealously, confusion about adult customs, and a growing interest in a world beyond family.

SCHOOL LIBRARY JOURNAL:
This quiet story is notable for the intimate picture of the traditional Muslim world that it conveys; unfortunately, not until the author's note at the end is the time period made evident. The imprecise use of language may make it difficult for readers to visualize this distant world and to understand the characters' motivations. Still, this novel would be useful in schools studying this part of the world.

CONNECTIONS:

* There are many unfamiliar words that students probably haven't been exposed to. This book would make a great read-a-loud. While reading, stop and write down words that are unfamiliar such as burnoose, and Jinn. Research what these words mean and use the computer (google images) to look at images as well.

* The women in the book have many bluish tattoos with significant meanings. Research to see if women of Muslim culture still have tattoos. Look at images of tattoos and their meanings.

* Aishatou comes from a nearby village to help heal the wounded man. She uses herbs and traditional healings, and is highly respected and feared upon the women. She also reads coffee grounds to predict. Look at the history of reading tea leaves or coffee grounds and try it with your students.

TEN LITTLE FINGERS AND TEN LITTLE TOES

2010-06-14T17:02:00.000-07:00

Fox, Mem. Ten Little Fingers and Ten Little Toes. Ill. by Helen Oxenbury. 1 ed. New York: Harcourt Children's Books, 2008. ISBN 978-0-15-206057-2.

PLOT SUMMARY: Two babies are born on opposite parts of the world, yet though born across the world from each other, they are really so much alike. "And both of these babies, as everyone knows, had ten little fingers and ten little toes." The story builds by introducing a new couple of babies from opposite parts of the world, realizing they are very much alike, while the other babies watch on. The story culminates with a baby being born that celebrates motherhood and babies. While all of the babies look on, the mother relishes her babies ten little fingers and ten little toes, while she gives three little kisses on the tip of its nose.

CRITICAL ANALYSIS:

This beautiful collaboration from Mem Fox and Helen Oxenbury merries multiculturalism for the youngest readers. The author and illustrator themselves are international, with Fox Australian, and Oxenbury British. A series of couples of babies unfold on the pages, each being from a different culture or country. The rhythmic text sounds melodious and fits the illustrations perfectly. The babies are the illustrations, as they are set against the white backgrounds, with the mothers not visible to the reader. The illustrations are authentic with their details; each babies skin tones, hair, eye shape, and clothing is representative of the country they are representing. Even details such as shoes and patterns on the clothes help the reader to relish the multiculturalism represented.

While the text is simple, the message is beautifully and emotionally conveyed due to the matching of the babies to the text. The text repeats itself with each new set of babies, "And both of these babies, as everyone knows, had ten little fingers and ten little toes." As each set of babies is introduced, the babies from the prior pages look on innocently. As the story moves forward, the multicultural aspect is strengthened due to the fact that more babies of different cultures are looking on. The last baby of the story is resting on its mother's lap, and the mother celebrates the babies ten little fingers and ten little toes, and gives the baby three kisses on the tip of its nose. This last baby is naked, but even sans clothes, the babies culture shines through (this baby and mother are Caucasian).

REVIEW EXCERPTS:

SCHOOL LIBRARY JOURNAL:
Oxenbury's signature multicultural babies people the pages, gathering together and increasing by twos as each pair is introduced. They are distinctive in dress and personality and appear on primarily white backgrounds. Whether shared one-on-one or in storytimes, where the large trim size and big, clear images will carry perfectly, this selection is sure to be a hit.

BOOKLIST:
*Starred Review* A standout for its beautiful simplicity, this picture-book collaboration between Fox and Oxenbury aims a message of diversity and tolerance at very young children. Oxenbury's spare pencil-and-watercolor pictures, set against pure white pages, zero in on pudgy little hands and feet, offering many interactive opportunities for young viewers to point and count. Clusters of adorable multicultural babies from around the world toddle across the pages until just one child receives three kisses on the nose from her loving mom, a sweet gesture that parents will want to act out with their own children. A gentle, joyous offering.

PUBLISHER'S WEEKLY:
Put two titans of kids' books together for the first time, and what do you get (besides the urge to shout, “What took you so long?”)? The answer: an instant classic. Given their perfect cadences, the rhymes feel as if they always existed in our collective consciousness and were simply waiting to be written down.

CONNECTIONS:

* When sharing the book with students, ask them to compare and contrast themselves to other classmates. If your class has students from many different ethnic backgrounds, encourage the students to compare eye shape and skin color. If students backgrounds are more homogenous, you can have them compare eye color and hair color. Have students create a graph or Venn diagram comparing and contrasting these differences/similiarities.

* Have students bring baby pictures of themselves to class. Look at the differences and similarities amongst the pictures, comparing clothing, toys, etc.

* Delve further into the book as a class. Try to determine the country or region each baby is from in the book and then pinpoint those areas on a map. Research backgrounds of those countries, in particular what babies are fed, whether they wear shoes, etc. See if students in your class are from the same regions as the babies in the story.

* Read other books about babies, both animal and human.

Babies Can't Eat Kimchee!. New York: Bloomsbury Usa Children's Books, 2006.

Frazee, Marla. Walk On!: A Guide for Babies of All Ages. New York: Harcourt Children's Books, 2006

Robert, Na'ima bint. Welcome to the World Baby in Kurdish and English (English and Kurdish Edition). London: Mantra Lingua, 2005.

BIG WOLF & LITTLE WOLF

2010-06-14T16:47:00.002-07:00

Brun-Cosme, Nadine. Big Wolf and Little Wolf. Ill. by Olivier Tallec. New York: Enchanted Lion Books, 2009. ISBN 978-1-59270-084-4.

PLOT SUMMARY:
Big Wolf lives alone under a tree at the top of a hill. He is happy alone until one day Little Wolf shows up. At first Big Wolf doesn't like the company, but Little Wolf doesn't prove threatening, so the two start to co-exist. After sharing food and a blanket, Big Wolf is dismayed when Little Wolf disappears one day. Big Wolf realizes he misses his new friend, and when Little Wolf reappears, both wolves confess their loneliness without the other.

CRITICAL ANALYSIS:
This book was originally published in French under the title, grand loup & petit loup. Author, Nadine Brun-Cosme has published nearly 20 novels and picture books for children in France, while illustrator, Olivier Tallec has illustrated more than 50 children's books and is also an illustrator for magazines and newspapers. The translation of this book is flawless-- one would never know the book wasn't orginally published in English. The story itself is universal; children worldwide in any language will relate and enjoy the timeless tale of loneliness and friendship. Tallec's paintings express themselves with bold strokes and vibrant colors. Feelings and emotions are conveyed through the wolves' eyes looking shyly and steathily at each other. The size variance between the two wolves shows readers that opposites can attract, and that friends come in all sizes.

REVIEW EXCERPTS:

SCHOOL LIBRARY JOURNAL:
This translation has careful phrasing. Tallec's colorful illustrations play off the quiet dignity of the text, revealing emotion through the characters' stances and expressions, employing a sketchy painting style that brims with light.

BOOKLIST:
The matter-of-fact telling and Tallec's illustrations, spare of detail, saturated with brilliant color, keep this tale of absence and hearts grown fond from becoming saccharine. Emotions are conveyed through gestures and askance glances. This is a book that deserves a place on readers' shelves and in their hearts.

CONNECTIONS:

* Have students share stories of unlikely friendships. Perhaps they have an older or younger friend, or are now friends with someone they didn't like initially.

* While reading the book, have students describe the feelings and emotions they think the wolves are experiencing. Do Little Wolf and Big Wolf experience the same feelings, or different ones?

* Read other titles about friendship and unlikely animal friendships:

Hatkoff, Craig, Isabella Hatkoff, and Dr. Paula Kahumbu. Owen & Mzee: The True Story Of A Remarkable Friendship. New York: Scholastic Press, 2006.

Rodman, Mary Ann. My Best Friend. 2007. Reprint, New York City: Puffin, 2007.

Zelinsky, Emily(Author) ;, and Paul(Illustrator) Jenkins. Toy Dance Party: Being the Further Adventures of a Bossyboots Stingray, a Courageous Buffalo, and a Hopeful Round Someone Called Plastic. New York: Schwartz & Wade Books, 2008.

Module 1: Culture 1: International Literature

2010-06-07T22:40:00.000-07:00

LS 5653: Multicultural Literature for Children and YA-- Summer 2010

2010-06-07T22:39:00.000-07:00

The book reviews posted here will be created as assignments for a TWU course I am taking towards my Masters Degree in Library Science.

Module 15: Most Popular Authors-- Andrew Clements

2009-05-01T13:51:00.000-07:00

Clements, Andrew. Things Not Seen. New York: Puffin, 2006.

Summary: 15-year-old Bobby wakes up one morning and finds he has been rendered invisible overnight. His parents urge him to tell no one as they fear he will become a science or government experiment. Bobby tires of waiting for his physicist father to determine what has caused his invisibility, and he ventures to the Chicago Public Library, where he befriends newly blind, Alicia. Truancy officials are soon concerned about Bobby's disappearance from school, and Bobby's parents are soon in legal trouble. Bobby searches for others who might have become invisible, and with Alicia's help, they unearth the cause of his invisibility.

Impressions: Despite the seemingly implausible plot, Clements somehow manages to weave a believable story with real and likable characters. Bobby's character is fully developed, and enables the reader to imagine what would happen to them if they woke up invisible one day. From Bobby's having to run around naked (and cold) to avoid being seen, to his being uncomfortable around Alicia's family in his birthday suit, readers are able to put themselves in Bobby's shoes. Further deepening the characters, we learn that Alicia was formerly popular, but now feels invisible as a blind girl. Bobby likewise tries to convince Alicia that he would have been invisible to her if she still had her sight. A thought provoking and enjoyable novel which has two further sequels/companion novels.

Reviews:

School Library Journal: Clements's story is full of life; it's poignant, funny, scary, and seemingly all too possible. The author successfully blends reality with fantasy in a tale that keeps his audience in suspense until the very end.

Voice of Youth Advocate: Written in a more serious tone than Clements's popular Frindle (Simon & Schuster, 1996), this novel will prove thought-provoking as it asks the reader to consider all the "things not seen."

Kirkus Review: As always, Clements's genius for developing credible plot lines (even from oddball premises) makes suspension of disbelief no problem. His characters, each one fundamentally decent-there is never a chance that Bobby will go the way of the transparent voyeur in Cormier's Fade (1988), for instance-are easy to like. A readable, thought-provoking tour de force, alive with stimulating ideas, hard choices, and young people discovering bright possibilities ahead.

Module 14: Most Popular Authors-- Dan Gutman

2009-04-26T21:55:00.001-07:00

Gutman, Dan. Homework Machine. New York: Simon & Schuster Books for Young Readers, 2006.

Summary: Four fifth-graders form an unusual friendship when computer geek, Brenton, creates a homework machine capable of doing their homework for them. The other three members of the "D Squad" are Judy, a smart student that feels guilty about their cheating; Kelsey, who doesn't want to hang out with nerds, but enjoys getting better grades; and newcomer Sam, whose dad has gone to Iraq. As the children's grades improve, and their homework commitments lessen, others around them start to get suspicious. Mysteries abound when suspicious people start contacting them and trying to get information about the machine. The setting is in and around the Grand Canyon, and is well developed. The story is told through the police chief's notes of interrogation of each student. The students learn much about friendship, honesty, and loyalty when their plans unravel, and they help to support Sam after his dad is killed in Iraq.

Impressions: This book has appeal to a wide audience. What child wouldn't want a machine to do their homework?! The book has two male and two female characters which makes the book something both boys and girls will like. There's something for everyone-- from sports, to nerds, to students wishing to fit in. The book has the perfect combination of adventure, mystery, and humor. While some students may have a little trouble following the format of telling the story through the police interrogations, most will enjoy this different method of delivery.

Reviews:

School Library Journal: There are touches of humor in the way the four classmates talk about themselves and one another. Ominous hints about the legal trouble maintain tension throughout the story, but its exact nature isn't revealed until near the end. A dramatic and thought-provoking story with a strong message about honesty and friendship.

Booklist: This fast-paced, entertaining book has something for everyone: convincing characters deftly portrayed through their own words; points of discussion on ethics and student computer use; and every child's dream machine. Booktalkers will find this a natural, particularly for those hard-to-tempt readers whose preferred method of computer disposal involves a catapult and the Grand Canyon.

Module 13: Most Popular Authors-- Peg Kehret

2009-04-26T21:54:00.000-07:00

Kehret, Peg. Escaping the Giant Wave. New York: Aladdin Paperbacks, 2003.

Summary: Thirteen-year-old Kyle and his family experience the worst vacation ever when they arrive on the Oregon coast. Never having flown before, Kyle is excited to spend a holiday far away when his father wins a realtor award. His parents have begun to give him more responsiblity and he is babysitting his younger sister, financial whiz BeeBee, when an earthquake and subsequent tsunami hits. His parents far away on a yacht for an awards ceremony, Kyle is forced to become an unlikely hero when their hotel catches on fire. Kyle, for years tormented by bully Daren, is forced to choose risking his own life to save Daren's from the fire. After finally standing up to Daren and making grown up decisions in the aftermath of the tsunami, Kyle experiences true growth, both as a character and as a man.

Impressions:

Peg Kehret's book reads like a true adventure. Fast paced, interesting and suspenseful. Interesting facts about earthquakes, tsunamis, and survival are interspersed and appendixed at the end of the story. Daren's flawed character is somewhat understood as the story unfolds, and while you may not feel sympathy for him, readers may begin to understand bullying a little better. This book would make a good study for readers learning about earthquakes, tsunamis, or bullying, and it should draw in even the most reluctant reader. BeeBee's character is fun and quirky, and adds another dimension to the story.

Reviews:
Horn Book Guide: Kyle's first-person narrative effectively sustains suspense in this fast-paced adventure.

School Library Journal: Kyle's self-image is transformed through his experience with the tsunami and the bully. While this is a satisfying read for victims of bullying, it is unremarkable in plot and style. One character does stand out, Kyle's sister, BeeBee, a financial whiz who follows the stock market and names her teddy bear after Bill Gates. A bibliography of books, Web sites, a video, and pamphlets about tsunamis is included.

Module 12: Graphic Novels (and a Few Graphic Picture Books) for Young Readers

2009-04-26T21:53:00.000-07:00

Holm, Jennifer L., and Matthew Holm. Babymouse: Our Hero. New York: Random House, 2005.

Summary: In this installment of Babymouse, the mousy heroine is faced with nightmares many children can relate to. Told in graphic novel format, with plenty of humor thrown in, Babymouse faces much of the normal angst children of today face at school-- not wanting to wake up, missing the bus, bullying, the frustrations of a locker, and difficulties with schoolwork (in this case, fractions). When Babymouse realizes she is going to have to battle against her arch nemesis bully, Felicia Furrypaws, in Dodgeball, she panics. Wishing to avoid the entire situation, Babymouse finally summons the courage to stand up to Felicia, and manages to score the winning shot, instantly becoming a hero.

Impressions: I can see why girls cannot wait to check out the Babymouse series. The characters are winsome, the pink, black and white illustrations are fun and cheeky, and the graphic novel format is easy to follow. The humor is fairly sophisticated, but not so much that readers won't grasp it. The storylines are familiar and easy to relate to, and real issues such as bullying are addressed in a safe and fun way. The fact that Jennifer and Matthew Holm are brother and sister will add to the enticement for any readers with brothers or sisters.

Reviews:

Horn Book Guide: New readers will appreciate the familiar situations, humorous asides, and easy-to-digest plots; the graphic format is easy to follow.

Horn Book Magazine: The heroine of these two graphic novels for new readers is a sassy, smart mouse. New readers will appreciate the familiar situations, humorous asides, and easy-to-digest plots. The graphic format is easy to follow, especially since Babymouse's rich inner life is painted pink while the real world is depicted in a less flashy black-and-white. Babymouse is here to stay, and fans of Fashion Kitty and Captain Underpants will now add her to their collection of well-thumbed volumes to read over and over again.

Publisher's Weekly: ... eye-grabbing black-and-pink graphics, and a perceptible Spiegelman influence simmers in the energetic ink illustrations of the dot-eyed heroine. The Holms make humorous allusions to novels and movies, and interject sympathetic remarks from an offstage narrator. This personable, self-conscious mouse, with her penchant for pink hearts, resembles Kevin Henkes's Lilly, with some extra years of grade-school experience.

Booklist: The Holms spruce up some well-trod ground with breathless pacing and clever flights of Babymouse's imagination, and their manic, pink-toned illustrations of Babymouse and her cohorts vigorously reflect the internal life of any million-ideas-a-minute middle-school student.

Module 11: Series Books

2009-04-26T21:52:00.000-07:00

McDonald, Megan. Stink and the Incredible Super-galactic Jawbreaker. Cambridge, Mass: Candlewick Press, 2006.

Summary: When Stink buys a jawbreaker that doesn't live up to its advertising (jawbreaking), he writes the company to complain. When the company sends Stink a ten-pound box of 21,280 jawbreakers for his trouble, he is encouraged to start a letter writing campaign to get more free stuff. When Stink becomes so absorbed with getting freebies, he inadvertently misses his best friend's birthday, causing his friend to become "madder than a wet hornet". Idioms woven into the story are illustrated by Stink and listed at the end of the book.

Impressions: Fans of Judy Moody will flock to Stink. Boys who won't read Judy Moody will flock to stink. Reluctant readers will flock to Stink. You get the idea. Stink and his adventures are hilarious, and easy to read. The book is thick for those wishing a big chapter book, but aren't quite ready, as the print is large and the clever illustrations are plentiful. The plot is fun and may encourage kids to write letters or to use idioms. A thought-provoking discussion about truth in advertising would also be a great lesson. The fact that there are more Stink novels will make the series appealing to those kids that love to find a favorite author or series and read them all.

Reviews:

School Library Journal: Gr 1-3-Judy Moody's seven-year-old brother is back with new super-galactic adventures. Stink buys the World's Biggest Jawbreaker and slurps, sloops, and shloops it all day until in one crunch, it is G-O-N-E. Disappointed that his jaw isn't broken, he decides to use his new letter-writing skills to complain to the company. He receives 21,280 jawbreakers, prompting him to write more letters in an attempt to get more free stuff. Candy, toys, and zoo passes arrive daily for Stink, who won't share any of his treasures with his "green with envy" older sister, Judy. He is so busy receiving the free goodies that he overlooks his super-best friend Webster's birthday party invitation, and he has to find a way to mend their friendship. He has also been learning about idioms in school and peppers them throughout the story along with his colorful Stink-isms. Black-and-white comic-book-style illustrations are clever and zany. This early chapter book is bound to be a hit with fans of Stink or Judy Moody, and it makes a hilarious read-aloud.-Michele Shaw, formerly at Yorkshire Academy, Houston, TX Copyright 2006 Reed Business Information.

(I posted the entire review because I was the reviewer!)

Kirkus: This story would be plenty for new readers, but McDonald adds a grammar lesson that runs thinner than pond ice in April-Mrs. D is teaching about idioms and Stink can't stop speaking in them, 37 idiomatic phrases altogether. Reynolds's familiar illustrations keep the mood light, even when Judy and Stink argue, which they do. Constantly.

Horn Book: The book is more focused than its predecessor, and the writing is just as quick-witted. Rating: 3: Recommended, satisfactory in style, content, and/or illustration.

Module 10: Big Winners-- Chapter Books

2009-04-26T21:11:00.001-07:00

Weeks, Sarah. So Be It. New York: Scholastic Press, 2004.

Summary: Thirteen year old Heidi has no idea where she came from, and as she matures begins to wonder about her past. Living with her severely disabled mother, So B. It, who has a vocabulary of only 23 words, and taken care of by her agoraphobic neighbor, Bernadette, Heidi is no longer complacent about her lack of a past. She doesn't know how they came to live in Reno, or why they don't have to worry about rent or utilities. When Heidi finds an old camera, the pictures within bring about more questions than answers. She finds a picture of her pregnant mother at the Hilltop Home for the Disabled, in Liberty, New York. When no one at the home will answer her questions, Heidi sets off by herself to find the answers to her questions, including who Soof is; Soof is one of So B. It's 23 words which also make up the titles to each chapter. Heidi's miraculous luck enables her to find the money to make the journey, and the mysterious answers to her childhood are finally revealed once she arrives at the home.

Impressions: This book contains elements of mystery, adventure, and an all around fascinating story with well developed characters. While the story itself may be far-fetched if you delve into it too deeply, the way Weeks tells it is still believable, and as the reader you find yourself rooting for Heidi to learn her past and not be hurt in the process. This would make a great choice for literature discussions as so many elements bear discussing such as Heidi's bravery, the question as to whether a mentally disabled mother can care for a child, and whether or not Mr. Hill was right or wrong in his actions.

Reviews:

Voice of Youth Advocate: Weeks, author of the middle school Guy series, weaves a tale of refreshing, offbeat characters who by their eccentricities add a magical element to the story. Heidi, for example, has an unexplainable gift of luck. In the Memory game, she knows where the matches are. At the back of the Sudsy Duds Laundromat, she has a sweet way with the slot machines when the month's grocery money does not stretch. As the riddle of Heidi's life and Mama's word list, which is used to name each of the twenty-three chapters, slowly unfolds, readers will be genuinely touched and surprised.

Booklist: Her fully dimensional characters are remarkable yet believable, and although readers may guess the truth about Heidi's family before she does, the foreshadowing builds to a beautifully satisfying ending. An especially nice device is the chapter titles: each is one of So B. It's 23 words. This is lovely writing--real, touching, and pared cleanly down to the essentials.

Horn Book Guide: Narrator Heidi's realistic voice lends authenticity to her unusual circumstances.

Module 9: Nonfiction

2009-04-26T21:10:00.002-07:00

Jenkins, Steve, and Robin Page. What Do You Do With a Tail Like This? Boston: Houghton Mifflin Company, 2003.

Summary: Each double-page spread invites readers to explore the unique body parts of animals. The first question is, "What do you do with a nose like this?" and it is accompanied by varied and colorful animal noses, some that look easy to guess, and others that are more baffling. The next page reveals the animals whose noses were on the previous page, along with the unique uses each animal uses their nose for. The subsequent pages answer questions in the same format relating to animals' ears, tails, eyes, feet, and mouths. The back of the book has notes on each animal, with fascinating information about each species. With factual information such as where each animal is from, how big they are, what they eat, and lesser known facts, the book is packed with information.

Impressions: Husband and wife team Steve Jenkins and Robin Page teamed together in this Caldecott Honor winning stunningly illustrated nonfiction gem. The illustrations pop off the page, with their dynamic cut-paper collage technique. Children will delight in guessing the animals whose body parts they see, and will enjoy speculating what the animals use the body parts for. Without knowing they are learning, children will eagerly grasp new knowledge about the various animal species. Classic Steve Jenkins, but one that is not to be missed!

Reviews:

Publisher's Weekly: Steve Jenkins contributes another artistically wrought, imaginatively conceived look at the natural world.

School Library Journal: Jenkins, this time in collaboration with his wife, has created yet another eye-opening book. a This is a great book for sharing one-on-one or with a group.

Booklist: Here's another exceptional cut-paper science book from Jenkins, this time put together with a partner, and like previous books, it's a stunner. An opening page, clearly explaining how to use the book, is followed by a double-page spread Jenkins' handsome paper-cut collages are both lovely and anatomically informative, and their white background helps emphasize the particular feature, be it the bush baby's lustrous, liquid-brown eyes or the skunk's fuzzy tail. This is a striking, thoughtfully created book with intriguing facts made more memorable through dynamic art.

Module 8: Dogs are Popular

2009-04-26T21:10:00.001-07:00

Buehner, Caralyn. Superdog: the Heart of a Hero. New York: HarperCollins, 2004.

Summary: This husband and wife duo have created the story of Dex, an unlikely superhero. Dex the dachshund is tired of being overlooked by the other dogs, and picked on by tomcat Cleevis. He decides to become a superhero and studies superheroes, deciding he needs to develop muscles. His new found muscles and his spiffy hero suit, turn Dex into a superhero and he proceeds to come to the rescue of everyone in his neighborhood. When Cleevis gets stuck up in a tree, it is Dex that manages to save him. Cleevis is so appreciate of Dex that he wants to join Dex in the superhero world, and the two set off to lend their helping paws.

Impressions: Underdogs everywhere will appreciate the story of unlikely hero Dex, and see that his hard work and perseverance pay off. Those faced with school bullies may recognize the battle between Dex and Cleevis and may be inspired to exercise and develop muscles. The humor in this book is perfect, and the book begs to be read aloud repeatedly. Yet another California Young Reader Medal winner, this book has remained very popular at my school. After reading the book, speculate with readers about Dex and Cleevis and their future adventures as a superhero duo. I have had students try to imagine what the title of the sequel will be, and what will happen to Dex and Cleevis. I can only hope that the Buehner family has more in store for us.

Reviews:

Horn Book Guide: Only the hardest heart wouldn't cheer on Dex, and the humorous art capably depicts his determination.

Publisher's Weekly: Caralyn Buehner's feel-good tale has a triumphal, never-smug tone that will strike a chord with underdogs everywhere. Mark Buehner infuses his velvety oil paintings with characteristic humor and warmth. He adds a few dashes of comic-book-style text blocks and panel art to underscore the superhero theme. Scenes of Dex flexing his muscles, panting during his sidewalk runs or sporting his green-and-red superdog outfit are laugh-out-loud funny. Elsewhere, shady brownstone stoops and colorful city storefronts and streets add extra flair to this dynamic effort.

Library Journal: This dynamic combination of heart and humor should not be missed.

Module 7: Picture Books in Verse and Poetry

2009-04-26T21:09:00.000-07:00

Siebert, Diane. Tour America: a Journey Through Poems and Art. San Francisco: Chronicle Books, 2006

Summary: An author's note at the beginning of the book tells of the author's journey with her husband throughout the country. Starting in 1971, Siebert and her husband sold all of their belongings, bought two motorcycles, and began a journey through towns large and small. Intending to spend just a summer sightseeing, they journeyed around the country for ten years. Siebert then created poems about some of the more interesting sights and landmarks they found. Most poems are on a double page spread, and some highlight famous landmarks such as The Golden Gate Bridge or The Washington Monument, while others are about lesser known but fascinating places such as Cadillac Ranch in Texas, and Lucy the Elephant in New Jersey. Facts about each location are included with the poetry and illustrations. Illustrator, Stephen T. Johnson uses a variety of mediums to complement the poetry including watercolors, photography, digital collage, gouache, and pastels.

Impressions: This book should appeal to a very wide audience. Whether a student likes art, geography, poetry, or little known facts, this book will be liked by all. After reading this book, I found myself making a mental list of all of the places I now want to visit. You cannot help but catch the travel bug after reading this book. Extensions after reading abound; students can create their own poems and illustrations for places they have traveled to, or wish to in the future. There is a map in the front of the book showing where the poem's locations are-- this is ideal for studying U.S. Geography as well.

Reviews:

School Library Journal: This distinguished offering blends poetry, geography, art, and history.

Horn Book Guide: From the Cape Hatteras lighthouse on the East Coast to the Golden Gate bridge on the West Coast, these assured and thought-provoking poems celebrate some of America's scenic treasures. The poems vary in length, but most have a rhyme scheme and work well as read-alouds. Paintings created with media including pastel, watercolor, and oil provide a handsome visual counterpoint.

Booklist: The accessible words, open design, and appealing geographic approach make the book ideal for classrooms. Johnson's impressively varied, sophisticated images of towns and landscapes may expand the book's audience to older art students.

Module 6: History (Fictional Picture Books)

2009-04-26T21:08:00.000-07:00

Hesse, Karen. Cats in Krasinski Square. New York: Scholastic Press, 2004.

Summary: Tells in free verse the story of a young Polish girl during World War II who tries to smuggle food into the ghetto to reach the starving Jews on the other side of the Wall. The local feral cats have shown her the cracks in the walls and she plans to fill the cracks with food for those inside. When the day arrives, they learn the Gestapo knows of their plan so they must alter it. They gather the cats into baskets, and when the police dogs go crazy over the cats, the smuggled food is bravely crossed over, under, and through the Wall. An author's note goes into the historical details behind this story, explaining the parts that are fact, and the parts that may be based in fact but aren't entirely known, such as whether or not the cats really outfoxed the Gestapo at the Warsaw train station. More details about the Warsaw Jews, the Holocaust, and the Wall are also described, as well as the bravery of those who helped during that time.

Impressions: For younger children, this is a soft introduction to the atrocities of the Holocaust. The melodic verse allows younger readers to begin to comprehend the harsh conditions Jews and others experienced during World War II. The illustrations are rendered in sepia tones of watercolors, pencil, and ink. The illustrations and backgrounds give an older feel to the story, enabling readers to envision this time period. Older children with more knowledge of the Holocaust will appreciate the historical background in the back of the book. Regardless of the age of the reader, this book is a good introduction to a little known aspect of the Holocaust.

Reviews:

Horn Book Guide: Both author and artist achieve a fine balance of beauty and sadness. Simple, graceful words and pictures make this adventure story a taut and moving one. Copyright 2003 of The Horn Book, Inc. All rights reserved.

School Library Journal: The play of light and the naturalness of the cats' poses are almost a comfort in a story that adults sense as keenly distressing, and that beckons for adult interpretation or guidance. What is clear is the immediate poignancy of these cats and the author's evocative language in describing them: "They belonged once to someone. They slept on sofa cushions- they purred- nuzzling the chins of their beloveds."

Booklist: In bold, black lines and washes of smoky gray and ochre, Watson's arresting images echo the pared-down language as well as the hope that shines like the glints of sunlight on Krasinski Square. An author's note references the true events and heartbreaking history that inspired this stirring, expertly crafted story.

Module 5: Picture Books for Older Readers (Grades 3+)

2009-04-26T21:06:00.000-07:00

Asch, Frank. Mr. Maxwell's Mouse. New York: Kids Can Press, Ltd., 2004.

Summary: Mouse, Mr. Howard Maxwell enters the Paw and Claw restaurant and decides to treat himself to a live mouse for lunch to celebrate his big promotion. Mr. Maxwell's Mouse arrives on a silver platter and proceeds to try to wit himself out of being eaten. Mr. Maxwell, himself a little squeamish about killing the mouse, is persuaded by the mouse to put on a blindfold to enable him to kill the mouse. The mouse, having planned this all along, puts Mr. Maxwell's tail on the plate, and Mr. Maxwell cuts into his tail, while the mouse makes his escape, releasing all of the other captive mice, and causing havoc in the restaurant.

Impressions: Father/son team Frank and Devon Asch have created a masterpiece, but it isn't for the feint of heart. The mostly black and white illustrations are beautifully created in Adobe Photoshop and Corel Painter. The illustrations are so lifelike that the mouse and cat look like they could get up and walk off the page. While the reader will catch on to the mouse's devious plan, the story unfolds with rich language, and dark humor. Another California Young Reader Medal winner that I thoroughly enjoyed reading; the kids loved it and squealed and gasped when the cat cut into his own tail!

Reviews:

School Library Journal: A clever game of cat and mouse is presented with delicious humor by this father/son team. Readers will relish the formal language as a tongue-in-cheek counterpoint to a very funny, if macabre, story. A truly scrumptious treat.

Horn Book Guide: Witty dialogue between the cat and the crafty, deferential mouse and refined, digitally rendered illustrations (primarily black and white) combine in this macabre but deliciously dark comedy.

Publisher's Weekly: Father-son team Frank and Devin Asch (Like a Windy Day; Baby Duck's New Friend) here team up for a cat-and-mouse tale that showcases the younger Asch's lush digital artistic talents, alongside the elder's witty text.

Module 4: Folktales and Fairlytales Revisited

2009-04-26T21:05:00.000-07:00

Wilcox, Leah. Falling for Rapunzel. New York, NY: G.P. Putnam's Sons, 2003.

Summary: In this spoof of the original fairy tale, Rapunzel has trouble hearing the prince and his requests. She mishears everything, and throws down underwear instead of her hair, and dirty socks instead of curly locks. In rhyme and bright vivid illustrations, this fractured fairy tale takes a twist when Rapunzel throws down her maid instead of her braid, and the maid and prince fall in love and ride off on his horse. To further add to the nonsense, Rapunzel hopes that next time they use the back door to the tower!

Impressions: Perfect for read-alouds with a great blend of kid-friendly humor including underwear and dirty socks, this one is sure to be laugh-out-loud funny! This is a perfect introduction to fractured fairy tales, and should be read after a traditional version of Rapunzel. Would also be great within a fractured fairy tale unit and could complement other fractured fairy tales such as David Wiesner's The Three Pigs.

Reviews:

Horn Book: This irreverent spoof plays with words, rhyme, and fairy-tale conventions with obvious delight. The bright and lively mixed-media illustrations are equally imaginative and extend the text's infectious humor.

School Library Journal:

K-Gr 4-The verses are clever and concise, and the rhyming pattern allows listeners to anticipate their endings and to giggle over the results. The rhythm is consistent and the stresses in each line flow naturally, inspiring would-be poets. Monks's delightful acrylic-and-collage illustrations add to the humor. Their bright, vivacious colors, bold patterns, fun background details (e.g., skyscrapers, airplanes, and a computer in Rapunzel's tower), and exaggerated facial expressions reinforce the silliness.

Booklist:

Acrylic paint, colored pencil, and collage mix together in slapstick pictures that match the text in cheeky appeal. Of course, the story is funnier if children know the original tale, but even if they don't, this version takes on a bouncy life of its own.

Module 3: Picture Books for the Younger Set-- Pre-K-2nd Grade

2009-04-26T21:04:00.000-07:00

Sierra, Judy. Secret Science Project That Almost Ate the School. New York: Simon & Schuster Books for Young Readers, 2007.

Summary: When a young third grader doesn't know what to bring for her science project, she finds a science project on the internet guaranteed to win first prize. When the Super Slime arrives, she neglects to read the instructions carefully and the slime escapes, quickly devouring her cat, her sister, her teacher, and classmates! Once she remembers to feed the slime sugar, it bursts releasing all of its captives in a gooey mess.

Impressions:

The perfect combination of Stephen Gammel's trademark and eccentric watercolors, colored pencils and pastels, and Judy Sierra's perfectly rhymed and flowing story. When the science project comes to life, the illustrations almost come off the page, and the expressions on everyone's faces are exaggerated to show the disaster unfolding. More than slightly gruesome, and 100% hilarious, this is a sure fire winner for all ages, especially those students who have been stumped when looking for the perfect science project. This book would make a great discussion starter for teachers introducing science fair projects, and for teachers trying to get the point across of the importance of following directions.

Reviews:

School Library Journal:

The watercolor, colored pencil, and pastel illustrations are typical Gammell–the girl bears a striking resemblance to the boy in Liz Rosenberg's Monster Mama (Philomel, 1993; o.p.), round glasses and all; she's just perfect for this slightly wild story. This book could be used as a jumping-off point for science projects–a little levity always helps during the science-experiment season.

Booklist:

The laughs and suspense are wonderfully magnified by Gammell's skew-angled, paint-splotched illustrations, which explode with fantasy and the familiar, messy details of a child's world. An energetic, darkly comic spin on the common story of a science project gone wrong.

Module 2: Some Classic Picture Book Authors and Illustrators

2009-04-26T21:03:00.000-07:00

Brown, Margaret Wise. The Runaway Bunny. New York: HarperTrophy, 2006.

Summary: When a little bunny wants to run away, the mother bunny tries to reassure the bunny that he is loved and she will follow him anywhere. No matter what bunny says he will do, the mother bunny never gives up on him. Eventually, the runaway bunny decides he will stay home with his mother.

Impressions: Since its publication in 1942, this beloved children's classic has never been out of print. Truly timeless, children of generations past, present, and future, feel comforted by the gentle reassurance of their mother's love. The combination of black and white illustrations, with full-color illustrations, enhance the repetitive story. Dreamlike qualities such as the mommy bunny looking like a tree or a sailboat, make this the perfect bed-time story to read over and over again.

Reviews:

Amazon.com:

For any small child who has toyed with the idea of running away or testing the strength of Mom's love, this old favorite will comfort and reassure.

School Library Journal:

Within a framework of mutual love a bunny tells his mother how he will run away and she answers his challenge by indicating how she will catch him. Warmth prevails.

Library Journal:

Rhythm and beauty of dialogue between Mother Bunny and her baby make authentic poetry of a little prose book that may well become a very small child's classic.

Module 1: The Big Winners-- Picture Books

2009-04-25T18:14:00.000-07:00

Kasza, Keiko. My Lucky Day. New York: Puffin Books, 2003.

Summary:

When a piglet arrives on foxes doorstop, fox thinks it is his lucky day. He is ready to eat piglet, when piglet outfoxes fox by having fox give him a bath, a massage, and fix him dinner. When fox passes out exhausted, piglet makes his getaway, chuckling that it is his lucky day! At the end, piglet plans which animal will be the next victim on his list.

Impressions: A true crowd pleaser, this book contains all of the elements to make it not only award-winning, but loved by all! Subtle and not so subtle humor is interspersed, with a great surprise ending. The illustrations are vivid and bright, with the animals having wonderful expressions on their faces. This book was nominated for (and won) the California Young Reader Medal in 2007. When I read it to all of the students at my school, it was far and away the favorite! Laugh out loud funny and enjoyable for even the youngest of listeners, and older ones alike.

Reviews:

School Library Journal:

A good choice for storyhours as well as one-on-one readings.

Booklist:

Reminiscent of her earlier Wolf's Chicken Stew (1987), this well-paced, delightful book plays on traditional story patterns, enhanced byasza's lively illustrations. Children will relate this tale to the humor of a child outwitting a grown-up.

Publisher's Weekly:

Kasza's gouache art is as buoyant and comical as her narrative, and she skillfully uses multiple vignettes to convey the fox's arduous preparations. The animals' facial expressions alone could carry this tale.

Horn Book Magazine:

The text, with its lively dialogue and effective repeating scheme, is pitched perfectly to preschoolers; the illustrations are some of the most expressive Kasza has ever done (and that's saying a lot), full of narrative propulsion and humorous detail.

LS 5613 Advanced Literature for Children

2009-04-03T20:03:00.000-07:00

MODULE 1:

Genre 6

2006-11-23T18:24:00.000-08:00

1.BIBLIOGRAPHY
Myers, Walter Dean.1999. MONSTER. Ill. By Christopher Myers. New York: Harper Collins Publishers.
ISBN 0060280778

2.PLOT SUMMARY
Sixteen-year-old Steve Harmon is on trial for felony murder for his accused role in a robbery of a drug store. Steve, a budding and talented filmmaker, recounts his experiences of prison and his trial through a movie screenplay. Myers alternates the telling of the story through Steve’s daily journal entries, and the happenings in the courtroom. Steve contemplates how his actions have led him to this pint in his life, he fears greatly for his future, and he matures as he grows to understand how his actions have lasting consequences. Steve’s relationship with his mother, father, and younger brother, Jerry, are also explored. Though Steve is acquitted for the murder, Myers leaves it up to the reader to decide Steve’s actual role in the crime.

3.CRITICAL ANALYSIS
Myers includes all of the elements necessary to contemporary realistic fiction in MONSTER. The characterization of Steve, his family members, the others in prison, and those in the judicial system are all believable and realistic. Steve’s fear and confusion are evidenced through his handwritten journaling in which key descriptive words are in bold and larger writing. The social and emotional aspects of the younger characters ring true as street-wise, harsh boys whose lives are difficult. Myers’ plot unfolds through Steve’s trial. We, as the reader, gradually learn more about Steve’s background, including his friends, his family, and how he got into trouble. The ending of the book is not predictable, as Steve easily could have been convicted, and Steve’s future does look to be more hopeful. The setting is both believable and contemporary, as both the horrors and the drudgery of prison life are fully explored. It is easy to imagine the cold, dreary bars and floors due to Myers’ descriptive narrative. The theme emerges naturally and is an important one, especially to at risk adolescent readers. Readers who might be in similar social situations will hopefully see how one wrong decision can dramatically change one’s life forever.

4.REVIEW EXCERPTS
* WINNER OF THE MICHAEL L. PRINTZ AWARD
* CORETTA SCOTT KING HONOR AWARD
* SCHOOL LIBRARY JOURNAL: “Myers expertly presents the many facets of his protagonist’s character and readers will find themselves feeling both sympathy and repugnance for him.”
* BOOKLIST: “Myers combines an innovative format, complex moral issues, and in intriguingly sympathetic but flawed protagonist in this cautionary tale of a 16-year-old on trial for felony murder.”
* KIRKUS REVIEWS: “The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries.”

5.CONNECTIONS
* Read Myers other books to see what other young adult issues he has tackled including:
STREET LOVE
ISBN 0060280794
SHOOTER
ISBN 0064472906
AUTOBIOGRAPHY OF MY DEAD BROTHER
006058291X
* Share Myers' biography with students. Look at how Myers has incoporated his history into his books, and the fact that his son ofte illustrates his books.
* Read other books about teens facing obstacles such as gangs and prison, including:
MARTYN PIG by Kevin Brooks
ISBN 0439507529
HOLE IN MY LIFE by Jack Gantos
ISBN 0374430896
HOLES by Louis Sachar
ISBN 0440419468

Genre 6

2006-11-21T13:31:00.000-08:00

1. BIBLIOGRAPHY
DiCamillo, Kate. 2003. THE TALE OF DESPEREAUX. Ill. by Timothy Basil. Massachusetts: Candlewick Press.
ISBN 0763617229

2. PLOT SUMMARY
Deep within castle walls, a small mouse with giant ears is born. Despereaux as he is called, is seen as an outcast by his family because he is born with his eyes open and prefers reading fairy tales to nibbling them. Despereaux befriends the young princess of the castle, Pea, but he is banished to the dungeon by his relatives for talking to her. The dungeon is full of rats waiting to eat Despereaux. Also amongst the dungeon's inhabitants is a man who traded his daughter for a red tablecloth. This man's daughter, Miggery Sow (Mig), a dim-witted peasant girl, has just come to the castle as a servant. When Mig is fooled by the rats into kidnapping Pea and bringing her to the dungeon, newly escaped Despereaux must return to the dungeon in hope of rescuing his beloved princess. The climax of the fairy tale sees everyone living more or less "happily ever ever", though maybe not in the traditional sense.

3. CRITICAL ANALYSIS
DiCamillo's fairy tale is also a fantasy novel. The plot is entertaining, fast-moving, and unique. It is also believable, aside from the fact that animals talk to each other and to people. The setting for the story takes place primarily within the castle, and within the dungeon. The stark contrasts between the two are identified, with light and dark being important identifiers. The castle itself is bright and sparkling; it is light, which signifies good. The dark, dank and smelly dungeon portrays dark which signifies evil. DiCamillo reveals the characters and the plot by talking directly to the reader; "And in his sleep, reader, the small mouse began to cry." By doing this, she helps to connect the reader to each character. The interwoven stories sometimes go between Despereaux's adventures, what is happening to Mig, and what is occuring to Pea. This enables each character, and their particular story, to become more fully developed. As the reader, you are just getting wrapped up in one character's dilemma, when you suddenly shift to anothers. The universal themes of good triumphing over evil, of love over hate, and of forgiveness, resonate strongly in this book. The theme unfolds naturally with the story, without being obvious or moralizing. The dialogue of each character is different and specific, helping the reader to identify each one's unique personality. Dimwitted Mig frequently says "Gor", and her damaged ears allow for frequent and humorous misunderstandings. DiCamillo's charming style makes this story what it is-- an award winner which children will love for generations. Ering's pencil drawings help to depict Despereaux and the other characters. The drawings are interspersed lightly throughout the book, and are delicious morsels to enjoy.

4. REVIEW EXCERPTS
* WINNER OF THE NEWBERY MEDAL
* SCHOOL LIBRARY JOURNAL: "With a masterful hand, DiCamillo weaves four story lines together in a witty, suspenseful narrative that begs to be read aloud. This expanded fairy tale is entertaining, heartening, and, above all, great fun."
* BOOKLIST (STARRED): "And as with the best stories, there are important messages tucked in here and there, so subtly that children who are carried away by the words won't realize they have been uplifted until much later."

5. CONNECTIONS
* Read other books about talking mice and rats, including:
CHRISTOPHER MOUSE: THE TALE OF A SMALL TRAVELER by William Wise
ISBN 1582347085
MRS. FRISBY AND THE RATS OF NIMH by Robert C. O'Brien
ISBN 0689710682
GREGOR THE OVERLANDER series by Suzanne Collins
ISBN 0439678137
CHARLOTTE'S WEB by E.B. White
0064400557
RALPH S. MOUSE series by Beverly Cleary
0380709570
* Read other books with unlikely heroes, including:
Again, CHARLOTTE'S WEB
SWORDS FOR HIRE: TWO OF THE MOST UNLIKELY HEROES YOU'LL EVER MEET by Will Allen
ISBN 0613900855

Genre 6

2006-11-18T20:06:00.000-08:00

1. BIBLIOGRAPHY
Lowry, Lois. 1993. THE GIVER. New York: Dell Laurel-Leaf.
ISBN 0440237688

2. PLOT SUMMARY
Jonas and his family live in an Utopian futuristic society where no pain, choices, or controversies exist. In Jonas' world, each family unit consists of a mother, a father, a boy and a girl. Each year all members attend a ceremony, where children gain new responsibilities and privileges such as bike riding. At the Ceremony of Twelve, members get assigned their future job assignment by the community Elders who carefully decide on this based on a person's strengths and weaknesses. Some members become Birthmothers, and they are the ones who provide the communities "newchildren". Jonas is chosen to be the "Receiver", a great honor, but one which also comes with great pain and awareness. He is to receive the communities memories from "The Giver". It is during these sessions that Jonas first learns of ordinary things such as color, pain, snow and death. Jonas also learns the unsettling truth that new and old members who are "released" are actually murdered, and that his own father will soon be "releasing" a newchild that Jonas has come to love, Gabriel. With the Giver's help, Jonas sets off with Gabriel to "Elsewhere" in the hope of returning memories to the community, and ultimately altering their existence.

3. CRITICAL ANALYSIS
Lowry's fantasy masterpiece is skillfully woven, incorporating the elements fantasy novels need in order to succeed. The basic tenet of fantasy novels, magic, is evidenced by the Giver and the Receiver's exchange of memories, both pleasant and unpleasant. The internal consistency of the novel stays constant throughout, and the plot is easily believed, especially due to its futuristic setting. Lowry visually presents her setting, making it easy for the reader to imagine a world devoid of color, pain, or choices. Lowry presents just enough setting information to paint the picture of the society, but her focus remains on the characters. Each character is fully developed and credible. The characters of Jonas and the Giver are well faceted, and to a lesser extent, so are those of Jonas' sister Lily, his parents, and his peers. It is a bit difficult to identify with Jonas' father once the reader knows his job includes murdering innocent children, however, because the total brainwashing and automatic responses are understood, one can somewhat identify even with him. The theme of the novel is paramount. Jonas' battle deep within himself, and his strength to rebel in order to save society, even if it means sacrificing himself, is admirable. Lowry's style enables the reader to easily suspend beliefs, and allows one to immerse themselves into Jonas' future world. This thought provoking novel makes one truly consider the consequences of living in an utopian world.

4. REVIEW EXCERPTS
* WINNER OF THE NEWBERY MEDAL (1994)
* BOOKLIST: "Lowry is once again in top form-- raising many questions while answering few, and unwinding a tale fit for the most adventurous readers."
* SCHOOL LIBRARY JOURNAL: "This tightly plotted story and its believable characters will stay with readers for a long time."
*KIRKUS REVIEWS: "Wrought with admirable skill--the emptiness and menace underlying this Utopia emerge step by inexorable step: a richly provocative novel."

5. CONNECTIONS
* Compare and contrast Lowry's writing style and subject matter in some of her other novels, including:
GOSSAMER
ISBN 0618685502
MESSENGER (Also about a Utopian society)
ISBN 0618404414
GATHERING BLUE
ISBN 0385732562
ANASTASIA ABSOLUTELY
ISBN 0440412226
* Discuss why or why not students believe a Utopian society will ever be possible. Read other books on related subjects, including:
ISLAND by Aldous Huxley
ISBN 0060085495
BRAVE NEW WORLD by Aldous Huxley
ISBN 0060929871

Genre 5: Historical Fiction

2006-11-05T14:53:00.000-08:00

1. BIBLIOGRAPHY
Lasky, Kathryn. 1998. DREAMS IN THE GOLDEN COUNTRY: THE DIARY OF ZIPPORAH FELDMAN, A JEWISH IMMIGRANT GIRL. New York: Scholastic.
ISBN 0590029738

2. PLOT SUMMARY
Zipporah Feldman, a 12-year-old Jewish girl from Russia, and her family arrive at Ellis Island in 1903. Told in diary form, Zippy chronicles the differences her Orthodox Jewish family has to face as immigrants in New York City. Zippy relays her experiences as she tries to learn English, and she has to start school in the first grade and work to move up the grades. Her fifteen-year-old sister, Miriam, and her seventeen-year-old sister, Tovah, go to work in the sweat shops. Tovah becomes active in Union activities, and Miriam has a forbidden relationship with a non-Jewish boy. Zippy's parents struggle in America as well; her mom holds tight to their religious customs and heritage, while her father tries to assimilate into America. When Miriam elopes with her boyfriend, the family is torn apart, as Zippy's mom declares Miriam dead. Each member of the family grapples with the new freedoms America affords them, including Zippy's mom starting a sewing business, Zippy pursuing acting, and her dad's desire to join a symphony rather than work in the factories.

3. CRITICAL ANALYSIS
The forte of Lasky's novel which shows the authenticity of the period is the setting. The time and place are accurately portrayed as the Feldman's living and working conditions and schooling are fully described. A historical note at the end of the novel gives ample background information on why Jews chose to escape persecution in Russia and come to America. Actual historic events such as the 1911 Triangle Shirtwaist factory fire which killed 146 factory workers, are woven into the story to show the hardships immigrants of the period endured. The characters are well developed and believable. The wish to join the melting pot yet hold onto family traditions is felt from each member of Zippy's family. As Zippy's confidence in English grows, her diary entries change from being written in her traditional Yiddish, to being written in English. Her friendships with fellow immigrants and her sisters also help to develop her character more fully. During the eighteen months of the diary, Zippy celebrates the Jewish holidays with relatives; warmth, comraderie and humor abound. The values and morals of the time period are fully explored as Zippy's strict religious upbringing is shown to interfere with the family's new life in America. The theme of the novel is universal and timeless, with the strength of the family and the hardships they must overcome together being ones that families of today still face. Overall, an excellent historical fiction novel that should interest a wide variety of readers.

4. REVIEW EXCERPTS
* SCHOOL LIBRARY JOURNAL: "The hopes and dreams of a young girl are beautifully portrayed through Lasky's eloquent and engaging narrative. A story of hope and love for one's country."

5. CONNECTIONS
* Read other historical fiction novels in the Dear America series including:
I WALK IN DREAD: THE DIARY OF DELIVERANCE TREMBLY, WITNESS TO THE SALEM WITCH TRIALS by Lisa Fraustino
ISBN 0439249732
A JOURNEY TO THE NEW WORLD: THE DIARY OF REMEMBER PATIENCE WHIPPLE, MAYFLOWER, 1620 by Kathryn Lasky
ISBN 059050214X
STANDING IN THE LIGHT: THE CAPTIVE DIARY OF CATHARINE CAREY LOGAN by Mary Pope Osborne
ISBN 0590134620
* Read other historical fiction novels by Kathryn Lasky including:
MARVEN OF THE GREAT NORTH WOODS
ISBN 0152168265
TRUE NORTH
ISBN 0590205242
* Learn more about the immigrants who came through Ellis Island by reading books including:
I WAS DREAMING OF COMING TO AMERICA: MEMORIES FROM THE ELLIS ISLAND ORAL HISTORY PROJECT by Veronica Lawlor and Rudolph Giuliani
ISBN 0140556222
DREAMING OF AMERICA: AN ELLIS ISLAND STORY by Eve Bunting and Ben Stahl
ISBN 0816765219
ELLIS ISLAND: NEW HOPE IN A NEW LAND by William Jay Jacobs
ISBN 0648191717

Genre 5: Historical Fiction

2006-11-05T09:34:00.000-08:00

1. BIBLIOGRAPHY
Curtis, Christopher Paul. 1995. THE WATSON'S GO TO BIRMINGHAM--1963. New York: Yearling. ISBN 0440414121

2. PLOT SUMMARY
Set in the racially tense year of 1963, Kenny's family is known as the Weird Watsons in their hometown of Flint, Michigan. Kenny's family consists of his younger sister, Joetta (Joey); his "juvenile delinquent" older brother, Byron; his Momma; and Dad. As Byron's behavior continues to worsen, and his friendships are questionable, Momma and Dad decide to return "home" to Birmingham, Alabama, where they plan to leave Byron with his grandma. The car trip has to be planned to the last detail, because the Watsons won't be able to stop where the white people would. After a tumultuous journey, the Watsons arrive in Birmingham, which seems to have an almost immediate positive effect upon the family. However, when Kenny almost drowns in a "Wool Pooh" and Joey is feared lost (but not) in a racially charged bombing at the church, Kenny withdraws emotionally. It takes Byron to help Kenny realize he couldn't have done anything to save the young girls who died in the bombing, and to help him begin to heal emotionally.

3. CRITICAL ANALYSIS
Curtis exemplifies historical fiction through the way he balances literary elements, strengthening the authenticity of the novel. Curtis sets his story by vividly portraying the vast divide in the country that was occurring in 1963. The Watson family begins in the automotive capital of Flint, Michigan, and then travels to the deep south of Birmingham, Alabama, where racial tensions are still running rampant. The dialogue of each character is both true to the times, and to the circumstances they are up against. Slang and southern dialect are used to further develop the characters. Each member of the Watson family is believable and true to the way Curtis intends the reader to see them. The characters of Byron and Kenny are particularly complex, with each having to come to grips with their personal demons, and grow from their hardships. Ultimately, the theme of the novel is one which resonates true today, that of family love and strength overcoming uncontrollable obstacles. Curtis' style is particularly successful as he weaves the history of the time into his characters' lives. The bombing of the church in Alabama is based on an actual bombing that occurred at that time, and by using this setting, Curtis is able to let the reader feel what it might have felt like for blacks during this pivotal period in history.

4. REVEIW EXCEPRTS
* A NEWBERY HONOR BOOK
* A CORETTA SCOTT KING HONOR BOOK
* A GOLDEN KITE AWARD FOR FICTION
* PUBLISHER'S WEEKLY (STARRED): "An exceptional first novel."
* SCHOOL LIBRARY JOURNAL: "Curtis's ability to switch from fun to funky to poinpoint-accurate psychological imagery works unusually well. Ribald humor, sly sibling digs, and a totally believable child's view of the world will make this book an instant hit."
* BOOKLIST: "In this compelling first novel, form and content are one."

5. CONNECTIONS
* Read other historical fiction books by Christopher Paul Curtis including:
BUD NOT BUDDY
ISBN 0440413281
* Read other novels by Christopher Pual Curtis including:
MR. CHICKEE'S FINNY MONEY
ISBN 0385327722
MR. CHICKEE'S MESSY MISSION
ISBN 0385327757
* Read a biogrpahy or look up biographical information on Christopher Paul Curtis as his books tend to be set in the city in which he grew up-- Flint, Michigan.
* Have students research the timeline of Blacks in America in both the South and the North and when they received various rights. Discuss whether or not students feel blacks still are discriminated against, and if so, in which areas.

Genre 5: Historical Fiction

2006-11-05T09:02:00.000-08:00

1. BIBLIOGRAPHY
Peck, Richard.2000. A YEAR DOWN YONDER. New York: Puffin Books.
ISBN 0142300705

2. PLOT SUMMARY
In this sequal to A LONG WAY FROM CHICAGO, fifteen year old Mary Alice has to leave her family and her life in Chicago, and stay with her Grandma Dowdel for a year During the recession of 1937, Mary Alice's parents are struggling financially and unable to care for her. Grandma is literally larger than life, and Mary Alice at first hates life in the small town where "Everybody in this town knew everything about you. They knew things that hadn't even happened yet." As Mary Alice tries to cope with attending a high school with only 25 students and her Grandma's legendary toughness, she and her Grandma at first butt heads. Over the year, however, Mary Alice experiences adventures and antics with Grandma Dowdel ranging from outsmarting a gang of teenage pranksters who are trying to upturn her privy, to having an artist of nude models living in their home. As time progresses, Mary Alice finds her Grandma, though seemingly tough, is truly affectionate, compassionate and intuitive, and she learns many of life's most important lessons from her.

3. CRITICAL ANALYSIS
The authenticity of Peck's novel is supported through his successful use of setting, characters, plot, theme and style. The setting is described in great details, from the clothes Grandma Dowdel wore, to the privy, to the farm and school life of the day. The characters are fully believable and well formed. As you read, it is easy to picture Mary Alice, and Grandma Dowdel, and what they are experiencing. The plot of the book is also realistic, with the various experiences seeming almost real. When the artist and his nude subject find a large snake in the attic, it is easy to imagine the scene unfolding. The timeless theme of a graddaughter and grandmother's mutual love, and the growth their relationship is fully and successfully explored. Peck's style is one of his strong points that make his novels successful, both as historical fiction, and in general. The dialogue used corresponds perfectly with the times, with vernacular and slang that complements the story. The historical details of the novel are presented smoothly, without being obvious or forced.

4. REVIEW EXCEPRTS
* WINNER OF THE 2001 NEWBERY MEDAL
* PUBLISHER'S WEEKLY (STARRED): "In this hilarious and poignant sequel to A LONG WAY FROM CHICAGO, Peck once again shows that country life is anything but boring."
* BOOKLIST: "With the same combination of wit, gentleness, and outrageous farce as Peck's Newbery honor book, LONG WAY FROM CHICAGO (1998)...."
* SCHOOL LIBRARY JOURNAL: "Peck has created a delightful, insightful tale that resounds with a storyteller's wit, humor, and vivid description."

5. CONNECTIONS
* Read other historical fiction novels by Richard Peck, including:
HERE LIES THE LIBRARIAN
ISBN 0803730802
A LONG WAY FROM CHICAGO
ISBN 041303522
TEACHER'S FUNERAL
ISBN 0803727364

* Read books about the Depression and how children in particular were affected. Books include:
DUST TO EAT: DROUGHT AND DEPRESSION IN THE 1930S by Michael L. Cooper
ISBN 0618154493
CHILDREN OF THE GREAT DEPRESSION by Russell Freedman
ISBN 0618446303

Genre 4: Nonfiction: Orbis Pictus Award Winner

2006-10-22T17:56:00.000-07:00

1. BIBLIOGRAPHY
Murphy, Jim. 2003. AN AMERICAN PLAGUE: THE TRUE AND TERRIFYING STORY OF THE YELLOW FEVER EPIDEMIC OF 1793. New York: Clarion.
ISBN 0395776082

2. PLOT SUMMARY
Murphy deftly chronicles the yellow fever epidemic of 1793 that struck the then capital city of Philadelphia. Day by day, and week by week, Murphy exposes the fear felt in the city, first hand accounts of those who stayed throughout the epidemic, and those who fled, including President George Washington. As doctors and caretakers fled the city, many died from the disease with no water or anyone to care for them. Heroes of the day turned out to be members of the Free African Society, who tended to the sick and were thought to be immune to the plague. Tragically, they were not immune, and many fell sick and died. Then, rather than being heralded, they were vilified in Mathew Carey's book, A SHORT ACCOUNT OF THE MALIGNANT FEVER, LATELY PREVALENT IN PHILADELPHIA; "The great demand for nurses afforded an opportunity for imposition, which was eagerly seized by some of the vilest of the blacks." Various theories as to the etiology of the disease are explored, as are treatments that were given such as blood letting and purging. Renowned physicians disagreed bitterly in the press regarding causes and cures. The eventual cause of the plague is finally discovered, the Aedes aegypti mosquito, and attempts were then made to reduce the mosquito population.

3. CRITICAL ANALYSIS
The accuracy of Murphy's book is first rate for numerous reasons; he is well-known in his field for his historic nonfiction titles, what is known and what is simply speculated is clearly differentiated, and reference aids are included. A detailed and thorough list of sources is included, as is an index. In his list of sources, Murphy even includes personal notes of interest, such as discussing his favorite entry of Elizabeth Drinker in EXTRACTS FROM THE JOURNAL OF ELIZABETH DRINKER, FROM 1759 TO 1807. The organization of the book is also exemplary, as Murphy shows what was occurring each day, from setting the scene on the hot, swampy streets of Philadelphia on August 3, 1793, to January 8, 1794, when the disease and the fear had both abated. A table of contents is in the front of the book, and chapter titles and subheadings provide information as to what is in each chapter. Black and white illustrations are throughout the book, and they help the reader to feel the spread and despair of the outbreak. Lists of the dead from the newspapers are shown, as are newspaper articles, and portraits of the important figures. Each illustration's source is given as well. Murphy's style invites the reader to explore this terrible time in our nation's history. First hand accounts of families and their losses enable the reader to visualize what it must have been like during this terrifying period. The many tragedies of this disease are uncovered, with easy to comprehend text that even reluctant readers should enjoy reading. Murphy closes the book by making it clear that there is still no cure for yellow fever, and we may yet be exposed to its plague.

4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL (STARRED): "Black-and-white reproductions of period art, coupled with chapter headings that face full-page copies of newspaper articles of the time, help bring this dreadful episode to life."

BOOKLIST: "History, science, politics, and public health come together in this dramatic account of the disastrous yellow fever epidemic that hit the nation's capital more than 200 years ago."

A NEWBERY HONOR BOOK

WINNER OF THE ROBERT F. SIBERT MEDAL

NATIONAL BOOK AWARD FINALIST

ORBIS PICTUS AWARD WINNER

5. CONNECTIONS
* Look at other mosquito borne diseases including Malaria, West Nile Virus, and Heartworm disease in cats. See how these diseases are transmitted and compare to yellow fever.
* Look at what is being done to eradicate mosquitoes. What else could be done? Is it likely that we will ever be able to eliminate them and the diseases they carry?
* Murphy's sources contain a wealth of information to explore, including sources about yellow fever, Philadelphia and George Washington.
* Read fictionalized accounts of yellow fever:
FEVER, 1793 by Laurie Halse Anderson
ISBN 0689848919
PATH OF THE PALE HORSE by Paul Fleischman
ISBN 0064404420

Genre 4: Nonfiction by Seymour Simon

2006-10-22T09:38:00.000-07:00

1. BIBLIOGRAPHY
Simon, Seymour. 1997. THE BRAIN: OUR NERVOUS SYSTEM. New York: HarperCollins.
ISBN 0060877197

2. PLOT SUMMARY
With the use of colored enhanced photographs, computer colored and greatly magnified images of the brain and nervous system, Simon explores the brain and its functions. Easy to understand explanations for terms such as neurons, stimuli and responses help the reader learn about this important organ. Simon describes, and shows through illustrations, the pathways messages travel in response to stimuli such as pain. The functions of the three main sections of the brain- the cerebrum, the cerebellum, and the brain stem- are described in detail.

3. CRITICAL ANALYSIS
The accuracy of this title is primarily assured due to the presence of Simon's vast library of previous titles in the science field. Simon has authored numerous titles regarding the body including, THE HEART: OUR CIRCULATORY SYSTEM. The accuracy is not further enhanced by other means though, as there are no indexes, bibliographies, or notes included in this title. The lack of supporting resources are made up for by the title's excellent organization. While no reference aids such as subheadings or a table of contents are included, the book unfolds in a logical sequence. The design of this title, as with Simon's other titles, is the book's forte. The style of writing is clear, with a great deal of information presented, but in a way that readers will comprehend. Each page of text faces a full color photo. Each breathtaking photo is labeled, and many photos, such as that of neuron pathways, are greatly magnified. The color enhanced photographs are set against a black background, which is visually appealing to the reader.

4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL: "Simon brings his deft touch to an explanation of the brain and the nervous system. His clear, concise writing style is complemented by stunning color images."
BOOKLIST: "The vivid illustrations catch the eye, but the clearly written text provides a fuller understanding of what happens in various parts of the brain and nervous system."
KIRKUS REVIEWS: "Full-color photographs, computer simulations, drawings, and three-dimensional models are used to grand effect to clarify, explain, and celebrate the remarkably complex system of brain and nerves; the large format, often with white type on black paper and full-page photos, is visually striking."

5. CONNECTIONS
* Read some of Simon's other titles about the body, including:
BONES: OUR SKELETAL SYSTEM
ISBN 0688177212
GUTS: OUR DIGESTIVE SYSTEM
ISBN 0060546514
MUSCLES: OUR MUSCULAR SYSTEM
ISBN 0688177204

* This title is produced in conjunction with the Smithsonian Institution. Have students visit the website: www.si.edu

* Have students test their reflexes that the brain is responsible for, such as the response to bright light, loud noises, and (mild) pain.

Genre 4: Nonfiction

2006-10-22T09:10:00.000-07:00

1. BIBLIOGRAPHY
Freedman, Russell. 1997. OUT OF DARKNESS: THE STORY OF LOUIS BRAILLE. Ill. by Kate Kiesler. New York: Clarion Books.
ISBN 0395968887

2. PLOT SUMMARY
Chronicles the life of Louis Braille, inventor of the Braille system of the raised dot alphabet for the blind. Blinded in a freak accident in 1812, young Braille is sent to a boarding school for the blind in Paris. Frustrated by the only current system of reading for the blind, embossing, Braille is determined to come up with a better method. At the age of fifteen, Braille presents his system to his school, which quickly adopts it. Braille's system was not universally adopted though, and he faces difficulties and hardships at the school at which he is now a teacher. Eventually Braille is able to overcome obstacles and see his system adopted worldwide. Ill for years with tuberculosis, Braille died at age forty-three, with the knowledge that his invention was helping blind people worldwide to read and write.

3. CRITICAL ANALYSIS
When considering this book's accuracy, many factors have to be considered. To Russell Freedman's credit, he is a highly respected author, and this title has received both positive reviews and multiple awards. However, there are no notes or bibliographies included in the text. We learn in the book about Louis Braille's thoughts and feelings, but we have no way of knowing where Freedman derived this information. The organization of the book is logical, with chronilogically numbered chapters. There is no table of contents or index, but that isn't missed in a nonfiction biography such as this. The design of the book is attractive, with pencil illustrations by Kate Kiesler. The lack of color in the drawings helps to create the mood of the time period. Illustrations are also in teh book showing the Braille alphabet and the device used for punching dots. Freedman's style of writing is clean, concise, and easy to understand without being condescending.

4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL (STARRED): "An entertaining and fascinating look at a remarkable man."

BOOKLIST: "The handsome design is clear and open."

KIRKUS REVIEWS: "With warmth and care, Freedman deftly delineates a life."

AN ABA "PICK OF THE LISTS"

AN NCTE NOTABLE CHILDREN'S BOOK FOR THE LANGUAGE ARTS

A PARENTING MAGAZINE READING MAGIC AWARD BOOK

5. CONNECTIONS
* Pair this book with other books about Louis Braille and the Braille method:
LOUIS BRAILLE, THE BOY WHO INVENTED BOOKS FOR THE BLIND by Margaret Davidson
ISBN 059044350X
LOUIS BRAILLE: A TOUCH OF GENIUS by C. Michael Mellor
ISBN 0939173700
GUESS HOW MUCH I LOVE YOU by Sam McBratney (Children's book translated into Braille-- would be good for students to see a familiar book translated)
ISBN 0976931311

* Visit a school for the blind or invite a blind or visually impaired student to talk or demonstrate Braille.

* Have students blindfold themselves for a period of time to imagine blindness.

* Using the Braille alphabet, practice writing in Braille using the appropriate dots.

Poetry: Jack Prelutsky

2006-10-07T21:10:00.000-07:00

1. BIBLIOGRAPHY
Prelutsky, Jack. 2000. IT'S RAINING PIGS AND NOODLES. Ill. by James Stevenson. New York: Greenwillow Books.
ISBN 0060763906

2. PLOT SUMMARY
This fourth collection of funny poems by hilarious duo, Prelutsky and Stevenson, contains more than 100 poems. Titles such as "My Underdog is Overweight", "Chocolate-Covered Salami", and "I've Turned Into a Carrot" invite young readers to romp through the pages. Included in this collection are poems about gross food, fantastical animals, and children-- both everyday and unusual.

3. CRITICAL ANALYSIS
With perfect rhythm and rhyme, these uproarious poems beg to be read aloud by students and teachers. With smooth cadence, and sometimes nonsense words, each poem is a delight for the mouth. Prelutsky plays with typeface and shape, with such poems as infinity shaped poem, "I'm Caught Up in Infinity", and "Zigzag", which unfolds in a zigzag shape complete with backwards words. Stevenson's whimsical drawings are simple, yet they complement the poems perfectly, adding to the fun. All of the poems except two are original to this edition, and two indexes are included to aid the readers--one is listed by title, the other by first lines of the poem. Prelutsky's voice bellows through this collection of timeless poetry, which is sure to be a hit among poet enthusiasts, and even students who claim to disdain poetry.

4. REVIEW EXCERPTS
* PUBLISHER'S WEEKLY: "The sassy selection of nonsense rhymes and puckish poems will further endear Prelutsky to his many fans. Meanwhile, partner-in-crime Stevenson peppers the pages with his inimitably impish sketches."
* SCHOOL LIBRARY JOURNAL: "The verse is fresh and catchy with sparking wordplay and unexpected rhymes, and Stevenson's line drawings project the humor with verve."
* BOOKLIST: "The words have a bouncing rhythm that's great for reading aloud, and Stevenson's small, scribbly, casual ink drawings extend the humor with character and mischief."

5. CONNECTIONS
* Have students pick their favorite poem to read aloud from the collection.
* Have students try their hand at writing a concrete poem, or a funny rhyming poem, using these poems as inspiration.
* Read other collections by Prelutsky and Stevenson, including:
SOMETHING BIG HAS BEEN HERE
0688964345
A PIZZA THE SIZE OF THE SUN
0688132359
THE NEW KID ON THE BLOCK
0688022715

Poetry: Kristine O'Connell George

2006-10-07T20:34:00.000-07:00

1. BIBLIOGRAPHY
George, Kristine O'Connell. 1999. LITTLE DOG POEMS. Ill. by June Otani. New York, NY: Clarion.
ISBN 0395822661

2. PLOT SUMMARY
A day in the life of Little Dog is told in a series of thirty short poems. The little terrier and his master, a young girl, begin their day in bed with Little Dog's cold nose. Little Dog then faces everyday occurrances in the day of a dog, such as barking at the vacuum cleaner, "Enemy"; going for a "Car Ride"; playing "Hide and Seek" with dog cookies, until it is "Bedtime" and Little Dog snuggles into bed with his mistress.

3. CRITICAL ANALYSIS
Each of the thirty poems is a small glimpse into the daily life of Little Dog. Most of the poems are comprised of less than twenty, carefully chosen words, which lend themselves to be read orally. Some of the poems have haiku-like qualities, and all of the poems have fun simple rhythm. The placement of text that accompanies several of the poems helps visually to express the poem, such as "Morning Nap", in which the words curve in a circle indicating the dog turning in circles before laying down for his nap. Carefully placed pauses also help to enhance the poems, such as in "Air Traffic Control",

Shhhh.

Little Dog must rest
after chasing
that airplane

away.

While the poems are sweet and satisfying, by themselves they wouldn't be too inviting. While some of the poems would stand alone for children who love dogs, others might seem rather bland, such as:
"Thief

Oh, Dog.

I bought you toys.

Why my new socks?

However, Otani's watercolors bring these poems to life. Each poem is illustrated with endearing paintings of Little Dog, his mistress, and his adventures. With broad brushstrokes and vibrant colors, Little Dog's character is revealed. Otari is able to show the many expressions of Little Dog, though his eyes barely peek through his mops of fur.

4. REVIEW EXCERPTS
* KIRKUS REVIEWS: "A charming glimpse of life with a small dog, and its small but satisfying pleasures."
* HORN BOOK: "Otani's pen-and-watercolor illustrations make a fine complement to the verse, characterizing the pair as curious and alert as well as affectionate."
*SCHOOL LIBRARY JOURNAL (STARRED): "Balancing simplicity with eloquence, the haiku-like verses make an inviting introduction to poetry."

5. CONNECTIONS
* Have students write Big Dog poems, then compare and contrast how Big Dog's day would be different from that of Little Dog.
* Chronicle the day in the life of another pet in poems. Have students write and illustrate poems about different pets such as a goldfish, a turtle or a guinea pig.
* Share other dog poetry including:
LITTLE DOG AND DUNCAN (companion to LITTLE DOG POEMS) by Kristine O'Connell George
ISBN 061811758X
IT'S ABOUT DOGS by Tony Johnston
ISBN 0152020225
FROM THE DOGHOUSE: POEMS TO CHEW ON by Amy E. Sklansky
ISBN 080506673X

Genre 3: Poetry; Verse Novel

2006-10-07T16:59:00.000-07:00

1. BIBLIOGRAPHY
Wolff, Virginia Euwer. 1993. MAKE LEMONADE. New York, NY: Henry Holt and Company.
ISBN 0805080708

2. PLOT SUMMARY
Told in verse is the story of 14-year-old LaVaughn, a girl growing up in the projects, but determined to better herself by going to college. Knowing her widowed mother could never afford college tuition, LaVaughn looks for employment, and her life is soon interwoven with that of Jolly's-- a teenage mother with two young children, Jilly and Jeremy. LaVaughn babysits the children while Jolly works nights, and LaVaughn is exposed to what life for her may look like if she can't escape her neighborhood. Living in poverty and squalor, Jolly is beaten, sexually harrassed, and fired from her job. LaVaughn then has to learn who she really is, and what she is willing to do to get what she wants out of life. She is torn between wanting to continue to help Jolly, and the fear of helping Jolly so much that she abandons her own dreams. Ultimately, LaVaughn emerges a stronger and wiser soul, and she is able to assist nearly illiterate Jolly with going back to school and getting the assistance she needs.

3. CRITICAL ANALYSIS
In this gritty, moving novel, Wolff uses verse to tell LaVaughn's story. The use of verse works well, allowing the personas of LaVaughn and Jolly to be fully developed. Figurative language further allows readers to emotionally see and feel the characters' hardships, such as when LaVaughn says,
"This word COLLEGE is in my house,
and you have to walk around it in the rooms
like furniture."
Wolff uses hard, distinctive language, which further allows the reader to visualize what is happening, such as when Jolly returns home beaten, and LaVaughn says,
"Then I go back to the people in the room.
Jolly's taking Jilly from me, holding her against her neck,
and Jeremy's jumping out of the way of Jilly's kicking feet,
and he's wondering what to do with his towel,
and I look around and see I'm the only one not crying
in the whole house
so I go get the ice."
The language is also realistic to the story's setting, with slang and grammatical errors peppered throughout. Emotionally heartwrenching, yet uplifting simultaneously, Wolff's incredible use of voice will appeal to adolescents, eager to read a story which will resonate with them personally, make them consider their future, and give them a glimpse into the lives of teenage mothers and those in poverty.

4. REVIEW EXCERPTS
STARRED-- PUBLISHER'S WEEKLY:
"Radiant with hope, this keenly observed and poignant novel is a stellar addition to YA literature."
SCHOOL LIBRARY JOURNAL:
"This stunning work belongs in every public and high school library."
POINTER-- KIRKUS REVIEWS:
"Hopeful-- and powerfully moving."
Winner, Golden Kite Award for Fiction
ALA Best Book for Young Adults
Booklist Top of the List

5. CONNECTIONS
* Have students research available resources for teenage mothers in their area. Are programs available such as those that Jolly participated in?
* Have students research college costs and brainstorm ways they might earn the necessary money for college.
* Have students practice writing a short story in verse.
* Read the sequel to MAKE LEMONADE:
TRUE BELIEVER by Virginia Euwer Wolff
ISBN 0689852886
* Read other verse books and then compare elements used such as voice and characterization:
CRASHBOOMLOVE by Juan Felipe Herrera
ISBN 0826321143
LOVE THAT DOG by Sharon Creech
ISBN 0064409597
SHANGHAI MESSENGER by Andrea Cheng
ISBN 1584302380
WITNESS by Karen Hesse
ISBN 0439272009

Folktale retold by Ed Young

2006-09-24T19:30:00.000-07:00

1. BIBLIOGRAPHY
Young, Ed. 2004. THE SONS OF THE DRAGON KING: A CHINESE LEGEND. New York: Simon & Schuster. ISBN 0689851847

2. PLOT SUMMARY
Young retells the ancient Chinese folktale of the Dragon King. According to legend, each of the Dragon King's nine sons, at first seem lazy or participating in behavior improper as the son of a king. The Dragon King visits each of his nine sons, and at first is dismayed at what each seems to be doing. After reflecting and contemplating, however, the Dragon King recognizes the unique talents each son posesses, and how they can use their skills productively. For example, when the Dragon King visits his sixth son, Ba-Sha, he finds him frolicking in the Great Water rather than working. The Dragon King, realizing his son's strength in swimming, helps his son to recognize he can guard those using the Kingdom's rivers and lakes. Young then shows how Ba-Sha still watches by his image remaining in the architecture of the bridges. The other sons are still reflected as well in Chinese art and architecture.

3. CRITICAL ANALYSIS
This retelling of an ancient Chinese folktale contains strong elements important to folktales. Repeated patters and elements are in the story, such as the number nine, which is an important factor in the story and in many Chinese folktales. The story follows a repetitive pattern as each son is introduced, his theoretical shortcoming explored, and his strength uncovered. Many Chinese folktales reward gentleness and sacrifice, and this is the case in this story, as each son learns to serve the community. The setting also follows traditional folktales as the story occurs in the distant past, but time passes quickly as the Dragon King is able to visit each son without spending any obvious time traveling. Young's brush and ink illustrations are a gift to this retelling. Traditionally Chinese, the illustrations are primarily black and white, with a small amount of red. The effect is masterful; each illustration flows with thick brush strokes, giving the feel of melody to accompany the text. As each son's virtue is discovered, on the right of the double-page spread, the illustrations are made from cut paper, and are more sharp, distinct, and have the addition of more red ink. The story alone will be appealing to children, but the illustrations are what stands out and make this retelling a classic.

4. REVIEW EXCERPTS
BOOKLIST: "The ink-wash portraits of the exuberant young dragons are probably reason enough to buy this book; readers of any age will marvel at how much Young can accomplish with just a few sinuous strokes of his brush."

5. CONNECTIONS
* Find other retelling of the Dragon King and compare and contrast them to Young's.
* Practice painting dragons with ink and brush.
* Look at Chinese architecture for the son's legacies.
* Read other Chinese folktales including:
TWO OF EVERYTHING: A CHINESE FOLKTALE by Lily Toy Hong. ISBN 0807581577
MOUSE MATCH: A CHINESE FOLKTALE by Ed Young. ISBN 0152014535
THE JADE STONE: A CHINESE FOLKTALE by Caryn Yacowitz. ISBN 1589803590

Alvin Schwartz Folklore Connection

2006-09-24T19:12:00.000-07:00

1. BIBLIOGRAPHY
Schwartz, Alvin. 1991. SCARY STORIES 3: MORE TALES TO CHILL YOUR BONES. Ill. by Stephen Gammell. New York: HarperCollins. ISBN 0060217944

2. PLOT SUMMARY
This spooky and eerie collection of scary stories is folklore at its creepiest. Schwartz has put together his third edition of ghost stories, legends from around the world, and both ancient and modern folklore. There is also a detailed bibliography of books and articles related to the stories and folklore. Following the stories are comprehensive notes and sources explaining where each story originated from. Some stories such as "The Trouble", in which a teenage poltergeist was suspected of causing household disturbances, are based on existing records.

3. CRITICAL ANALYSIS
This collection of stories is an ideal collection of folklore, perfect for reading aloud, or to whisper in the dark. Some retellings may be familiar to young readers, but most will not be, and readers are bound to be enthralled with the varied assortment of stories. Most stories are short, with perfect surprise and unforseen endings. Stephen Gammell's black and white drawings match Schwartz' text perfectly. The drawings are macabre and ghastly, with bulging eyes, long pointy teeth, and exquisite depictions of ghouls and ghosts. The notes and souces section remains interesting even for younger readers, drawing them in to learn more about the origins of each story.

4. REVIEW EXCERPTS
KIRKUS REVIEWS: "Perfect for reading alone or aloud in a dimly lit room."
SCHOOL LIBRARY JOURNAL: "Guaranteed to make your teeth chatter and your spine tingle."

5. CONNECTIONS
* Turn off the lights in the room, light candles, play spooky music and read some of these tales.
* Pretend to have a campfire; sit around it eating marshmallows, and read some of these.
* Take turns changing the stories slightly to make them more spooky.
* Read other spooky tales including:
IN A DARK, DARK ROOM AND OTHER SCARY STORIES by Alvin Schwartz. ISBN 0064440907
SPOOKY CAMPFIRE STORIES by Amy Kelley. ISBN 1560448679
STORIES FOR AROUND THE CAMPFIRE by Ray Harriot. ISBN 0961765305

Genre 2 Traditional Literature: Cinderella variant

2006-09-24T18:19:00.000-07:00

1. BIBLIOGRAPHY
San Souci, Robert D. 1998. CENDRILLON: A CARIBBEAN CINDERELLA. Ill. by Brian Pinkney. New York: Simon & Schuster. ISBN 0689848889

2. PLOT SUMMARY
San Souci and Pinkney collaborate for this Cinderella variation, set on the Caribbean island of Martinique. Told from the godmother's perspective, with pepperings of French Creole, this version incorporates, but alters somewhat, the traditional elements of a Cinderella story. The godmother, a poor washerwoman, is left a magic wand, and discovers she has the power to help her goddaughter. Cendrillon's mother dies, and Cendrillon is forced into a miserable life of servitude for her mean stepmother and stepsister. The godmother evokes magic from her wand to transform many objects for the ball, including turning breadfruit and agoutis (rodents) into a coach and horses. In traditional Cinderella fashion, the lost slipper fits only Cendrillon, the prince loves her for who she is, and they are married in a lavish wedding.

3. CRITICAL ANALYSIS
This story utilizes many traditional elements found in folktales, such as single-faceted characters who are either good or evil. The plot is satisfying and logically sequential. The story also lends itself to being read orally,and magic elements and transformations are successfully incorporated into the style. Pinkney's vibrant, overflowing scratchboard, luma dies, gouache, and oil paints with their rich, colorful hues, and many beautiful borders encompass the text. This story should have a wide appeal to young listeners who will enjoy a different Cinderella variant from another culture.

4. REVIEW EXCERPTS
SCHOOL LIBRARY JOURNAL: "The result is an outstanding Cinderella variant for any collection."
BOOKLIST: "A vital rendition of an old favorite."

5. CONNECTIONS
* Compare and contrast this Cinderella version to other Cinderella variants.
Look to compare such things as:
Cinderella's name
Prince Charming
Fairy Godmother
Country of origin
Are magical numbers used?
How does good triumph over evil?
Are there lessons or morals to each story?
* Look on a globe to see where other Cinderella variations take place.
* Have students write their own Cinderella story, perhaps taking place in another time or place.
* Other Cinderella variations include:
THE ROUGH-FACE GIRL by Rafe Martin, illus. by David Shannon. ISBN 06898116267
SOOTFACE: AN OJIBWA CINDERELLA STORY by Robert D. San Souci, illus. by Daniel San Souci. ISBN 044041363X
BIGFOOT CINDERRRRRELLA by Tony Johnston, illus. by James Warhola. 0698118715
PRINCE CINDERS by Babette Cole. ISBN 0698115546

Creation of Children's Picture Books

2006-09-06T22:27:00.000-07:00

1. BIBLIOGRAPHY
Cummings, Pat. 1999. Talking with Artists. New York, NY: Clarion Books.
ISBN 0395891329

2. PLOT SUMMARY
In the third volume of the series, Pat Cummings interviews thirteen children's book illustrators. Each conversation with an artist follows the same format. First, the illustrator talks about their childhood and how they became interested in becoming an artist. They then answer questions about their everyday life and their work. Each artist also includes tips or advice for aspiring young artists.

3. CRITICAL ANALYSIS
Cummings presentation of each artist is done in a way which most children will find appealing and approachable. Each artist including Peter Sis, and Paul O. Zelinsky have pictures of themself and artwork from their childhood. There is also a present day photograph and a recent illustration from each artist. Many of the artists have included photographs of their children or pets as well. Children who are interested in artwork or illustrating will find this title interesting, and will enjoy features such as what a normal day is like to the artist, and how they were able to get their first artwork published. The text is conversational and reachable for children. Some of the artists may not be familiar to the readers, and they therefore may not be interested in reading about these less familiar names. This book lacks information for children doing research on particular illustrators, such as how many books they have illustrated or the titles of each one.

4. REVIEW EXERPTS
School Library Journal: "While many readers will find the artists' tips that conclude the volume useful, all will appreciate these insightful conversations."
Booklist: "A special treat for budding artists and wonderful for teachers."

5. CONNECTIONS
* Pair a book written or illustrated by one of the featured artists with the corresponding information about the artist.
* After learning about the specific artistic techniques an illustator prefers, compare multiple books by that illustrator to see if their techniques vary. Compare earlier to later works to see if changes in techniques can be observed.
* Have the children try out some of the artists' secret techniques, such as Kevin Hawkes method for drawing an eye, or Peter Catalanotto's way to make an object look like it's moving.

Picture Book illustrated by Chris Raschka

2006-09-06T21:58:00.000-07:00

1. BIBLIOGRAPHY
Juster, Norman, 2005. The Hello, Goodbye Window. Ill. by Chris Raschka. Michael di Capua Books.
ISBN 0786809140

2. PLOT SUMMARY
A little girl's Nanna and Poppy have a special "Hello, Goodbye Window" in the kitchen of their home. Life happens on both sides of the window; family stories are shared along with giggles, stars are counted, and good mornings are said to the garden. The little girl and her grandparents experience everyday happy moments including making breakfast and gardening, until the girl's parents pick her up to go home. The little girl imagines a time when she might be a Nanna herself, and she envisions her own special Hello, Goodbye Window.

3. CRITICAL ANALYSIS
Juster's writing flows well in this story, with simple yet expressive text. Reaching its youngest listeners, the text allows readers to think about their own pleasant experiences with grandparents. Feelings come alive through the words and the use of language, such as Poppy saying in a real loud voice out the window, "HELLO, WORLD! WHAT HAVE YOU GOT FOR US TODAY?"
Raschka's loose and colorful watercolors help to bring the story to life. The illustrations are playful and joyous, and they encompass the text, enhancing the story. The looseness of lines and details in the illustrations correspond directly to the happy text, allowing readers to think of a simpler time.

4. REVIEW EXCERPTS
Starred Review from The School Library Journal: "The artwork is at once lively and energetic."
Starred Review from Booklist: "Raschka's swirling lines, swaths, and dabs of fruity colors seem especially vibrant..."

5. CONNECTIONS
* Talk about the role grandparents play in our lives and the special things we do with them.
* Read other picture books about relationships with grandparents, including:
Uslnader, Arlene. That's What Grandparents are For. ISBN 0939217600
Hamanaka, Sheila. Grandparent's Song. ISBN 0688178529
Gritz, Ona. Tangerines and Tea, My Grandparents and Me: An Alphabet Book. ISBN 0810958716

2006-09-05T22:27:00.000-07:00

Caldecott Winning Picture Book Review

1. BIBLIOGRAPHY
Wiesner, David. 2001. The Three Pigs. New York, NY: Clarion Books.
ISBN 0618007016

2. PLOT SUMMARY
Wiesner's retelling of the classic story, The Three Little Pigs, takes a decidedly different twist. The story begins the way we remember, with the three pigs building their houses, and the Big, Bad Wolf blowing down the houses to eat the pigs up. This time, however, the first pig gets blown right out of the story; he then gets the other pigs to follow him. The three pigs then travel, having their own adventures outside the confines of the book. Adventures abound, as the three pigs meet up with the cat and the fiddle, and a dragon, both who join them in their trek.

3. CRITICAL ANALYSIS
Wiesner's retelling of the story is fresh, witty, and enthralling. His illustrations unfold using a multitude of techniques and medi, including watercolor, gouache, colored inks, and colored pencils. A feast for the eyes, the characters lifelike expressions are both comical and endearing. The use of shadowing further enhances the illustrations, allowing the pigs to look more realistic. From their wrinkled pig noses, to their raised eyebrows and opened mouths for speech bubbles, the colors, lines, and details are Caldecott deserving.
This is not simply a book with amazing illustrations though. The story is delightful, superbly complementing the illustrations. As the pigs travel through the story, meeting other storybook characters, the reader is easily caught up in this world. Wordless double page spreads continue the story effortlessly through the illustrations. The pigs gleeful exhuberance is contagious, as Wiesner plays successfully with the text, enabling the pigs to catch stray letters the cumbersome dragon bumps from the story. This new version of the age-old story is sure to be a classic for generations to come.

4. REVIEW EXERPTS
Starred Review in School Library Journal: "Witty dialogue and physical comedy abound."

Starred Review in Booklist: "Wiesner has created a funny, wildly imagined tale that encourages kids to leap beyond the familiar..."

5. CONNECTIONS
* Look at other Caldecott Medal and Honor books by David Wiesner including:
Sector 7 ISBN 0395746566
Tuesday ISBN 0395551137
Free Fall ISBN 059045983X
Compare and contrast the illustrations and media used. Discuss different types of media that may be unfamiliar to children such as gouache.

* Compare this retelling of the Three Little Pigs to other versions of the story:
Seibert, Patricia. The Three Little Pigs. ISBN 1577683676
Scieszka, Jon. The True Story of the Three Little Pigs by A. Wolf. ISBN 0140540563
Trivizas, Eugene. The Three Little Wolves and the Big Bad Pig. ISBN 068981528X

the blog begins

2006-08-28T21:04:00.000-07:00

This blog was created primarily for posting book reviews for my TWU graduate class, LS 5603, Literature for Children and Young Adults. I previously tried to start a blog related to one of my other passions, scrapbooking, but I didn't get too far. I guess as this is a requirement, I will delve further into it this time! I am excited to be reading and reviewing children's books as it will enable me to make some great selections for my new library at Quail Run Elementary School in San Ramon, CA.