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.