Module 15 - Go Ask Alice

Module 15 - Go Ask Alice

Summary

Alice, a pseudonymous 15 year old girl, is struggling with puberty and sexuality, a new school after a family move, and finding romance with a boy she likes.  She starts taking the wrong path when she does drugs at a party.  She begins experimenting with drugs and sex, and loses her virginity to the wrong boy while high.  when she is sober, she is gripped with regret and shame over what her family and Roger, her crush, would think if they knew.  Her family begins to notice changes in her as well, as she is not associating with former friends but with new, less savory ones.  Despite her repeated vows to kick the drugs, she continues to use drugs and to sell them.  She and her new friend Chris run away to California, where they get jobs and meet new people.  They are invited to party with the new people and soon realize that they are being abused while high.  They move away, but their new apartment is raided and they are caught with drugs.  She continues traveling all over, visiting various drug hot spots, meeting other addicts, and resorting to prostitution to obtain drugs.  She meets a priest who helps runaways, and he tries to reunite her with her worried family.  She goes back home and vows again to quit the drugs.  This is more difficult than she expects, as the other kids at school try to draw her back into bad habits.  They even lace her food with LSD, which lands her in a psychiatric hospital.  After she gets out of the hospital, she begins to make better friends and build a new life.  She ends the diary on a positive note, but then a note is written in that she was found dead of an overdose three weeks after the diary ends.  It is not clear if she died of suicide or by accident.

My impressions

While I doubt that the speaker or writer really is a 15 year old girl, this book showed believable consequences for drug use.  It wasn't necessarily an enjoyable read though.  It is something of an emotional roller coaster.  I felt bad for Alice and I kept wishing for her to be a better and stronger person.  I was happy toward the end when it looked like she was going to be able to kick her bad habit, but then she ends up dead.  I can see where this would be a good read for a young person struggling to fit in or thinking about drugs, but I didn't think it was fun to read.

Reviews

Because of the age on this one, there were no reviews from academic sources like Booklist or Kirkus.  Librarian blogs on the School Library Journal website felt that it was "lame," "crappy", and outdated, but noted that readers still check it out (Leila, 2010, Bird, 2010, & Norwood, 2010).  School Library Journal blogger Elizabeth Bird even opines that "Go Ask Alice is just awful" (Bird, 2010).  

Use in a library

I think an interesting way to use this one in a library would be to have readers compare this book to contemporary books of the same genre, such as Ellen Hopkins' books.  It would be interesting to get them to discuss why this one does or does not work, and to look at the way modern books handle similar topics. I think this one would also be a good way to lead in to a discussion about readers' rights and the Library Bill of Rights.  The more people know about their rights, the more they can work to protect them.  It is also a good way to start a conversation on respecting things you don't agree with.  With politics and the media as polarized as they are right now, it would be great to instill lessons of intellectual tolerance now rather than try to teach it retroactively later.

References

Anonymous. (1971). Go ask Alice.  New York: Simon & Schuster Books for Young Readers.

Bird, E. (2010).  Fusenews: And that's not even counting the kids named Renesmee.  Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2010/05/13/fusenews-and-thats-not-even-counting-the-kids-named-renesmee/.


Leila. (2010). Go Ask Alice challenged in New York.  Retrieved from http://bookshelvesofdoom.blogs.com/bookshelves_of_doom/2010/05/go-ask-alice-challenged-in-new-york.html.

Norwood, S. (2010). Susan writes about getting black boys to read.  Retrieved from http://blog.schoollibraryjournal.com/practicallyparadise/2010/10/31/susan-writes-about-getting-black-boys-to-read/.

Module 14 - The Monsterologist

Module 14 - The Monsterologist

Summary

This is a poetry collection written by a monsterologist, one who studies monsters. He has collected letters and interviews from different scary creatures like Dracula, Bluebeard, Grendel, trolls, ogres, witches, etc.  It also includes some silly, not-so-scary monsters like the Verbivore that eats verbs from books, and the sock eating monster from the laundry.  It portrays each monster's piece in verse, and uses various action elements like flaps to keep the audience interested.

My impressions

This book is wonderful.  If we are judging by its cover, it is just a beautiful book.  The cover is a heavy red embossed leather.  The end pages are vintage-looking stamps, and each interior page has amazing style and illustrations.  The poems for each of the monsters are delightfully funny and a re a great way to introduce young readers to verse forms in an entertaining way.  It avoided being too scary by leaving things to the imagination.  One example was Bluebeard's ad.  This entry is short and the reader would have to know the Bluebeard story already to understand it, so it is age-appropriate for even younger children. 

Reviews

Reviewers had mixed feelings about this one.  Booklist's Ian Chipman found "the quality of the poems is wildly inconsistent, sometimes even from line to line" but generally liked the book's "bursts of devilish humor and winking creepiness" as well as its "well-designed pages" (Chipman, 2009). Horn Book's Beth Meister noted the "varied mixed-media illustrations accompany the entertaining tongue-in-cheek snapshots of popular monsters" (Meister, 2010). 

Use in a library

Since this book is so fun, it could be a great way to get young readers writing and reading poetry, while removing the homework connotation that poetry often has.  It is intended to be "a memoir in rhyme."  I think it would to fun to have readers follow suit and make their own memoirs in verse.  They could write about their own lives, or they could study something and create a volume to be extend the "Ology" line.  Students could have a great time writing and sharing their own works, while learning to manipulate poetic forms. 

References

Chipman, I. (2009). The monsterologist: A memoir in rhyme. Booklist 106(2): p. 6. Retrieved from Literature Resource Center.

Katz, B. (2009).  The monsterologist: a memoir in rhyme.  New York: Sterling Pub. Co.

Meister, B. L. (2010). Katz, Bobbi: The monsterologist: A memoir in rhyme. The Horn Book Guide,  21(1): p. 166. Retrieved from Literature Resource Center.

Module 13 - Babymouse: Heartbreaker

Module 13 - Babymouse: Heartbreaker

Summary

Babymouse loves Valentines Day, but school is not a very romantic place.  There are mean girls, gross boys, and locker problems.  Babymouse hears there will be a school dance, and wonders who will ask her.  The days pass and no one does.  She tries asking people and still has no luck.  Finally, Babymouse decides to go to the dance by herself.  She gets a new dress and goes, but everyone came with a date and Babymouse doesn't get to dance.  At the end of the dance, Georgie the giraffe invites her to dance.  He tells her that she is the prettiest girl their and didn't ask her because he figured she already had a date.  They dance and take the dance photograph together, and Babymouse leaves happy.

My Impressions

I loved this book!  I am new to the graphic novel genre, but after this one I am hooked!  The story is adorable and the character and her problems are relatable (I remember dealing with similar school dance issues in middle school and can sympathize).  The illustrations were fun too, and really enhanced the text.  I would recommend this one to any student looking for something fun to read.  I also think that this series could be a way to open dialogue with reluctant parents because it actually required more sophistication than I expected (allusions to Gone with the Wind and Dirty Dancing were definitely a surprise).  I was skeptical of graphic novels, but I am now more than willing to convince parents that they are not glorified comic books filled with obscenity.  I am also going to do more of my own explorations into graphic novels because I liked this one so much.

Reviews

Horn Book Magazine reviewer KF praised the book and "Holms' valuable and never-too-early messages of self-respect and self-worth" (KF, 2007).  The reviewer also notes that "the text and illustrations successfully differentiate between reality and daydreams, and there's a good amount of humor injected into both" (KF, 2007).  There were no other reviews available of this book, but reviewers liked the series  and character in general, noting that "Babymouse is a smart, spirited, and creative young rodent who spends most of her time daydreaming about a glamorous life filled with excitement and adventure," which is a character readers can really relate to and enjoy (Gorman, 2008).

Use in a library

Part of the fun of this book is how real Babymouse's problems are.  The authors really captured middle school problems, at least as I remember them from back in the Dark Ages.  I think it would be really fun to have a book club that reads this series and then have club members collaborate to make and present their own graphic novels.  This would engage their creativity, while encouraging them to express themselves in new forms.  It could also be good to have readers compare this series to other graphic novels series and talk about the similarities and differences they exhibit.

References

Gorman, M. (2008).  Graphic novels rule!  The latest and greatest for young kids.  School Library Journal.  Retrieved from http://www.libraryjournal.com/slj/reviewsgraphicnovels/858753-317/graphic_novels_rule_the_latest.html.csp.


Holm, J. & Holm, M. (2006). Babymouse: Heartbreaker.  New York, NY: Random House Books for Young Readers.

K. F. (2007). Jennifer L. Holm and Matthew Holm: Babymouse: Heartbreaker. The Horn Book Magazine 83(1), p. 67. Retrieved from Literature Resource Center.

Module 12 - Fabulous! A portrait of Andy Warhol

Module 12 - Fabulous!  A portrait of Andy Warhol

Summary

Fabulous! is an illustrated biography of Andy Warhol's life, as he grew up, began working in commercial art, and found success in creating the new genre of pop art.  As a child, he was sickly, but very artistic.  He was also bullied, and immersed himself in art to express his feelings.  He began working in the field of commercial art, illustrating for a magazine in New York.  He crossed over to the field of fine art with his paintings of Campbell's soup cans.  His success led to the creation of his atelier, which he called "The Factory."  He was controversial but successful until his death during a seemingly-routine surgery.

My Impressions

I really liked this book.  I liked how it was organized into periods of his life.  The chronology was clear and strong.  I also really liked the illustrations.  They were detailed and interesting, and did a great job of bringing the text to life.  I also liked that the author provided additional details about the artist's life in the notes, so that a student who wanted to know more could keep reading.  I liked also that this book is appropriate for younger readers, but still interesting for an adult reader.  The one criticism I would make is that there were renditions from the author of Warhol's work but no reproductions of his actual work.

Reviews

Reviewers liked this book also.  School Library Journal's Allison Tran noted that the "bulk of the narrative is fact-based, tracing major milestones in Warhol’s personal and professional life through well-organized chronological flashbacks" (Tran, 2011).  She also mentioned the strength of the illustrations and that Warhol's "triumphs despite his social difficulties will prove inspirational for young readers who feel as if they don’t quite fit in" (Tran, 2011).  Booklist's Ilene Cooper agreed, noting that "the bursts of text are set against striking illustrations" which are done by the author in a style that pays tribute to Warhol's own style (Cooper, 2011).  Cooper feels that "kids will be moved to explore his art, which is precisely the sort of relationship between biography and the real world that authors strive for" (Cooper, 2011). 

Use in a Library

To piggyback off of Cooper's review, I think this book would be a great place for readers to start exploring Warhol's art.  After reviewing this book, they can start looking at reproductions of his paintings.  Then, readers can try painting the things in their lives, creating their own expressive styles.  If a library isn't equipped to perform this type of program, it might be possible to collaborate with an art teacher who can assist.  Not only would this be fun but it would be a great chance to foster connections between the library and either other parts of students' school or cultural community.  If a museum is nearby, librarians could try and arrange a site visit with a docent who can talk more about Warhol's work and other art from the same time period. 

References

Christensen, B. (2011). Fabulous!  A portrait of Andy Warhol. New York, NY: Henry Holt and Co.

Cooper, I. (2011). Fabulous! A portrait of Andy Warhol. Booklist 107(19-2), p. 78. Retrieved from Literature Resource Center.

Tran, A. (2011). Pre-school to grade 4: Christensen, Bonnie, Fabulous!: A Portrait of Andy Warhol.  School Library Journal.  Retrieved from http://www.libraryjournal.com/slj/printissuecurrentissue/889887-427/preschool_to_grade_4.html.csp#non.

Module 11 - Luba: The Angel of Bergen-Belsen

Module 11 - Luba: The Angel of Bergen-Belsen

Summary

Luba, a survivor in a concentration camp, is wondering why she is still alive when she hears the sound of crying children.  She goes out into a frozen field and finds 54 children who have been left to die by their Nazi captors.  She and the other prisoners bring them into the barracks and shelter them.  Luba uses cunning and negotiation to hide and feed the children until the camp is liberated at the end of the war.  In the end, 52 of the children are still alive because of Luba's efforts.

My Impressions

I liked this book because it presents the idea that one person who is willing to work can make a difference.  When good people stand up against tyranny, violence, or injustice, they can have an effect.  It also put a human face on the Holocaust, which can be a hard subject to connect with because of how horrific it can be.

Reviews

Publisher's Weekly offered guarded praise for this book, noting that "more of a context may be needed for the message to resound in its fullness, but this is a welcome story of hope" (Anonymous, 2003).  The reviewer criticized McCann's presentation of the "miraculousness of the children's survival as opposed to the notorious conditions of the camp," and the illustrations which "show what appears to be a carefully crafted view of Bergen-Belsen: no immediate acts of brutality are depicted, and other hardships are downplayed" (Anonymous, 2003).  Booklist reviewer Hazel Rochman concurred, stating that "children will need the useful introduction and afterword to fill in the facts about the millions who did not survive" (Rochman, 2003).

Use in a Library

Keeping in mind the criticism from reviewers, I think this book would be a good way to enrich and humanize a Holocaust unit.  It would not be good on its own, but it could be used in conjunction with several non-fiction works as well as The Diary of Anne Frank, whose author died in Bergen-Belsen.  It would be a great way to help students looking at Holocaust literature to understand that the Holocaust happened to real people.  This book is a hopeful way to drive home the history of World War II.

References

Anonymous. (2003).  Luba: The Angel of Bergen-Belsen." Publishers Weekly, 250(51), p. 61. Retrieved from Literature Resource Center.

Rochman, H. (2003). McCann, Michelle R. Luba: the Angel of Bergen-Belsen. Booklist, 100(5), p. 494. Literature Resource Center.  

Tryszynska-Frederich, L, and McCann, M. (2003).  Luba: The angel of Bergen-Belsen. Berkeley, CA: Tricycle Press.

Module 10 - Boxes for Katje

Module 10 - Boxes for Katje

Summary

After World War II, Katje's town experiences hardships and shortages of food, clothing, and other supplies.  One day, Katje receives a box in the mail from a children's aid society.  It contains supplies, which she shares with her neighbor.  She writes the sender, a girl named Rosie, a thank-you note and tells of what hardships the box is curing.  Then another box arrives.  The girl who sent the first box was touched by Katje's hardship and sent more things.  Katje shares the box again, and writes another thank-you note.  This cycle is repeated several times.  The boxes help the whole town survive the winter.  In the spring, Katje and her whole town gather tulip bulbs to send to Rosie and her town in thanks for the generosity that helped them survive.

My Impressions

This book was a feel-good read.  I liked that Katje and her town were saved by Katje's gratefulness and Rosie's generosity.  I liked that Katje repaid the kindness she received from Rosie by sending the boxes of bulbs.  In an entitlement society, both gratefulness and concern for others are refreshing but in short supply.  I like that this book had both.  I also like that this book is based on the author's mother's experience.  That makes the story even more interesting.

Reviews

Booklist's Kathleen Odean called the story moving and noted that "the lively illustrations, in colored pencil, oil pastel, and acrylic, pack lots of color, pattern, and historical details onto every expansive page" (Odean, 2003).  School Library Journal's Grace Oliff also mentioned "carefully researched illustrations reflect dress, architecture, and other period details" that are sure to draw readers in (Oliff, 2003).

Use in a library

This book would be a great way to introduce a holiday food or coat drive or a volunteer day.  For some readers it may be difficult to understand the hardships that some people live with on a daily basis.  This book is a gentle way to start the conversation about what is valuable, what is needed, what is important.  It can also help readers see the impact they can have if they work together.  Oliff included this book as part of a unit on hard times.  With the Thanksgiving holiday coming up, a unit like that might be a good way to get kids talking about what they are thankful for.

References

Fleming, C. (2003). Boxes for Katje.  New York, NY: Farrar, Straus and Giroux.

Odean, K. (2003). Fleming, Candace. Boxes for Katje. Booklist: 100(1), p. 128. Retrieved from Literature Resource Center.

Oliff, G. (2003). Family challenges: Tight times. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA318991.html.

Module 9 - Acceleration

Module 9 - Acceleration

Summary

While working in the lost and found of the Toronto subway company, Duncan finds a diary that looks to bethe work of a burgeoning serial killer who is tracking possible women victims on the subway.  After attempting to turn the book in to the police who do not take him seriously, Duncan and his friends begin to try to solve the mystery of the would-be killer's identity.  The use the library (awesome!) to check out books from an FBI profiler and begin to work on mapping possible suspects.  They find a gentleman that looks promising and follow him home.  When Duncan enters his house, his suspicions are confirmed.  The would-be killer comes home and finds Duncan there.  A battle ensues and the killer follows Duncan to the subway, pushing him on to the tracks.  Duncan pulls the suspect onto the tracks and manages to roll out of the way while the killer is hit by a train.

My Impressions

I liked this book.  I thought the characterization of the protagonists was good and authentic for what I remember from teenage boys.  The story was good too, with suspense and realistic details.  I can see teenagers responding to the boys' empowerment also as they research and work to deduce who the killer could be.

Reviews

Reviewers gave mixed opinions on this book.  A Kirkus staff reviewer felt that "the creepy, morgue-like setting and the friendship among the teenaged boys are well-drawn, with a fair amount of humor to balance the chills" but that "readers may wonder why Duncan fails to consider certain obvious points along the way" (Anonymous, 2003).  Booklist reviewer Stephanie Zvirin gave the book a mixed review also, noting that the author "smoothly integrates snapshots from Duncan's escapades with a new buddy and his wild best friend," but "never overexploits the sensational potential of the subject and builds suspense layer upon layer, while injecting some surprising comedy relief that springs from the boys' friendship. Less convincing is Duncan's guilt for a death not of his making, which is presented as the raison d'etre for his need to find the sick killer" (Zvirin, 2003).

Use in a library

This would be a great opportunity get a law enforcement profiler to come to the library and talk about how profiling works in a real law enforcement setting.  Since investigations are a hot topic featured on prime time tv, this could become a series of law enforcement speakers if there was a demand for it.  These talks could be paired with reading non-fiction books about profiling and crime investigation, and with true crime books.  The readers could even attempt to solve the crimes themselves, possibly with input or supervision from a member of law enforcement.  This would really get readers involved in reading and the library without making the program too didactic.

References

Anonymous. (2003). McNamee, Graham. Acceleration. Kirkus Reviews 71(18), p. 1179. Retrieved from Literature Resource Center.

McNamee, G. (2003). Acceleration. New York, NY: Wendy Lamb Books.

Zvirin, S. (2003). McNamee, Graham. Acceleration. Booklist 100(2), p. 232. Retrieved from Literature Resource Center.

Module 9 - Dead Girls Don't Write Letters

Module 9 - Dead Girls Don't Write Letters

Summary

Sunny Reynolds' older sister Jasmine died in a fire in February, so when she receives a letter from Jazz in May, the whole family's world is turned upside down.  Her depressed mother and her drunken father come together again to receive the sister.  Their hopes are dashed when the girl who arrives is not the true Jazz Reynolds, but an eerily close impostor.  Sunny begins to work to uncover the girl's true origin.  She eventually uncovers that the girl impersonating Jazz was her roommate, and the girl has taken a dead person's place several times before.  The family confronts Not-Jazz.  She admits what she has done and runs away.  Sunny's parents refuse to admit that Non-Jazz was there.  One day, Sunny receives a letter in the mail that appears to be from herself, indicating the girl who took Jazz's place now intends to impersonate Sunny.

My Impressions

This book is a fun, short read.  The mystery is interesting, and Sunny is a strong and well-drawn character.  Readers who have one of those "perfect" siblings will sympathize with Sunny's feelings.  One of the interesting things about this book is that it is initially difficult to tell if Sunny's suspicions about Not-Jazz are because she doesn't care for her sister, or if they are well-founded.  The story uses this psychological element at the end as well, when the parents and grandmother don't believe the girl was there.  This is interesting as readers can't be sure at times if the issue is all in Sunny's head. 

Reviews

Reviewers praised this book but also note that it has shortcomings.  Kirkus reviewers state that the author "shows the same acute psychological observation and masterful sense of pacing of her sensational debut, but without the same depth and subtlety. While Sunny is drawn with a sensitive hand, the rest of the characters are too over-the-top to be convincing, and the plot has the feel of a drawn out short story" (Anonymous, 2003).  Kliatt reviewer Claire Rosser noted that "there are plot twists here, which the author manages to pull off if the reader isn't too questioning. A quick read for those who want easy entertainment--fast moving and intriguing" (Rosser, 2004).

Use in a library

One thing reviewers note is that this book does not compare to the author's debut novel.  An interesting use for this book would be to have readers read several of this author's works and look at the differences between several of her works.  They can look at what she does well, what she does poorly, what she does inconsistently.  So far, this author's work is enjoyable so it could be a good way to get kids reading, but also to help them examine what they are reading critically in the context of the author's body of work.

References

Anonymous. (2003). Dead Girls Don't Write Letters. (Children's Books). Kirkus Reviews: 71(4): p305. Retrieved from Literature Resource Center.

Giles, G. (2004). Dead girls don't write letters.  New York, NY: Simon & Schuster.

Rosser, C. (2004). Giles, Gail. Dead girls don't write letters. Kliatt: 38.6, p. 18. Literature Resource Center.

Module 8 - The Hunger Games

Module 8 - The Hunger Games

Summary

This book follows the dystopian society in the nation of Panem.  Every year, tributes are culled from the 12 districts to fight to the death on live tv.  This is partially for the amusement of the people in the Capitol, and partially to remind the district dwellers never to rebel again.  Katniss is a hunter and provides for her family.  When her younger sister is called as a tribute, she volunteers to take her sister's place.  She is transported to the Capitol along with the male tribute from District 12, a boy named Peeta who Katniss feels obligated to for helping save her life when her family is starving.  They are trained by the only other winner from District 12.  After days of training and ceremonies, they are transported into the arena where they will have to kill each other off.  The violence begins immediately.  Katniss gets away and uses her survival skills to succeed.  She avoids Peeta because she does not want to be the one who must kill him.  Then, a rule change is announced that two people can win if they are from the same district.  She finds Peeta, saves his life, and the two team up.  They make it in to the final 3, and the last boy dies.  Then it is announced that the rule change is invalid and only 1 person may win.  They plan to commit suicide by eating poison berries so that no one wins and the Capitol is left unsatisfied.  They are stopped and both are allowed to win, but this puts them in peril as the Capitol sees their act as one of rebellion.  They manage to convince the Gamemakers that they are deeply in love and that was the reason for their decision to eat the berries.  They are allowed to return home as victors.

My impressions

I loved the movie, so I was very excited that this book was on our reading list.  Reading the book filled in a lot of the blanks for me, because the movie would have been too long to explain everything but there were things I didn't understand because the details were missing.  (Side note: when I saw the movie for the first time, I went with a friend who had already read the book.  If not for her whispered elaborations, I would have missed on on some of the significant subtext going on). The book was much better than the movie and I thoroughly enjoyed it.

Reviews

Reviewers found this book to be powerful.   A Kirkus staff reviewer stated that this book features "impressive world-building, breathtaking action and clear philosophical concerns make this volume, the beginning of a planned trilogy, as good as The Giver and more exciting" (Anonymous, 2008).  Horn Book's Jonathan agreed, noting that "Collins has written a compulsively readable blend of science fiction, survival story, unlikely romance, and social commentary" (Hunt, 2008).

Use in a library

This book really lends itself to a book/movie comparison.  It would be interesting to have the students start with the book, then watch the movie, and talk about the differences.  The plot is pretty much the same, but the book's characterization was much richer.  It would be a good way to get readers talking about how the characters are drawn, why the book is better than the movie, and how an effective character can be rendered.  Some of the events were more clearly explained in the book also, so it would be interesting to have the readers talk about what worked and what didn't.  Readers could also  discuss how some of the internal thoughts are externalized, like the explanation of the tracker jackers and how it goes from Katniss' thoughts in the book to a Gamemaker aside in the movie.  It could also be good to have the students read the next two in the series and write the screenplays for the sequel movies. Because this book can be controversial among parents, it would be wise to get releases or to talk with parents ahead of time so they can decide if it is appropriate for their children to participate.

References

Anonymous. (2008). Collins, Suzanne: The hunger games. Kirkus Reviews. Retrieved from Literature Resource Center.

Collins, S.  (2010).  The hunger games.  New York, NY: Scholastic Press.

Hunt, Jonathan. (2008). Suzanne Collins: The hunger games. The Horn Book Magazine: 84(5): p. 580. Retrieved from Literature Resource Center. 

Module 8 - The Magic Half

Module 8 - The Magic Half

Summary

The Magic Half begins by describing a family with 5 children, two sets of twins that sandwich a singleton, Miri.  At first she thinks it is special to be a part of a family with two sets of twins, but as she grows, she begins to feel left out and alone.  The family moves to a new house, where the older twin brothers hear rumors of buried treasure and begin to dig around.  Miri finds a piece of eyeglass; when she looks through, she is magically transported to 1935 where she meets a girl who is very much like her.  She wants to save Molly from her cruel cousins and aunt.  She accidentally goes back to her own time using her own glasses, and sets about trying to return to 1935 to save Molly.  She figures out how her return must be managed, and how to ensure that history enfolds as it should.  Then she returns to 1935, arranges the details so that her future self will find the way to the past in 70 years, and rescues Molly.  When they return to their own time, they find that their actions have changed history to the point that Molly is now her sister and is from her own time. 

My Impressions

This book is adorable.  Written by the author of Ivy + Bean, it does a great job of tapping in to the feelings siblings might have about one another.  The magical elements and the girls' efforts to ensure the course of history are interesting and seem logical.  This would be a very fun book to use to introduce children to the fantasy genre.

Reviews

Most reviewers liked this book.  School Library Journal's Laura Butler notes that this "delightful tale brimming with mystery, magic, and adventure that will surely enchant readers everywhere" (Butler, 2008).  She also mentions the realism in the setting and characters, despite the magical actions taking place.  A Kirkus staff reviewer was not quite as complementary, noting that "narrative nuance and finely tuned character development are sacrificed to quick pacing and plotting, however, a trade-off that will keep middle-graders turning the pages but that may make this offering a disappointment for fans of the superb Ivy Bean chapter books" (Anonymous, 2007).

Use in a Library

Not only would this be a fun way to introduce readers to the fantasy genre, but it would be neat to include as part of a unit on time travel.  Patrons could watch a time travel movie, read at least one other time travel book, and talk about the ways the author uses the time travel device.  Kids could make artwork or write short stories about their own imaginary time travel trips, which could be posted in the library.  It could also be fun to have a competition between the finished items and let the kids design and give out the final award.

References

Anonymous. (2007). Barrows, Annie: The magic half. Kirkus Reviews.  Retrieved from Literature Resource Center.

Barrows, A. (2008). The magic half.  New York, NY: Holtzbrinck Publishers.

Butler, L (2008). Barrows, Annie. The Magic Half. School Library Journal.  Retrieved from http://www.libraryjournal.com/slj/printissuecurrentissue/860195-427/grades_5_amp_up.html.csp.

Module 7 - Ivy + Bean

Module 7 - Ivy + Bean

Summary

Bean's mother encourages her to go play with her new neighbor Ivy.  Bean doesn't want to, thinking that Ivy is bookish and dull.  She instead focuses on harassing her older sister Nancy.  One day, while unsuccessfully trying to play a prank on Nancy, Bean begins to get to know Ivy and realizes she is fun.  Ivy wants to be a witch, so the girls decorate a magic wand and try to use it to cast a spell on Nancy.  They dig up the backyard looking for the worms needed to make the spell work.  When Nancy seems them and comes out to capture Bean, they throw the worms at her.  She dances just as the dancing spell should make her, to the delight of both girls.  This is clearly the beginning of a beautiful friendship.

My Impressions

This book is very cute.  It teaches the idea of not judging a book by its cover without belaboring the point.  It just shows readers how much fun a person can have by keeping an open mind.  It also reminded me of the things my siblings and I used to do to each other.  I really enjoyed the read. 

Reviews

Reviewers liked this book.  Booklist's Ilene Cooper noted that the text will "make readers giggle" and that "what takes the book to a higher level is Blackall's artwork, which captures the girls' spirit"  (Cooper, 2006). Kirkus reviewers also enjoyed "Blackall's saucy illustrations detailing the girls' hijinks and their calamitous outcomes," and stated that "Readers are bound to embrace this spunky twosome and eagerly anticipate their continuing tales of mischief and mayhem" (Anonymous, 2006).

Use in a library

This book would be fun to use in conjunction with a book about friendship or unlikely friends.  It would be fun to have readers compare the relationships and what makes a friendship tick.

References

Anonymous. (2006). Barrows, Annie: Ivy and Bean. Kirkus Reviews:74(9). Retrieved from Literature Resource Center.

Barrows, A. (2006). Ivy + Bean. San Francisco, CA: Chronicle Books.

Cooper, I. (2006). Barrows, Annie. Ivy and Bean. Booklist:42. Retrieved from Literature Resource Center.

Module 7 - Schooled

Module 7 - Schooled

Summary

Gordon Korman's Schooled follows the story of Capricorn Anderson, a young teenager who grew up on a hippie commune with his grandmother.  He spent his childhood with very little time in contact with the outside world.  When his grandmother breaks her hip and has to stay in a hospital and in therapy for a long time, he goes to stay with his caseworker and her daughter in a nearby town.  The caseworker was raised on the commune and understands the issues Cap will have adjusting to the transition.  He has to go to a public school and experiences things like bullying for the first time but is stoic throughout due to his hippie upbringing.  Cap is elected 8th grade president as a joke, but takes the position seriously.  He begins planning the Halloween dance and is introduced to the magic (but not the realities) of a checking account.  When Cap leaves suddenly with his now-healed grandmother and the Halloween dance in cancelled due to issues with the student checking account, a rumor spreads that Cap is dead.  Some of the students hold a memorial for him, which he attends and uses as an opportunity to connect with each one of the students.  Shortly thereafter, Cap's grandmother sees the importance of being in contact with the outside world, sells the commune, and Cap is able to return to his middle school.

My Impressions

In general, I liked this book.  The characters tell the story from first person perspective, with each speaker getting their own chapter.  This structure makes for an interesting read and the students' voices seem like authentic 13ish speakers.  I like how the book progresses with Cap winning over his fellow students even though some of the things he does (like tai chi on the school lawn) are kinda different.  The one thing I did not like about the book was the ending.  At the end, grandmother Rain sells the commune land to a developer for 17 mil, buys a fancy car and designer clothes, and has plans to move the two former hippies into a condo.  Even though she says she intends to use the money for good, it seems like it is a betrayal of the hippie values she raised Cap with.  It just didn't seem realistic.  If students don't examine that part of the book too critically, it is a fun little book.

Reviews

Canadian Children's Book News reviewer Gillian O'Reilly didn't seem to have an issue with the ending, calling the book "vintage Korman with adept observation of the world of middle school, a well-plotted story and lots of humour" (O'Reilly, 2008). Booklist reviewer Carolyn Phelan agreed, noting that this "rewarding novel features an engaging main character and some memorable moments of comedy, tenderness, and reflection" (Phelan, 2007).

Use in a library

Because this book looks at so many different things, it could be used as part of several different library programs.  It could be paired with readings, fiction or non-fiction, about the hippie movement.  Crafty librarians can even engage students in the tye-dying exercise Cap uses to unite the student body.  This book could also be part of a unit on bullying to get kids talking about that issue.  Phelan suggests pairing it with "Jerry Spinelli's 2000 Stargirl...for a discussion of the stifling effects of conformity within school culture," which is something I am sure middle schoolers can relate to (Phelan, 2007).

References

Korman, G. (2007). Schooled. New York, NY: Hyperion Books for Children.

O'Reilly, G. (2008). Schooled. Canadian Children's Book News:34. Retrieved from Literature Resource Center. 

Phelan, C. (2007). Schooled. Booklist:71. Retrieved from Literature Resource Center.

Module 6 - Neville

Module 6 - Neville

Summary

Neville is about a young boy who has to move and in unhappy about it.  He is worried about making new friends.  His mother sends him outside, where he begins to call for Nevill.  Other children join him and try to help him find Neville.  He tells the other children about Neville and they are all interested to meet him.  Neville is not found, so the neighborhood children promise to come back and help look for him tomorrow.  They also mention that they like Neville's friend, the new boy.  The new boy goes home, where the reader finds out that he is Neville. 

My impressions

This is a cute story.  Readers will be able to relate to the boy being afraid of change of of learning to make new friends.  They will be entertained and hopefully inspired to find ingenious ways to make new friends themselves.  The illustrations are fun and complement the text well.

Reviews

Booklist reviewer Thom Barthelmes called this book a "tender, funny story about moving, settling down, and starting over" (Barthelmes, 2011). He calls the book "a harmonious blend of text and illustration, this is a warm, reassuring choice for all children who know the anxieties that come with big life changes."  School Library Journal reviewer Barbara Elleman called the book an "amusing and appealing story," and noted the "wit and energy" of the illustrations (Elleman, 2011).

Use in a library

This book would be good to include in storytime if one of the children who visits the storytime mentions a big event like moving away or a divorce in the family.  It could also be a really nice book to use at the beginning of a new school year to get the kids talking about things that change and how it can be really good, even if it is new and different.  This book would seem most relevant if tied to some event involving change.  

References

Barthelmes, T. (2011). Neville. Booklist: 44. Retrieved from Literature Resource Center.

Elleman, B.  (2011). Juster, Norton: Neville. School Library Journal.  Retrieved from http://www.schoollibraryjournal.com/slj/reviews/pretograde4/891494-319/preschool_to_grade_4.html.csp.

Juster, N. (2011). Neville.  New York, NY: Schwartz & Wade.

Module 6 - Hooway for Wodney Wat

Module 6 - Hooway for Wodney Wat

Summary

This books is about a shy rat with a speech impediment: he says the letter w when he means to say the letter r.  His classmates tease him and he hides and is unhappy.  One day, they get a new classmate, a big, mean, pushy capybara.  No one likes to be around her.  One day, they play Simon Says and Wodney gets to be Simon.  The new girl does not know of his speech impediment so when he issues his commands she misinterprets them, to the class' delight.  Finally, he issues the last command to "go west."  The new girl does as she is told and is never seen again.

My impressions

I thoroughly enjoyed this book.  It was funny, with charming illustrations.  The play on words made for an enjoyable read.  The message was good too, for children to respect each other's differences and for bullied children to remember that they are valuable in their own way.  I really liked this one.

Reviews

Booklist reviewer Stephanie Zvirin agreed, stating that "Munsinger's well-detailed illustrations are superbly funny, a perfect complement to a comical story that will not only make kids laugh but also hearten those who feel they'll be outsiders forever" (Zvirin, 1999).  School Library Journal included the book on its list of best books for 1999, noting the "charm and personality" of the illustrations (Jones, et al, 1999).

Use in a library

Since bullying is a hot topic in the news, this would be great to begin a program on bullying or on respecting each other's differences.  It is a great opportunity to get kids talking about the issue.  Since the story isn't heavy-handed with the message, kids should enjoy it but should also be able to get something out of it.

References

Jones, T., Toth, L., Grabarek, D., Auerbach, B., & Fleishhacker, J. (1999). Best books 1999. School Library Journal.  Retrieved from http://www.schoollibraryjournal.com/article/CA83207.html.

Lester, H. (1999). Hooway for Wodney Wat. New York, NY: Houghton Mifflin Books for Children.

Zvirin, S. (1999). Hooway for Wodney Wat. Booklist:1600. Retrieved from Literature Resource Center.

Book trailer 3

Book trailer - Saint George and the Dragon

Here is the last one, for the beautifully illustrated Saint George and the Dragon.  

Hodges, M. (1990). Saint George and the dragon.  New York, NY: Little, Brown Books.

Book Trailer, Part 2

Here is the second book trailer promoting the adorable book Click Clack Moo: Cows that Type by Doreen Cronin and Betsy Lewin.

I think this one is a little more like a movie trailer.  I tried to give it a feeling of suspense.

Cronin, D., & Lewin, B. (2000). Click clack moo: Cows that type. New York, NY: Simon & Schuster.

Book trailers

Hi all,
Here is something new!  Here is the first in a series of book trailers, made to promote some of the things I have been reading.  I am learning as I go, but am posting the rough original quality of the first one as a a marker for how far I'm coming!

This one is for John Scieszka and Lane Smith's Squids Will Be Squids, which is a riot.  I tried to capture some of its delightful weirdness with this trailer.

Scieszka, J., & Smith, L. (1999). Squids will be squids. New York, NY: Puffin Books.

Module 5 - Kit's Wilderness

Module 5 - Kit's Wilderness

Summary

This is the story of Kit Watson, whose family moves back to Stoneygate to care for Kit's widowed grandfather.  Stoneygate is a coal mine town, and Kit's grandfather used to work in the mine pits.  He tells Kit stories from the old days, including ones of the ghosts they used to think they saw while in the mines.  During this time, Kit begins to spend time with a group of misfits who play a dark game called Death in one of the abandoned coal pits.   He grows closer to the leader of the group, the unhappy John Askew.  During this time, Kit's family is dealing with his grandfather's increasingly bad dementia.  After a teacher catches the kids playing Death, Askew is expelled from school and runs away from his alcoholic father's home.  After Askew has been missing for some time, he contacts Kit.  Askew sees a special connection between himself and Kit.  Kit goes to the abandoned coal pit where Askew has been hiding and helps him see that he needs to be home with his family.  The boys return to Stoneygate together.  Not too long after, grandfather dies.

My Impressions

This book is weird but I enjoyed it.  I liked the interesting look at the relations between the teens and between teens and their families, because I remember being a teen with weird friends my parents did not like.  I think this is a good book for teens who haven't figured out where they fit yet because at the end, John Askew finds his way back to his family and learns how to make a happy life.  I like the spooky ghostly element of it too.  It definitely was not a bland vanilla book. It is enjoyable enough that reluctant readers might learn to enjoy books a little more

Reviews

Kit's Wilderness is a Printz Award winner as the year's best literary book for young adults.  Reviewers liked it also, calling it a "magical, multilayered story of life, death and rebirth" and "a haunting, memorable novel for both teens and adults" (Odean, 2001).  School Library Journal staff thinks that "teens will be intrigued" with the story's darker aspects (Anonymous, 2007).

Use in a library

In the spirit of October and Halloween, this book would be fun to read and analyze in a series of other ghostly books.  It would be interesting to have young adult readers compare the language used by different authors, and to talk about what works and what doesn't.  I also think it would be interesting to use this book to start a conversation with a reading group about award winners.  One of the articles my class looked at for module 4 suggested holding a mock election and having readers pick winners.  The critics and I liked this book, but would actual youth readers?  One of the things I hated as a young reader was being told what to like.  I think this book would be a good place to start the conversation about liking what you are reading.  School Library Journal staff reviewers included the book in a unit of books using the knowledge of the older generation.  It could be interesting to use this book in that way.

References

Almond, D. (2009). Kit's wilderness.  New York, NY: Delacorte Books. 

Anonymous. (2007). Voices of our ancestors. School Library Journal.  Retrieved from http://www.schoollibraryjournal.com/article/CA6445712.html.

Odean, K. (2001). Kit's Wilderness. Booklist: 80. Retrieved from Literature Resource Center.

Module 5 - My People

Module 5 - My People

Summary

This book is Langston Hughes' poem My People, set to pictures by illustrator Charles R. Smith Jr.   The poem celebrates African-Americans of all types, from light to dark, old to young, from outside in.  The text of the poem is set against sepia-toned pictured of smiling faces.

My impressions

I thought this book was really beautiful.  I love how Hughes and Smith manage to celebrate African-Americans without tearing any other ethnicities down, because too often discussions of race or ethnicity center on which is better or worse.  They also manage to show that being part of a group does not make the group homogenous.  Each photograph shows a person, not an African American.  People are so much more than the color of their skin.  This book does a great job of driving that point home. 

Reviews

Reviewers loved this book also.  The book is a Coretta Scott King award winner.  It was reviewed by School Library Journal's Wendy Lukehart, who stated that the "artful images engage in a lyrical and lively dance with Langston Hughes’s brief ode to black beauty" (Lukehart).  She notes that although the poem is only 33 words, their presentation adds to their impact. It was also reviewed by Kirkus, who noted that the "simple yet brilliant photographs" "joyfully celebrate the diversity of African-American culture" (Anonymous, 2008).

Use in a library

This would be a great book to share during African American History month as part of a broader celebration of African American culture.  It would also be good for older students in the form of a poetry workshop.  Students are sometimes reluctant to engage with poetry because it is not the easiest literary form to analyze.  This poem is short, and the illustrator has explained his rationale for choosing the pictures in the end notes.  It would be a great way to get kids thinking about poetry and what it can say. 

References

Anonymous. (2008). Hughes, Langston: My people. Kirkus Reviews. Retrieved from Literature Resource Center.

Hughes, L. (2009). My people. New York, NY: Atheneum Books.  

Lukehart, W. (2009). My People by Langston Hughes. School Library Journal. Retrieved from http://www.schoollibraryjournal.com/article/CA6636037.html?nid=2413&source=title&rid=555067448.

Module 4 - Kira-kira

Module 4 - Kira-kira

Summary

Kira-kira follows a period in the lives of a Japanese-American family, as told by the middle daughter.  The story follows the family from their lives in rural Iowa to rural Georgia, where both parents work long hours and are frequently absent.  The narrator gives her impressions of the world around her as a new baby is born, as both parents work increasingly more, and as her oldest sister starts to grow ill.  The sister grows sicker and sicker, and finally the narrator is told that the sister has lymphoma.  The story chronicles the family's life as the sister battles terminal illness and dies.  Then, the narrator shows how the family works to recover from grief.

My Impressions

This is not a bad book or a bad story, but I didn't really enjoy reading it.  One of the points that has been made in class discussions, both this class and my storytelling class, is that the character of a book or story is the most important part of a story because the characters drive the action.  The problem with this book is it feels like it doesn't drive anywhere.  There aren't that many big actions.  The narrator talks about some of the very grown-up things she sees in her life (illness and death, union organization, poor working conditions, shame, honesty, and racism just to name a few) but because she speaks in a child's voice, these very serious things are touched on only lightly and with little analysis or exploration.  The action is a little slow, so the book feels like it is about twice as long as it needs to be.  Some books with heavy character development or delicate treatment of serious subjects at least feel like a learning experience where the main character and the reader have some kind of epiphany by the book's end.  Maybe I am just an jaded adult reader, but there were no aha! moments for me in this book.  It just felt like it went on forever with no payoff.

Reviews

Some reviewers had a different perspective on this one.  Hazel Rochman from Booklist felt that "the real story is in the small details, never self-consciously "poetic" but tense with family drama" (Rochman, 2004).  She noted the slow change in the sisters' roles as the older sister who was the caretaker becomes the cared-for.  She speaks of "plain, beautiful prose that can barely contain the passionate feelings" of the narrator (Rochman, 2004).  Other reviewers felt more as I did; this book has been cited by Anita Silvey as evidence that the Newbery award has lost its way and is being awarded to books that are more esoteric and less appealing to popular audiences.  

Use in the library

Because this book devotes much of its word count to developing its characters, it would be a good edition to a writer's workshop.  The language of the book is fairly subtle so it could be a good learning tool.  It would also be interesting to use this book as part of a multiculturalism celebration.  One of my classmates discussed how her fellow teacher focused on a different culture or ethnic group every month to make people of many different backgrounds feel included and special.  I love this idea because I think too many people treat racism like it is simple and as if it can only go one way.  It would really be interesting to look at this book as a voice from another culture, and as one that experiences racism.  It might help others to see that even though the speaker is Japanese-American, she sounds a lot like any child in America whose life is complicated and sometimes confusing.  I think that is something any reader can identify with.

References

Kadohata, C. (2006). Kira-kira. New York, NY: Atheneum Books.

Rochman, H. (2004). Kadohata, Cynthia. Kira-Kira. Booklist: 100(9-10), p. 858. Retrieved from Literature Resource Center. 

Silvey, A. (2008). Has the Newbery lost its way? School Library Journal.  Retrieved from http://www.schoollibraryjournal.com/article/CA6600688.html.

Module 4 - The Midwife's Apprentice

Summary

The Midwife's Apprentice tells the story of orphaned Beetle, who travels through medieval England living by her wits.  The midwife of a village takes her in and feeds her in exchange for work.  Beetle starts to learn the midwife's trade and even proves to be skillful at midwifery.  Along the way, she begins to gain a sense of herself, adopting the name Alyce and learning to stand up for herself.  While delivering a baby, she meets a setback and instead of facing the failure, runs away.  For a time she works in an inn.  One day, a pregnant traveler begins to labor.  Alyce helps her, and realizes that she knows more than she realizes about midwifing.  She decides that she wants to go back to the midwife, continue learning the trade, and make her place in the world.

My Impressions

I like historical fiction, so I enjoyed this book.  It is a light, easy read with a good and well-delivered message.  Readers can watch Alyce's journey of self-discovery but at no time does the telling of her growth become heavy-handed or pedantic, she just comes into her own.  I can see younger teen girls enjoying this one because the discoveries they would be making about themselves would parallel Alyce's.  I have also read Cushman's Catherine, Called Birdy and liked that one too. 

Reviews

Booklist's Hazel Rochman liked this book also, noting that "kids will like this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone" (Rochman, 1995).  The book is a Newbery and in this case the award is definitely appropriate.  It is a good and informative, but also pleasant story.

Use in a library

This would be fun to use in a series for younger teen girls.  I would include Cushman's other novel, Catherine, Called Birdy and books and movies about life in the medieval time period.  It would be great to get kids talking about life then as compared to now, and all of the advantages (and maybe some of the disadvantages) we have now.

References

Cushman, K. (1995). The midwife's apprentice. New York, NY: Clarion Books.

Rochman, H. (1995). The midwife's apprentice. Booklist. 91(14): p1328. Retrieved from Literature Resource Center.

Module 3 - Joseph Had a Little Overcoat.

Summary

This book tells the story of Joseph, a man with a long straggly coat.  He cuts the bottom off and wears it as a jacket.  When the jacket wears too much, he cuts it again and wears it as a vest.  When the vest becomes too ratty to wear, he cuts it into a scarf.  This goes on several more times until Joseph is left with only a button, which he loses.  He concludes at the end that "You can make something out of nothing." 

My impressions

This book is a fun read, with bright pictures and cut-outs showing the changing shape of the coat over time. I also like that this book has a good, but not preachy, message about valuing what you have.  As a (cheap) adult reader I can appreciate his resourcefulness at stretching his belongings.  I don't know if Joseph or child readers understand recessions but I sure do!  The pictures are detailed and interesting, and they tell the story as much as the text does.

Reviews

Reviewers appreciated the cheery collage illustrations, noting that "they are filled with homey clutter, interesting characters, and a million details to bring children back again and again"  (Arnold, 2000).

Use in a library

This story would be fun to use in a library craft hour.  Readers could create different articles of paper clothing and could even work in groups to show a succession of cut clothes the way this book did.  This book is busy enough that I think it would work best in a physical way.

References

Arnold, T. (2000). Review of Joseph Had a Little Overcoat. Booklist 96(9-10): p936.  

Taback, S. (2000). Joseph had a little overcoat.  New York, NY: Penguin Group. 

Module 3 - Sylvester and the Magic Pebble

Summary


Sylvester and the Magic Pebble tells the story of Sylvester, a donkey who likes rocks.  One day, he goes for a walk.  On this walk, he finds a magic red pebble.  While holding it, he makes a wish and the wish suddenly comes true.  He makes another wish as a test and it also comes true!  He knows then that he has a magical pebble.  Suddenly, Sylvester sees a lion.  He panics and wishes to be a rock so the lion cannot hurt him.  He becomes a rock but when this happens, he drops the magic pebble so he can't turn himself back into a donkey.  His family misses and worries about him, and he is very sad.  One day, his mother and father go for a picnic.  They sit at the rock that is Sylvester.  His father notices the magic pebble and remembering that his son loved interesting rocks, picks it up and puts it on Sylvester's back.  They begin to talk about missing Sylvester.  He hears and wishes to be himself again.  Because the magic pebble is touching him, the wish comes true and he is reunited with his family.

My impressions

I remember loving this book as a child, and re-reading it reminded me of how sweet it is.  As a child, I understood the deep love between Sylvester and his parents, as well as the feeling of loss on both sides when he goes missing.  Now that I am older, I appreciate even more the depiction of parental love; Sylvester's parents obviously care for him but Steig manages to express this without any of the creepy stalker undertones that some books have (i.e. Runaway Bunny from Module 1).  The pictures are very cute and tell the story as well as the text does.  I think this book would work well for both younger and older readers.

Reviews

This book is well-received by critics also, with School Library Journal reviewers voting it on to their list of the top 100 picture books.  Several reviewers mention the engaging emotional depth of the book as one of its key attributes.  Reviewers noted that this was 9 out of 10 readers' favorite Steig title.

Use in a library

This story could be used in many ways in a library.  Because this book is so emotive, it would be fun to have children act it out.  It would also be fun to use this book as a way to teach adaptation, and have kids write their own magic object stories.  I love William Steig's work, so it would be great to use this book to open a Steig series and get kids talking about several of his books, and comparing them. 

References

Bird, E. (2012). Top 100 picture books #55: Sylvester and the magic pebble by William Steig.  School Library Journal.  Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2012/05/25/top-100-picture-books-55-sylvester-and-the-magic-pebble-by-william-steig/.

Steig, W. (2005). Sylvester and the magic pebble.  New York, NY: Simon and Schuster.

Module 2 - Millions of Cats

Summary

In this story, a lonely old woman asks her husband for a pretty little cat so the old man sets off on a journey.  He travels until he finds a field of millions of cats.  He starts to choose the prettiest cat but each is pretty in its own way, so he eventually chooses them all.  They all journey home to the old woman, eating and drinking everything in sight on the way.  When they arrive home, the old lady points out that they will never be able to feed all the cats.  The old man asks the cat to choose who is the prettiest and will stay.  The cats begin to fight, and the old man and woman run from the noise.  Then everything grows quiet.  They go outside to see that all of the cats are gone.  Then they notice a straggly little kitten.  He was not involved in the fighting because he never claimed to be the prettiest.  The old man and woman adopt him and with much love, he becomes a very pretty kitty.

My impressions

I liked this book as a child and still do.  The illustrations are interesting.  The language seems to mirror the man's journey, rolling like his path over the hills.  I also like that this book does a good job of having a moral (the folly of pride and the benefits of humility) without the preachy tone that can accompany a moral.

Reviews

Reviewers agreed.  School Library Journal notes that when this book was initially published, it was awarded the Newbery Honor and is the longest running American picture book in print.  Reviewers noted how much fun the refrain is for kids to join in reading out loud.

Use in a library

A great way to use this in the library would be to have kids join in reading the musical refrain out loud.  Then, it would be fun to use the progression of numbers to count fun things, like jelly beans or goldfish crackers.  It would also be neat to make crafts in the shapes of either numbers or cats to help kids have fun with reading and numbers.

References

Bird, E. (2012). Top 100 picture books #21: Millions of cats. School Library Journal. Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2012/06/11/top-100-picture-books-21-millions-of-cats-by-wanda-gag.

Gag, W. (1989). Millions of Cats. New York, NY: Houghton Mifflin Company.

Module 2 - Make Way for Ducklings

Summary

This book follows the adventures of Mr. and Mrs. Mallard, a pair of ducks looking for a new home in Boston.  They pass up a number of options until they land on a small island in a Boston park.  They like the peaceful lake and the peanuts that passersby feed them, but Mrs. Mallard still sees drawbacks for their potential children.  The ducks keep looking until they find the perfect place to rest.  They have ducklings and begin to teach them how to make their way in the world.  When the ducklings have grown large enough to travel, the Mallard family decided to return to the park.  The city of Boston comes to a halt, with police officers blocking roadways so that the ducks can travel safely.  Finally, they reach the park and settle there permanently.

My impressions


Make Way for Ducklings is an enjoyable classic picture book.  Younger readers will enjoy the detailed pictures; I spent as much time looking over the pictures as I did reading the story.  Older readers will appreciate the story and the dialogue between the ducks. McCloskey has made the book fun to read, with duck sounds and silly duck names thrown in for variety. 

Reviews

This book was awarded the Caldecott medal in 1942 because of the quality of the book and its pictures.  Modern reviewers of the School Library Journal agree, voting it in the top ten of their list of the top 100 picture books.  Readers love the pictures as well as the story, and generations of children have been raised with this book.

Use in a library

A fun idea to incorporate the auditory and visual aspects of this book in a library program would be to have readers act it out.  Kids could make the quack noises and play with character voices.  They could even make paper sets of some of the book settings.  This would be a great way to engage kids.

References

Bird, E. (2012). Top 100 picture books #6: Make way for ducklings.  School Library Journal. Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2012/06/20/top-100-picture-books-6-make-way-for-ducklings-by-robert-mccloskey.

McCloskey, R. (1966). Make way for ducklings.  New York, NY: Penguin Books.

Module 1 - The Plot Chickens

Summary

This book shows the writer's process and teaches the parts of a story by following the writing adventures of a chicken named Henrietta.  She is a voracious reader; through her reading, she has uncovered a formula for crafting a well-written story.  She uses this formula to write her own story, which becomes a favorite among the children at her local library.

My impressions

I liked this book.  I think it is a fun way to teach what can be a fairly dry topic.  It is also a good way to teach younger readers the mechanics of a story, so that they can begin to analyze what they are reading.  The story focuses on breaking down the parts of a story, but there is enough chicken humor that readers will not be bored.

Reviews

A reviewer with the School Library Journal notes that this book is humorous and includes busy, colorful pictures.  She notes that it is "a funny picture book that could be used as a manual on writing" (Bates, 2009).  The word order there is no doubt deliberate - the book is fun enough to stand on its own, but is also a great teaching tool.

Use in a library

A great way to use this in a library is part of an ongoing writer's workshop.  Students could start by being read this story and using it to analyze other stories.  Then, after the audience has a firm grasp of the parts of a story (and how an author might differ from this formula), they can write their own stories.  Students would really enjoy if it were possible to have the stories bound at the conclusion of the program.

References

Auch, M. J., & Auch, H. (2010). The Plot Chickens. New York, NY: Holiday House.

Bates, I.  (2009). Preschool to Grade 4.  School Library Journal, 3.  Retrieved from http://www.schoollibraryjournal.com/article/CA6641313.html.

Module 1 - The Runaway Bunny

Summary

This book is an exchange between a mother bunny and a baby bunny.  The baby bunny is planning grand adventures that lead him away from his mother bunny.  He tells her what he will become or do to get away and see the world.  In response, she tells him how she will join him in his adventure so that she can always be with him.  In the end, he decides it will be easier to stay by his mother's side as a bunny.

My impressions

Personally, I did not enjoy this book.  I feel like the little bunny is trying to grow and make his way in the world, and that his mother's intent to join him is a hindrance to his exploration.  This is probably colored by personal experience - my own mother tends to hover which I find frustrating.  It was hard for me to read this book without putting myself in the little bunny's shoes.

Reviews

School Library Journal includes the book on its list of top 100 picture books but notes the tension between people who find the book comforting and reassuring, and people who are uncomfortable with the mother bunny's infringement of the baby bunny's growth.  Because this book was originally published in 1942, current reviews were difficult to locate.

Use in a library

Whatever my personal feelings about this book, I think it could work well in a library.  This book could be part of a program for Mother's Day, with a  craft session for kids to make cards or homemade gifts for moms.  It could also be used as a silly way to end a program on rabbits, maybe in a series about animals.  Kids could be shown non-fiction books on rabbits and then this fiction treatment of rabbits.  Not only would it finish the program on a lighter note, but it might be fun to ask the kids to compare the behavior of the non-fiction rabbits to the fiction bunnies.

References

Bird, E. (2009). Top 100 Picture Books (#71-75). School Library Journal.  Retrieved from http://blog.schoollibraryjournal.com/afuse8production/2009/04/07/top-100-picture-books-poll-results-75-71/.

Brown, M. W. (2005). The Runaway Bunny. New York, NY: HarperCollins.