Module 15 - The Earth, My Butt, and Other Big Round Thingss

Book
The Earth, My Butt, and Other Big Round Things
Written by Carolyn Mackler

Citation
Mackler, C. (2003). The Earth, my butt, and other big round things. Cambridge [Mass.]: Candlewick Press.

Summary
Virginia Shreves has issues. Issues with her weight. Issues with her parents. Issues with her siblings. Issues with boys. Issues with everything every teenager has issues with. Doing the right things and fitting in sometimes takes priority over doing what is right and making your parents happy - this, Virginia knows, firsthand. Trying to fill footsteps while trying to be your own person; being who your parents want you to be while trying to be who you were meant to be: it can be so consuming and confusing. Virginia finds her way but at what cost?

Reviews
Horn Book starred (Spring 2004): When Virginia's brother, whom she worships, is found guilty of date rape, she finally begins to acknowledge her picture-perfect family's dysfunctions. An insecure girl desperate for the approval of her weight- and appearance-obsessed family, Virginia believably transforms into a confident young woman. Mackler does a fine job introducing girls to a very cool chick with a little meat on her bones.

Library Media Connection (February 2004): This is not your average, "fat girl finds faith in herself" story. Virginia has her own code of conduct, her own supportive teacher, and a real will to sort out the difference between the expectations of others and Virginia's expectations of herself to be happy. Common elements in many young adult novels are here: a recently moved best friend, an ambiguous romantic relationship with a male classmate, and the sense of being the "imperfect" child. Virginia's mother is a fascinating character study-the famous teen psychologist whose relationship with her teen daughter is mediocre at best. Readers will empathize with very real affronts to Virginia's sense of self and her own internal battle with her weight versus using food to cope with stress and disappointment. There are refreshing twists to this novel. One twist-original, daring, and very believable-is the fallout from her college student brother's accusation of date rape on campus. Not only did he commit the date rape and move back home, but also Virginia has to rewrite how she views each member of her family because of it and actually meets the victim. Multifaceted, buoyant, and consistent, this solid young adult novel is a must purchase. Highly Recommended

Suggested Use
This novel would be perfect for a small group for girls. Using journals, book study leaders could engage the girls in questions that get them talking about issues and struggles they face everyday. The journals could be kept confidential or shared; discussion topics could be predetermined or spontaneous. Working through each chapter, highlighting the major events, thoughts, and feelings, participants could create movie trailers or videos that depict their responses.

Impression
I thoroughly enjoyed this book. I identified in so many ways with the main character. The humor and realistic depictions of conversations, thoughts, and feelings made the book come alive. I couldn't put it down. I think every high school aged girl could identify with some aspect of the novel.

Module 14 - Here in Harlem: Poems in Many Voices

Book
Here in Harlem: Poems in Many Voices
Written by Walter Dean Myers


Citation
Myers, W.D. (2004). Here in Harlem: Poems in many voices. New York: Holiday House.



Summary
A neighborhood described in verse, Here in Harlem could be any black community in the nation. The author paired his memories of people from his life with his vivid description in poem-form. Characters speak of character flaws, cultural victories, and the way things were back then. Each perspective is given a name, a profession, and an age to guide the reader into understanding a little more where the vantage point stems from. A narrator, of sorts, through Clara Brown, the collection of poems highlights people and their dreams from the sidewalk out front.

Reviews
Booklist starred (November 1, 2004 (Vol. 101, No. 5)): Gr. 7-10. In the introduction, Myers writes that he was inspired by Edgar Lee Masters'Spoon River Anthology, in which the people who live in a fictional town tell their stories in verse, and by his love of the Harlem community where he grew up. In each poem here, a resident of Harlem speaks in a distinctive voice, offering a story, a thought, a reflection, or a memory. The poetic forms are varied and well chosen. While some are formally expressed free-verse poems, others use the rhythm and rhyme of early blues songs or the graceful, informal cadences of conversational speech. Expressive period photos from Myers'collection accompany the text of this handsome book. Rather than illustrating specific poems, they help to create the look and feel of the time and place. Six vivid prose statements, called "Clara Brown's Testimony,"appear throughout the volume and reflect different stages of her life. The rest of the pieces are poems revealing the experiences and personalities of 53 people, from student to retiree, from hairdresser to hustler, from live-in maid to street vendor-guitar player. Some of the individual poems are exceptionally strong and memorable. Collectively, they offer a colorful and warmly personal portrayal of Harlem. Whether used as a performance piece or read from cover to cover, this unusual book will be long remembered.

Library Media Connection (March 2005): Readers are treated to a Spoon River Anthology-styled poetry collection set in the Harlem of Myers' youth; "the characters in this book all represent people I have known or whose lives have touched mine." From ages 12 to 87, over 50 characters speak their minds and hearts with honesty, dignity, and unique perspective. We hear from laborers, the unemployed, jazz artists, students, veterans, and an intriguing variety of others. Equally captivating is the b&w photos scattered throughout the pages of people that have a story all their own-one that might not match the adjacent poem. This amazing collection covers themes of daily struggles at once unique to the time and place, as well as reflecting problems and feelings readers can relate to today. Brilliant in both content and delivery, this is a collection that can spark many discussions and creative writing assignments. Recommended.

Suggested Use
The author mentions in his author's note that the photographs added to the book are not meant to match the poems; that they are only included because the author liked them. However, students could read the collection and pick a favorite person depicted in a poem, or a person who "speaks" to them. Then, students can illustrate through drawing, painting, sculpting, etc. what the person looks like based on the poem. Students will be free to express their ideas through whatever artistic medium they choose, other than those based in technology. An art gallery could be developed to go along with the poems for an Art Night.

Impression
The poems painted such vivid pictures in my mind of the characters. I thoroughly enjoyed getting to know them, as that is what I did while reading this collection. I would recommend this collection of poems for an upper-level student as the content can, at times, be more advanced than is appropriate for a younger audience. The photographs were interesting, though I found it hard to remember that they were not necessarily placed to match the poems; that they were placed within the books because the author liked them. I am considering purchasing this book for my personal literature collection as it spoke on things foreign to me but allowed me a glimpse into a life I know nothing about.

Module 13 - The Baby-Sitter's Club: The Truth About Stacy, A Graphic Novel

Book
The Baby Sitter's Club: The Truth About Stacy, A Graphic Novel
Adapted by Raina Telgemeier
Written by Ann M. Martin


Citation
Telgemeier, R. (2006). The Baby Sitter's Club: The truth about Stacy, a graphic novel. New York: Graphix.



Summary
Based on the series novel, The Truth About Stacy takes on graphic novel form to find out the mystery surrounding Stacy McGill. Stacy was inducted as treasurer of The Baby Sitter's Club but has been keeping her secret from her friends. However, her secret - that she deals with the challenges of having the disease Diabetes - has started to cause trouble, making her miss many meetings of The Baby Sitter's Club. The other members of the club, her friends Mary Ann, Claudia, Kristy, and Dawn get tired of covering for her and take her absences from meetings as signs that she doesn't want to be in the club or friends, for that matter, anymore. Stacy has to make the decision to fess up to her secret or continue on as it with the possibility that her friends let her go.

Reviews
Horn Book (Spring 2007): While the club runs into a larger babysitting agency (run by older students more interested in money than in children) that threatens to put Kristy et al. out of business, club member Stacey comes to terms with overprotective parents, lost friendships, and her diabetes. No-frills dialogue and dynamic black-and-white panel illustrations skillfully convey sympathetic characters and an array of well-realized conflicts.

School Library Journal (March 1, 2007): Gr 5-7-Stacey is the new girl in town. She has made three good friends in a babysitters club but her memories of her old friends still haunt her. Many of them, including her best friend, Laine, ditched her after she was diagnosed with diabetes. Her parents aren't much help; they keep dragging her from doctor to doctor looking for a miracle cure. All Stacey wants to do is manage her condition on her own terms. An impending trip back to New York and a rival babysitting club has Stacey confused and nervous. Will she be able to reconcile with Laine? Will this new group, complete with sitters who can stay up late, end the club for good? The graphic adaptation of the hugely popular series has as much heart as the original. The girls' dedication to the kids they care for and to their friendship never comes off as hokey. The black-and-white cartoons capture each character's personality; the facial expressions say a lot. Each girl has her own style. The outfits have been updated but the skirts haven't gotten shorter. A solid purchase for both school and public libraries.

Suggested Use
Using the graphic novel concept, students can use cartoon boxes to express something they find hard to admit or share, like Stacy did with the disease she struggles with. Teachers can provide a cartoon template or allow students to create their own. Give students a chance to share out their graphic expression at the end of the creative time.

Impression
I adored The Baby Sitter's Club series when I was a child. Having the series adapted into graphic novel form meets the unique needs of today's young readers. I appreciate the attention to detail to show character expression throughout the book. I think upper elementary and middle school-aged students will get a kick out of the series because of its new and improved format.

Module 12 - Ain' Nothing But a Man: My Quest to Find the Real John Henry

Book
Ain't Nothing But a Man: My Quest to Find the Real John Henry
Written by Scott Reynolds Nelson
with Marc Aronson

Citation
Nelson, S. R. (2008). Ain't nothing but a man: My quest to find the real John Henry. Washington D.C.: The National Geographic Society.

Summary
Using clues from songs about the legend John Henry, author Scott Reynolds Nelson embarks on a journey to find the "real" John Henry. His adventure is depicted in this biography, highlighting the ups and downs of research and discovery. At times, Nelson hit dead ends. At times, he put clues together quickly. Each road led to another which eventually led to another. In the end, the reader learns who the "real" John Henry is, his life as a railroad worker, and several surprises along the way.


Reviews
Horn Book (January/February 2008): The author of an award-winning adult book on John Henry joins with a notable writer of young adult nonfiction to lead readers through a search illuminating the mystery of history. Though sometimes temporarily stymied, Nelson follows clues, from song lyrics to census data, engineering reports, and prison records, tracking a folk hero who originated in the reality of 1870s racial injustice. Sepia historical photographs on buff paper, with scarlet captions and occasional overlays, depict the setting and cast for this gripping saga. We learn the likelihood that John Henry was a convict who might have died from a heart attack after his famous duel with a steam engine but more probably succumbed to the rock-dust-induced lung disease silicosis, after which he was secretly buried along with hundreds of other incarcerated African Americans hired out for railroad work. Given the dramatic role that photographs play in identifying the "white house" of the song (Nelson believes it was a reference to the Virginia Penitentiary), it is curious that there is no description of the process by which he discovered what may be an actual photograph of John Henry, but Nelson's archival sleuthing is otherwise meticulously documented. Appendices add background and suggest research guidelines, while a bibliography, source notes, and index support further investigation.

Publisher's Weekly (December 24, 2007):Nelson (Steel Drivin' Man: John Henry, The Untold Story of an American Legend) offers a highly accessible version of his research into whether or not the John Henry of folksong fame was a real person. Piecing together a panoply of facts and personal anecdotes that go back to his boyhood, the author models the study of history as an active and passionate pursuit: "For years I had been following a trail, and it was stone cold.... And then... I suddenly saw it, the clue that changed everything." This cliffhanger at the end of the first chapter draws readers into Nelson's journey through the song lyrics, old prison documents, maps, photographs and other primary and secondary sources. From "trackliners" (workers, often African-American, who aligned rails) to steam drills to Civil War history, the first-person narrative follows Nelson as he plays detective. Seemingly diverse information presented in each of nine chapters becomes knit together by the conclusion, and visually unified by an aesthetically pleasingly layout that features a reddish brick palette with tinted photos and prints. One graphic--and telling--photo reveals the remains of two African-African men discovered on the grounds of a Virginia prison: John Henry, posits the author, was part of a huge prisoner work force hired out to tunnel through mountains for the railroad companies. Convincing and dramatic, this volume makes a good case that history is a living science. Ages 10-14.

Suggested Use
The treasure hunt of finding information about John Henry points the reader in the direction of how to do relevant research. Using Ain't Nothing But a Man, students are introduced to the research process, critical thinking skills needed to assess retrieved information, and the thought-processing skills necessary to piece together clues to create a picture of the past. Teachers can send students on an information treasure hunt, requiring students to find answers to specific questions about people or subjects. Multi-step research can add to the dimension of the activity.

Impression
Disney produced a movie on common Legends - John Henry is one of the legends sung about in the movie. I was immediately interested in this book as it guided me through the author's adventure of finding out more about this legend. There was enough mystery involved which kept me engaged. The facts and photo captions were also beneficial. I enjoyed this book very much.

Module 11 - The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors

Book
The Day-Glo Brothers: The True Story of Bob and Joe Switzer's Bright Ideas and Brand-New Colors
Written by Chris Barton
Illustrated by Tony Persiani

Citation
Barton, C. (2009). The Day-Glo brothers: The true story of Bob and Joe Switzer's bright ideas and brand-new colors. Watertown [Mass.]: Charlesbridge.

Summary
From start to finish, The Day-Glo Brothers gives information regarding how Day-glo, or neon, colors came to be and how they are used because of their unique qualities. Through the trials of a failed science experiment to the life-saving uses, this picture, informational book gives factual evidence that not all fads begin and end quickly. Beautifully illustrated with neon colors, the story is stunning in facts, underlying character-building depictions, and colorful pictures.

Reviews
School Library Journal (August 1, 2009): Gr 4-6-Before 1935, fluorescent colors did not exist. Barton discusses how two brothers worked together to create the eye-popping hues. Joe Switzer figured out that using a black light to create a fluorescent glow could spruce up his magic act, so the brothers built an ultraviolet lamp. They began to experiment with various chemicals to make glow-in-the-dark paints. Soon Joe used fluorescent-colored paper costumes in his act and word got around. Through trial and error, the brothers perfected their creation. The story is written in clear language and includes whimsical cartoons. While endpapers are Day-Glo bright, most of the story is illustrated in black, white, gray, and touches of color, culminating in vivid spreads. Discussions on regular fluorescence and daylight fluorescence are appended. This unique book does an excellent job of describing an innovative process.

Kirkus Reviews starred (June 15, 2009):The Switzer brothers were complete opposites. Older brother Bob was hardworking and practical, while younger brother Joe was carefree and full of creative, wacky ideas. However, when an unexpected injury forced Bob to spend months recovering in a darkened basement, the two brothers happened upon an illuminating adventure--the discovery of Day-Glo colors. These glowing paints were used to send signals in World War II, help airplanes land safely at night and are now found worldwide in art and advertisements (not to mention the entire decade of 1980s fashion). Through extensive research, including Switzer family interviews and Bob's own handwritten account of events, debut author Barton brings two unknown inventors into the brilliant light they deserve. Persiani, in his picture-book debut as well, first limits the palette to grayscale, then gradually increases the use of color as the brothers' experiments progress. The final pages explode in Day-Glo radiance. Rendered in 1950s-cartoon style, with bold lines and stretched perspectives, these two putty-limbed brothers shine even more brightly than the paints and dyes they created. (author's note, endnotes) (Picture book/biography. 4-8)

Suggested Use
This story lends itself to the content area of science. Using The Day-Glo Brothers as a jumping off point, teachers can introduce the science fair, pointing out that the Switzer brothers wanted different things, had different gifts, talents, and abilities and were able to combine these things to create something wonderful.

Impression
I found this informational book thrilling and easy to follow, unlike some informational books. I thought the wording of the story kept the flow going while still including interesting facts and tidbits of science and entertainment that information seekers would like. The colors of the illustrations are perfect in that they allow the reader to experience and understand what Day-Glo and its evolution looked like.

Module 10 - The Hallelujah Flight

Book
The Hallelujah Flight
Written by Phil Bildner
Illustrated by John Holyfield

Citation
Bildner, P. (2010). The hallelujah flight. New York: The Penguin Group.


Summary
The Hallelujah Flight chronicles the flight of the first African American to complete a transcontinental flight. The pilot, James Banning, has very little money but much drive and perseverance to complete this monumental event. He relies on the good will of others at each stop to provide food, money, airplane parts, gas, prayers, and support. Banning, in exchange for these things, offers each good Samaritan a space on his plane's wings for which to autograph. The bumps and bruises of the flight are depicted within the pages, wrapping up with a homecoming of many supporters, an airplane covered with signatures of the good people of the United States, and a internal fire to accomplish anything.

Reviews
Library Media Connection (March/April 2010): This book tells the story of the first African-American aviator to fly cross country. James Banning and co-pilot Thomas Allen set out with a beat up old plane that could barely make it off the ground, and, once in the air, it could barely stay up. Banning had an interesting method of getting spare parts, food, and gasoline. Anyone who helped them with these items could sign their names on the wing of the aircraft. When they finally reached New Jersey 21 days later, they received a hero's welcome in Harlem. Unfortunately, their place in history has been lost. Author Phil Bildner has tried to fill that gap and bring them back into our history books. This book is informative and humorous. The illustrations complement the text well and capture the mood of the journey. Due to its subject matter, this book belongs in every library, and it may inspire more in-depth research into the subject matter. Highly Recommended.

Kirkus Reviews (December 1, 2009): Pioneering aviator James Banning dreamed of becoming the first African-American to fly across the country, though his biplane was old and worn. Co-pilot Thomas Allen relates how that dream came true in 1932 thanks to the help of people across the country, who contributed encouragement and practical support and wrote their names on the airplane's wings to be part of the adventure. Based on both fictional and nonfiction sources, the story is briskly told in Allen's voice, with plenty of imagined dialogue. Holyfield's gorgeous oil paintings are done on textured backgrounds in a palette of blues and browns. Occasional double-page spreads emphasize the breadth of Banning's vision, while the majority of scenes show events along the way: their tiny biplane above the Grand Canyon; angry white townspeople refusing to serve them food; a ferocious storm in Pennsylvania. Naysayers called them the "Flying Hoboes" but they called it "The Hallelujah Flight." Hallelujah, indeed, to Bildner for finding and telling this story. Pair with Amelia and Eleanor Go for a Ride, by Pam Muñoz Ryan and illustrated by Brian Selznick (1999), to illustrate the excitement of early flight. (Picture book. 5-8)

Suggested Use
Because the picture book is based on the story of an airplane flight that spans the entire United States, pairing this book with a letter-writing activity seems appropriate. Picking one school from each state in the Union, students practice their letter-writing and interviewing skills to illicit responses from other students around the country. As responses come in, allow students to mark on a large map where each response came from.

Impression
I have loved this book from the moment it arrived in my Scholastic Book fair in the fall of 2010. I love the historical element depicted in the story and am enthralled with the author's note at the beginning, sharing that the author had never heard of James Banning, a real pilot from the early 1920s before he walked into a craft store near his home in Brooklyn. I was able to meet the author at a library convention and have, just recently, hosted the author at a school visit. The story and the author are true legends.

Module 9 - Dollhouse Murders

Book
The Dollhouse Murders
Written by Betty Ren Wright

Citation
Wright, B.R. (1983). The dollhouse murders. New York: Scholastic, Inc.

Summary
Amy Treloar's aunt lives in the family house which hold the answer to a family tragedy that killed Amy's grandparents. Guilt and fear drive Amy's aunt to stay away and forbid Amy to continue down the path of revealing what the attic holds. However, a childhood toy, Amy's aunt's dollhouse, seems to be speaking to Amy, begging to share what insights and secrets it has kept hidden within its walls for so long. Amy, although scared, is determined to find out what the dollhouse is trying to tell them, even against her aunt's wishes to stop the research and investigation. The truth is upstairs in the attic, within the dollhouse - Amy is sure of that. But, can she find the answers before its too late?

Reviews
Publisher's Weekly (1999): Wright's taut, suspenseful novel proves a solid choice to kick off the Live Oak Mysteries audio series. The attic is always a great place to look for nuggets of one's family history, but when 12-year-old Amy explores her great-grandparents' attic, she uncovers clues to a chilling family secret. As Amy and her Aunt Claire sift through clothes, trinkets and other memorabilia, Amy comes across Aunt Claire's long-forgotten dollhouse, a finely crafted replica of the house they are in. Aunt Claire seems unusually distressed about the dollhouse and Amy is determined to find out why. The real fun begins when Amy learns that the dolls in the dollhouse move of their own will and that they seem to be trying to tell her something. After a little sleuthing at the local library, Amy learns that her great-grandparents were murdered years ago and that Aunt Claire's fiance? (who died in a car accident that same night) was the prime suspect in the unsolved case. Before long, Amy unravels the mystery, helping Aunt Claire to resolve her feelings about the past. A subplot about Amy's relationships with her parents, younger sister and best friend adds depth and warmth to this crisply paced tale. Stewart handles the narration with aplomb, using her voice to give listeners a hint of each character's personality. Her portrayal of Aunt Claire, who delivers a few chillingly snappish retorts to Amy, is particularly strong. Ages 8-up.

School Library Journal (1999): Grade 4-6-This scary mystery by Betty Ren Wright (Holiday, 1983) is sure to keep the interest of students, mainly girls. Narrator Carol Jordan Stewart does an excellent job. Her diction, pacing, and characterization are well-done. Twelve-year-old Amy is having difficulties at home being responsible for her brain-damaged sister, Louann. While visiting her Aunt Clare at the old family home, she discovers an eerily-haunted dollhouse in the attic-an exact replica of the family home. Whenever she sees it, the dolls, representing her relatives, have moved. Her aunt won't listen to Amy's claims that the dolls are trying to tell her something. This leads Amy to research old news reports where she discovers a family secret-the murder of her grandparents. The two sisters unravel the mystery. Amy grows to accept her sister and to understand that Louann is more capable than she had first thought.

Suggested Use
Because of the mysterious nature of the book, allowing students to create book trailers that show other students the highlights of the plot, give rise to the clues that help the mystery along, and, in general, get students excited about checking this book out of the library.

Impression
I have read this book aloud to my fourth grade students for years. I love the several chapters that have on-the-edge-of-your-seat moments when something big is about to happen! The descriptions lend a movie-like mental image, engaging readers and listeners for the duration of the book. The ending is satisfying for even the most picky mystery reader.

Module 8 - James and the Giant Peach

Book
James and the Giant Peach
Written by Roald Dahl, Illustrated by Lane Smith

Citation
Dahl, R. (1996). James and the giant peach. New York: Penguin Group.

Summary
James escapes a horrible childhood with abusive, repulsive aunts by climbing into a magic, giant peach. Already taking up residence in the peach are several insects - Miss Spider, Centipede, Old-Green Grasshopper, Lady Bug, and Earthworm - who rely on him to help them escape their rolling peach adventure. James' intellect saves the peach-dwelling group more than once as they thwart the plans of the Cloud-Men who bring the weather to the world, escape ferocious sharks, and eventually land in New York City. There, the traveling group, although first assumed to be aliens, are warmly received. The group live on to become important, productive citizens of New York City.

Reviews
Horn Book Starred (September, 1996): The text in this new edition remains unchanged, but the book is updated with Smith's black-and-white pencil sketches. His interpretation of the fantasy -- which contemporary young readers will recognize from Disney's film version -- is not quite as magical as Burkert's delightful renderings in the original edition. The new edition will suffice, but readers shouldn't skip the first.

Kirkus Review (1996): This newly illustrated edition of an avowed children's favorite has all the makings of a classic match-up: Milne had Shepard, Carroll had Tenniel, and now Dahl has Smith. Yes, there is a movie tied in to all of this, but more importantly, author and illustrator were made for each other, and it's of little consequence that it took almost 35 years for them to meet.

Suggested Use
Capitalizing on the Cloud-Men and their creation of weather, I would use the book as a jumping off point for a writing and illustrating activity where students explain, in personification-style, how weather works. As a class, we could combine the stories and illustrations into a book to be housed and cataloged in the school library.

Impression
I have heard of and about James and the Giant Peach for years, especially once the movie came out. I am not, in general, a fan of fantasy fiction and was hesitant to read any of the books on the list under the subheading. However, this book was very engaging. The descriptions of the insects, shark attack, and Cloud-Men are magnificent, helping the reader imagine and play the book in the mind. I would recommend this book to any student 4th grade and up.

Module 7(B) - Does My Head Look Big in This?

Book
Does My Head Look Big in This?
Written by Randa Abdel-Fattah

Citation
Abdel-Fattah, R. (2007). Does my head look big in this? New York: Orchard Books.

Summary
Amal, a teenager who decides to wear the hijab to announce her religious intentions, tell her story of finding the courage to be herself among the friends and enemies, families and strangers that pepper her life. Amid the developing friendship of a young man named Adam who may or may not have a crush on Amal and amongst the many discussions of what to eat and who likes whom, Amal chooses to maintain her religious convictions by wearing the traditional Muslim headdress to show her commitment to her God. Teenagers from all walks of life, who participate in any cultural activities will relate to this realistic fiction novel that accurately portrays the trials and challenges that every teenager trudges through.

Reviews
Horn Book (July/August 2007): At the start of a new term, eleventh-grader Amal makes the big decision to wear the hijab, the Muslim head scarf, full-time. This first novel follows "Australian-Muslim-Palestinian" Amal as she debates the pros and cons of wearing the hijab, providing numerous teaching moments about Muslim culture and identity. Amal is proud to wear the symbol of her faith, yet she knows she faces ridicule from the popular set at wealthy McCleans Preparatory School. She is supported by her two best friends from her old Islamic school, as well as her new friends at McCleans, and their discussions explore different practices of Islam while dutifully dismantling stereotypes and presumptions. The girls' conversations and IMs are peppered with references to fashion, music, and pop culture lest the reader miss that Amal is a typical teenager in many ways. Amal's complex navigation of her first big crush is conveyed with a lighter hand. Adhering to her principles on no physical relationships before marriage, she flirts with Adam, not realizing she may be leading him on until he tries to kiss her. Though the lengthy analyses on everything from female body image to Palestinian food give the book more message than momentum, the girls' thoughts and dreams are authentically adolescent, providing a bridge between cultures -- as the author clearly intends.

School Library Journal (June 1, 2007): Gr 7 Up-Australian 11th-grader Amal is smart, funny, outspoken, a good student, and a loyal friend. She is also a devout Muslim who decides to wear the hijab, or head covering, full-time. The story tells of her emotional and spiritual journey as she copes with a mad crush on a boy, befriends an elderly Greek neighbor, and tries to help a friend who aspires to be a lawyer but whose well-intentioned mother is trying to force her to leave school and get married. Amal is also battling the misconceptions of non-Muslims about her religion and culture. While the novel deals with a number of serious issues, it is extremely funny and entertaining, and never preachy or forced. The details of Amal's family and social life are spot-on, and the book is wonderful at showing the diversity within Muslim communities and in explaining why so many women choose to wear the hijab. Amal is an appealing and believable character. She trades verbal jibes with another girl, she is impetuous and even arrogant at times, and she makes some serious errors of judgment. And by the end of the story, she and readers come to realize that "Putting on the hijab isn't the end of the journey. It's just the beginning of it."

Suggested Use
Students are expected to keep a journal for a specified length of time - three weeks, at least - of the struggles and trials they come up against day in and day out. The idea being that a culminating activity - perhaps a painted mural or other artistic expression - would help each student see that teenagers experience similar feelings and emotions as other teenagers, no matter the religious, racial, or economic background.

Impression
I wasn't sure I was going to like this book - I wasn't sure I would be able to relate to it. The dialog and flow of typical teenage events kept the book moving and helped me completely identify with the main character's struggles with fitting in. I think this book would make a wonderful read-aloud for high school students. The discussions that would follow, I imagine, would be lively and interesting.

Module 7(A) - Out of My Mind

Book
Out of My Mind
Written by Sharon M. Draper

Citation
Draper, S.M. (2010). Out of my mind. New York: Atheneum Books for Young Readers.

Summary
Melanie is stuck. Suffering from cerebral palsy, Melanie's body doesn't do what her mind wants it to do. And so, she is stuck. No words. No thoughts. No ideas. No emotions. Her outside doesn't match her inside. Out of My Mind is the story of what happens on the inside, despite what is happening on the outside of a young girl whose daily challenge is dealing with the affects of cerebral palsy. Melanie's wit and humor draw the reader in immediately, endearing her to us forever. We fight and rally for her as she learns to use a Medi-Talker to help her communicate with those who have always thought of her as a retard. We are appalled with prejudices and injustice strikes. This book acts as an introduction on how to get to know a person on the inside, no matter what they look like on the outside.

Reviews
Booklist Starred (January 1, 2010): Grades 5-8. Fifth-grader Melody has cerebral palsy, a condition that affects her body but not her mind. Although she is unable to walk, talk, or feed or care for herself, she can read, think, and feel. A brilliant person is trapped inside her body, determined to make her mark in the world in spite of her physical limitations. Draper knows of what she writes; her daughter, Wendy, has cerebral palsy, too. And although Melody is not Wendy, the authenticity of the story is obvious. Told in Melody’s voice, this highly readable, compelling novel quickly establishes her determination and intelligence and the almost insurmountable challenges she faces. It also reveals her parents’ and caretakers’ courage in insisting that Melody be treated as the smart, perceptive child she is, and their perceptiveness in understanding how to help her, encourage her, and discourage self-pity from others. Thoughtless teachers, cruel classmates, Melody’s unattractive clothes (“Mom seemed to be choosing them by how easy they’d be to get on me”), and bathroom issues threaten her spirit, yet the brave Melody shines through. Uplifting and upsetting, this is a book that defies age categorization, an easy enough read for upper-elementary students yet also a story that will enlighten and resonate with teens and adults. Similar to yet the antithesis of Terry Trueman’s Stuck in Neutral (2000), this moving novel will make activists of us all.

Library Media Connection (May/June 2010): Melody, an 11-year-old girl with cerebral palsy, who cannot speak or walk, tells the story of her daily struggles. While Melody cannot express herself through words, those around her realize that she understands more than she has been given credit for. Melody?s mother enrolls her at their neighborhood elementary school where she is placed in a classroom for physically and mentally challenged students. The teacher decides that her students are going to be included in ?regular? classroom activities, and Melody is given a computer, which allows her to express herself by speaking for her. She is able to join a group of students who participate in a national quiz bowl. Once everyone realizes that Melody has far more talent than many of the ?regular? students, they question their treatment of others. This title is a wonderful way to remind students that everybody is different, but they can excel in various ways. It would be a reassuring choice for a child who has a special needs family member. Students who are generally interested in those who are different would enjoy it too. Recommended.

Suggested Use
This book could be used as a springboard for a humanities class. Because the main character has no other means of communications beside the Medi-Talker that comes mid-way through the book, students, after reading multiple chapters could create and establish another way for someone with speaking disabilities to communicate. Or, to make the project broader, allow students to create and invent something that would aid another student with a disability.

Impression
I read this book to my fourth graders as part of our Bluebonnet Book Club as Out of My Mind was nominated as a Texas Bluebonnet Award nominee. The concepts were high-level, demanding a certain level of maturity to deal with what was written about. I was amazed at how quickly Melanie was endeared to them. They, almost immediately, began to think of ways for Melanie to better include herself with her peers. The thinking process exploded as they tried to understand and visualize what it would be like to be perfectly capable in mind but have a body that wouldn't cooperate. And, the emotions that flooded when the quiz team lacked compassion and understanding toward their most valuable team member was astounding. I loved this book and loved what discussion came out of reading aloud to a group of fourth graders.

Module 6 - Dear Mrs.LaRue: Letters from Obedience School

Book
Dear Mrs. LaRue: Letters from Obedience School
Written and illustrated by Mark Teague

Citation
Teague, M. (2002). Dear Mrs. LaRue: Letter from obedience school. New York: Scholastic, Inc.

Summary
Dear Mrs. LaRue is the tale of Ike, the dog, and his terrible time at obedience school. Ike's perspective on the events that landed him at obedience school and that happen while in obedience school are depicted in illustration form with sharp contrast showing through his letters home to his owner. Upon his escape from obedience school, things get a bit harrier, ending in a well-staged rescue!

Reviews
Kirkus Review (August 1, 2002): An epistolary picture book detailing the misadventures of a very imaginative dog at obedience school. Ike the terrier is a reluctant student at the Igor Brotweiler Canine Academy, and sends daily letters home describing the tortures he's undergoing at school: "Needless to say, I am being horribly mistreated. You say I should be patient and accept that I'll be here through the term. Are you aware that the term lasts TWO MONTHS? Do you know how long that is in dog years?" In a series of inspired double-page spreads, the bright acrylic illustrations depict Ike scrivening away in the plushest possible surroundings, while he imagines (appropriately enough in black-and-white) what he describes. As Ike complains about the food, the reader sees him seated at a table covered in a white tablecloth and decorated with roses; his fevered imagination, however, conjures up a vision of a burly, tattooed cook standing over a cauldron and pointing at a sign that says "No howling, biting, scratching, growling, slobbering, or barking, and no seconds!" as Ike, prison-stripe-clad, forlornly holds up his dog dish. The concept is fun, but it's a one-note joke that depends on a highly developed sense of irony to appreciate. Teague's first offering as author/illustrator since One Halloween Night (1999) demonstrates a mastery of illustration without an accompanying command of textual narration; the overlong text bogs down as the reader attempts to figure out what's really going on: does Ike really want to go back home? does he really believe what he describes? is he simply trying to make Mrs. LaRue feel guilty? The work as a whole is energetic but ultimately fails to follow through on a promising concept. (Picture book. 6-9)

Publisher's Weekly (July 22, 2002): A dog's life is hardly to be envied if one believes the words of Ike, a rambunctious pooch sentenced to obedience school by his exasperated owner, Mrs. LaRue. Having repeatedly terrorized the neighbors' cats and snatched one snack too many from the kitchen counter, Ike finds himself enrolled at Igor Brotweiler Canine Academy. The hero begins a clever letter-writing campaign to Mrs. LaRue that paints a grim (and hopefully guilt-inducing) picture of his Brotweiler experience. But readers are privy to the hilarious truth. Teague (How Do Dinosaurs Say Good Night?) depicts the pampered pup at the spa-like academy in brightly colored vignettes, juxtaposed with black-and-white prison-like scenes that illustrate Ike's imagined hardship. He composes his correspondence with dramatic flair, whether describing his "inmate" experience ("The guards here are all caught up in this `good dog, bad dog' thing") or reflecting on his misdeeds back at home ("Were the neighbors really complaining about my howling?... Let's recall that these are the same neighbors who are constantly waking me up in the middle of the afternoon with their loud vacuuming").Throughout, the devilish laughs are in the details (waiters in white coats serving academy dogs gourmet meals and frozen drinks; Ike's images of a hard life in striped prison garb plus ball-and-chain). Even the duo's reunion (to much fanfare) plays off of an earlier joke. All in all, a tail-wagger of a book that will have readers howling with amusement. Ages 5-8

Suggested Use
This book is perfect for teaching writing students the art of voice and perspective. Because of the irony in Ike's letters and what the illustrations depict is actually happening at obedience school, teachers can show students how writing with irony and voice can make their own stories that much more appealing and readable.


Impression
Who doesn't love a good story full of odd perspective and hilarious irony? I think the black and white illustrations of Ike's perspective in contrast to the full-color illustrations of what is seemingly really happening make this book a winner. I was, to be honest, a bit disappointed in the ending, as it seemed to end abruptly. I would have appreciated more of conflict resolution between the neighbor's cats and their complaints of Ike's howling in addition to the ending mentioned in the book.

Module 5(B) - Jellicoe Road

Book
Jellicoe Road
Written by Melina Marchetta

Citation
Marchetta, M. (2006). Jellicoe Road. New York: HarperCollins Children's Books.

Summary
Jellicoe Road is a mystery from the start, allowing readers tidbits of information little by little. Its main character, Taylor, knows very little about her parents and her guardian, for that matter. Taking place on the grounds of a private school, Jellicoe Road tells the story of how Taylor finds the missing pieces to the puzzle of who her family is, where her mother is, and what her dreams mean. Intertwined throughout the book are tidbits of Hannah's story - Hannah being Taylor's guardian - that add intrigue and suspicion to an already broken tale. Characters come in and out, never what they seem, helping the reader gather clues and triggering the mind, tricking it into thinking it has the story in the right order, only to find out it isn't at all as it seems.

Reviews
School Library Journal (December 1, 2008): Gr 8 Up-For years, three factions-Townies, Cadets (city kids doing a six-week outdoor education program), and Jellicoe School students-have engaged in teen war games in the Australian countryside, defending territorial borders, negotiating for assets, and even taking hostages. Taylor Markham, a 17-year-old who was abandoned years ago by her mother, takes on leadership of the boarding school's six Houses. Plagued with doubts about being boss, she's not sure she can handle her Cadet counterpart, Jonah Griggs, whom she met several years before while running away to find her mother. When Hannah, a sort of house mother who has taken Taylor under her wing, disappears, Taylor puzzles over the book manuscript the woman left behind. Hannah's tale involves a tragic car accident on the Jellicoe Road more than 20 years earlier. Only three children survived, and Taylor discovers that this trio, plus a Cadet and a Townie, developed an epic friendship that was the foundation of the many mysteries in her life and identity, as well as of the war games. While the novel might put off casual readers, patient, thoughtful teens will remain to extract clues from the interwoven scraps of Hannah's narrative, just as Taylor does, all the while seeing the collapse of the barriers erected among the three groups over the years. Elegiac passages and a complex structure create a somewhat dense, melancholic narrative with elements of romance, mystery, and realistic fiction

Horn Book (November, December 2008): Two tragic stories -- one past, one present -- come together in this carefully constructed novel set in the Australian bush. Seventeen-year-old Taylor Markham has just been made leader of the Jellicoe School's "Underground" during the annual territory wars with the townies and the cadets. Taylor arrived at the school at age eleven when her mother dumped her at the local 7-11 and she was taken in by Hannah, voluntary caretaker of the school's neediest students. Interspersed with war maneuvers, negotiations, and Taylor's hotly charged meetings with cadet leader Jonah Griggs are excerpts from Hannah's unfinished novel about three teenaged survivors of a horrific car wreck on Jellicoe Road years earlier. The three survivors, and the lifelong bonds they formed with the townie who rescued them and the cadet who befriended them, have everything to do with Taylor; together with broken memories of life with her drug-addicted mother and dream visits from a mysterious boy, Hannah's story helps Taylor piece together the truth about her past and determine who she will become. Despite grief piled on grief in the personal histories of the characters, they are all firmly bound by friendship and love. Suspenseful plotting, slowly unraveling mysteries, and generations of romance shape the absorbing novel.

Suggested Use
Because of the interwoven story pieces from Hannah's manuscript, this book would be ideal in teaching high school students the use of multi-story writing. The plot is full of twists and turns making a sequenced story map a positive culminating activity. Discussions involving this book could help students identify that most things in life aren't black and white; exactly as they seem. This book might also be a good resource for a counselor who is facilitating a small group on grief.

Impression
I had to double-dip with this book - I continually had to go back and reread to make sure I understood. The pieces of the puzzle didn't always completely fit, to be honest. The story, itself, was engaging enough to keep me interested, but the details depicted didn't always help bring the story (or newfound information) to life for me. The story was deep and emotion-stirring, and, in the end, I think I liked it. It isn't a book would recommend, however.

Module 5(A) - We Are the Ship

Book
We are the Ship: The Story of Negro League Baseball
Words and paintings by Kadir Nelson

Citation
Nelson, K. (2008). We are the ship. New York: Hyperion Books for Children.

Summary
Kadir Nelson takes the reader on a history lesson, tripping through time, back when baseball was king - a black king, at that. Nelson's conversation-style writing and breathtaking artwork allows the reader a glimpse into one of the most profitable venues for the African American community and the most powerfully-missed opportunity because of racial stupidity for the white man running major league baseball back in the day. Readers are introduced to big house players such as "Cool Papa" Bell and "Turkey" Stearnes and painted a picture of what it was like to play in the negro leagues. Nelson highlights the timeline to integration, climaxing with Jackie Robinson breaking through the color barrier in 1945 by signing with the Brooklyn Dodgers. Thanks to the eye-catching illustrations and personal interest of the events, this book is an All-Star for children.

Reviews
Horn Book (May/June 2008): Imagine listening to baseball legends Willie Mays and Ernie Banks swapping stories about their Negro League days as they sit in the stands, munching on peanuts and watching Ken Griffey Jr. launch a curve ball into the stratosphere. That kind of easygoing, conversational storytelling is exactly what Kadir Nelson achieves in this pitch-perfect history of Negro League baseball. "Seems like we've been playing baseball for a mighty long time. At least as long as we've been free," the narrator says. Nelson's collective "we" honors "the voice of every player," as he explains in an author's note, and it also works to draw readers into and through the text's nine "innings." Nelson's extensive research (including interviews with former players) yields loads of attention-grabbing details: how much money players made; where, when, and how often games took place; who the standout owners, managers, and players were; and so on. And not surprisingly, he often returns to the impact of racism on the leagues, teams, and individual athletes. His grand slam, though, is the art: Nelson's oil paintings have a steely dignity, and his from-the-ground perspectives make the players look larger than life. The book also includes a foreword by Hank Aaron, an Extra Innings section identifying Hall-of-Fame Negro Leaguers, a bibliography, endnotes, and an index.

Library Media Connection (February 2008): Through text and artwork that pulses with life, Nelson has created a book that brings personality to the Negro Baseball League. Using the voice of "Everyman" in the league, this book will attract readers because of the full and double-page vibrant, realistic oil paintings, and immerse the reader in the compelling story being told. The author brings out interesting details about the league such as bus trips where players would relieve a sleepy driver and players would entertain their teammates. The reader meets famous players, like Satchel Paige and Josh Gibson, and the equally talented lesser known players. One enters the world of joy in the game of baseball and the hurt of segregation through stories that take place away from the ballpark as well as on the field. One need not be a baseball fan to enjoy this book, because it's more than a sports story. It's a story of real people enduring more than many of us can imagine, playing a game they love. The book's title comes from "We are the ship; all else is the sea" a quote from Rube Foster, the founder of the Negro National League. Highly Recommended.

Suggested Use
Teachers can use the inning sections, as Kadir Nelson did, to illustrate a timeline writing. Using We are the Ship as scaffolding, students can take a major event in history, for instance, the Holocaust, and break it into nine "innings" or sections for writing. Using a timeline and these sections, students will write about the major points of the event, research-style. The finish writing piece will be in chronological order and readable sections.

Impression
Having a personal interest in the Negro Baseball Leagues for some years now, I was particularly taken with Mr. Nelson's artwork throughout this book. They helped capture the determination and perseverance of an entire league of overlooked athletes. I appreciated Mr. Nelson's choice in writing style, that of conversation style, which helped make the book come alive and more real than an essay-type book. Using specific "innings" of this book seems the best choice for using it within the library. I can imagine many of my young athlete-students enjoying the tale and illustrations that is within.

Module 4(B) - Maniac Magee

Book
Maniac Magee
Written by Jerry Spinelli

Citation
Spinelli, J. (1990). Maniac Magee. New York: HarperCollins.

Summary
Jeffrey Lionel Magee doesn't grow up in a normal house, under normal circumstances, experiencing normal childhood situations. Orphaned as a small child, Jeffrey chose to escape the love-less home of his aunt and uncle by running away. Learning early on that fear of much of anything eluded him. He exhibited extraordinary talent in physical feats as well as seeing people for who they are and loving the unlovable, despite his own lack-of-love-upbringing. Because of his abilities, Jeffrey earns the nickname "Maniac" and moves forward in his quest to find love and goodness and a home of his own. We meet characters that are drawn to Maniac for good reasons and bad; that mold and shape him into a caring and thoughtful young man who seems colors as beautiful and not a reason to hate. Maniac Magee finds the home he's been looking for in the most unusual places, amid the most unlikely brood of characters, despite the most off-putting social stereotypes.


Reviews
Kirkus Review (1990): An occasionally long-winded, but always affecting, parable-like story about racism and ignorance. Jeffrey Magee is twice homeless--once involuntarily, at age three, when his parents plunge with a high-speed trolley off a bridge; the second time eight years later, when he voluntarily leaves the troubled home of his aunt and uncle. Jeffrey's subsequent yearlong flight generates a host of legends:, his sudden appearances and astonishing athletic prowess earn him the name "Maniac," and his just-as-sudden disappearances ensure his fame. Innocently, he crosses between two strictly segregated parts of town, the white East End and the black West End, making friends and enemies in both camps and managing to soften the lines of segregation; later, he finds a new home in the West. If this is sometimes a bit like a chalkboard lesson, it may be because racism is still a volatile subject that is more comfortably dealt with in parable form. The metaphorical style is a brave change from the realism of Spinelli's other books, while fans of his earlier, tongue-in-cheek, streetwise tone will find it also an integral part of this story--ballast for the mythic, shifting picture of Maniac's year on the run.

School Library Journal (June 1990): Gr 6-10-- Warning: this interesting book is a mythical story about racism. It should not be read as reality. Legend springs up about Jeffrey ``Maniac'' Magee, a white boy who runs faster and hits balls farther than anyone, who lives on his own with amazing grace, and is innocent as to racial affairs. After running away from a loveless home, he encounters several families, in and around Two Mills, a town sharply divided into the black East End and the white West End. Black, feisty Amanda Beale and her family lovingly open their home to Maniac, and tough, smart-talking ``Mars Bar'' Thompson and other characters are all, to varying degrees, full of prejudices and unaware of their own racism. Racial epithets are sprinkled through the book; Mars Bar calls Maniac ``fishbelly,'' and blacks are described by a white character as being ``today's Indians.'' In the final, disjointed section of the book, Maniac confronts the hatred that perpetuates ignorance by bringing Mars Bar to meet the Pickwells--``the best the West End had to offer.'' In the feel-good ending, Mars and Maniac resolve their differences; Maniac gets a home and there is hope for at least improved racial relations. Unreal? Yes. It's a cop-out for Spinelli to have framed this story as a legend--it frees him from having to make it real, or even possible. Nevertheless, the book will stimulate thinking about racism, and it might help educate those readers who, like so many students, have no first-hand knowledge of people of other races. Pathos and compassion inform a short, relatively easy-to-read story with broad appeal, which suggests that to solve problems of racism, people must first know each other as individuals.


Suggested Use
Because of the racial stereotypes brought up in the book, Maniac Magee would be a great novel to partner with a study of the judicial system, putting characters from the book on trial for their actions and opinions, making judgements based on situations depicted in the book. Mock trials and readers theaters would be a superb way to illustrate that students have grasped the concept of character emotions, thoughts, perceptions, and evolutions. Be prepared for lengthy discussions and tense moments, but what a perfect way to address these controversial topics within literature.

Impression
I have known the title for as long as I can remember but have only just now taken the time to read the actual book. I had an easy time picturing the different places in which Maniac Magee found his 'home', cringing in the McNabb's and sighing with relief at the Beale's. I was struck with how forthright the author was in perceptions, and their ignorant origins, of racial color lines. I appreciated his willingness to be so bold as to put such in print.

Module 4(A) - Dear Mr. Henshaw

Book
Dear Mr. Henshaw
Written by Beverly Cleary
Illustrated by Paul O. Zelinsky

Citation
Cleary, B. (1983). Dear Mr. Henshaw. New York: Avon Books.

Summary
Taking on a letter-writing format, Dear Mr. Henshaw takes the reader through the roller coaster of emotions that a child might feel during and after the traumatic events of his parent's divorce and the usual fall-out that accompanies such a life-changing event. Loneliness, anger, hope, and resolve are evident throughout the book, showing us that the main character, Leigh, is just like each one of us when faced with the mountain to climb of meeting new people and adjusting to a situation we hadn't wanted to be in in the first place. The book ends on a realistic note, making it a superb resource for students who are struggling with a divorce in the family.

Reviews
Publisher's Weekly (August 15, 1994): This amusing, often touching series of letters from Leigh Botts to a children's book author he admires again demonstrates Cleary's right-on perception of a kid's world. Ages 8-12.

Kirkus Review (August 1, 1983): Possibly inspired by the letters Cleary has received as a children's author, this begins with second-grader Leigh Botts' misspelled fan letter to Mr. Henshaw, whose fictitious book itself derives from the old take-off title Forty Ways W. Amuse a Dog. Soon Leigh is in sixth grade and bombarding his still-favorite author with a list of questions to be answered and returned by "next Friday," the day his author report is due. Leigh is disgruntled when Mr. Henshaw's answer comes late, and accompanied by a set of questions for Leigh to answer. He threatens not to, but as "Mom keeps nagging me about your dumb old questions" he finally gets the job done--and through his answers Mr. Henshaw and readers learn that Leigh considers himself "the mediumest boy in school," that his parents have split up, and that he dreams of his truck-driver dad driving him to school "hauling a forty-foot reefer, which would make his outfit add up to eighteen wheels altogether. . . . I guess I wouldn't seem so medium then." Soon Mr. Henshaw recommends keeping a diary (at least partly to get Leigh off his own back) and so the real letters to Mr. Henshaw taper off, with "pretend," unmailed letters (the diary) taking over. . . until Leigh can write "I don't have to pretend to write to Mr. Henshaw anymore. I have learned to say what I think on a piece of paper." Meanwhile Mr. Henshaw offers writing tips, and Leigh, struggling with a story for a school contest, concludes "I think you're right. Maybe I am not ready to write a story." Instead he writes a "true story" about a truck haul with his father in Leigh's real past, and this wins praise from "a real live author" Leigh meets through the school program. Mr. Henshaw has also advised that "a character in a story should solve a problem or change in some way," a standard juvenile-fiction dictum which Cleary herself applies modestly by having Leigh solve his disappearing lunch problem with a burglar-alarmed lunch box--and, more seriously, come to recognize and accept that his father can't be counted on. All of this, in Leigh's simple words, is capably and unobtrusively structured as well as valid and realistic. From the writing tips to the divorced-kid blues, however, it tends to substitute prevailing wisdom for the little jolts of recognition that made the Ramona books so rewarding.


Suggested Use
Because of the letter-writing format of the book, a literary blog would be a perfect activity to culminate the thoughts, feelings, and concepts introduced in Dear Mr. Henshaw. Giving students a chance to interactively blog in response to teacher-led discussions and questions would open the doors of communication, making the hard-to-talk-about aspects of this novel easier to address. Because the teacher would respond to students' blogs, discussions and future questions could be geared toward specific topics brought up by the students.

Impression
I have "known" about this book since I was in elementary school. It was surrounded, even back then, with controversy. I suppose the subject of divorce wasn't something to be spoken of so freely which is such a shame because I can imagine many of my friends would have appreciated hearing what Leigh was going through. I enjoyed this chapter book very much. I appreciated Leigh's honest approach to what was happening in his life. The touch of humor was nice, too, as I'm sure many a child needed a laugh and a break from constantly thinking about what was happening in his life. I would recommend this book to any of my students going through a traumatic event in their life, even with its controversial-ness!

Module 3(B) - The Hello, Goodbye Window

Book
The Hello, Goodbye Window
Written by Norton Juster, Illustrated by Chris Raschka


Citation
Juster, N. (2005). The hello, goodbye window. New York: Hyperion Books for Children.


Summary
A sweet little girl takes the reader on a tour of her grandparent's house and daily routine, always stopping to point out the hello, goodbye window and its special characteristics. We learn all kinds of things about the little girl's Nanna and Poppy and so much more about the loving relationship that exists between the three of them. The little girl gives simple and poignant insight into things of the world in such a way that makes even the oldest reader feel encouraged and fulfilled.


Reviews
School Library Journal: Starred Review. PreSchool-Grade 1–The window in Nanna and Poppy's kitchen is no ordinary window–it is the place where love and magic happens. It's where the girl and her doting grandparents watch stars, play games, and, most importantly, say hello and goodbye. The first-person text is both simple and sophisticated, conjuring a perfectly child-centered world. Sentences such as "When I get tired I come in and take my nap and nothing happens until I get up" typify the girl's happy, imaginative world. While the language is bouncy and fun, it is the visual interpretation of this sweet story that sings. Using a bright rainbow palette of saturated color, Raschka's impressionistic, mixed-media illustrations portray a loving, mixed-race family. The artwork is at once lively and energetic, without crowding the story or the words on the page; the simple lines and squiggles of color suggest a child's own drawings, but this is the art of a masterful hand. Perfect for lap-sharing, this book will find favor with children and adults alike.

Booklist: *Starred Review* PreS-Gr. 2. Two well-known names come together in a book that speaks to the real lives of children and their experiences. The young narrator visits her grandparents, Nanna and Poppy, in their big house. They explore Nanna's garden, and Poppy plays his harmonica. The narrator rides her bike and takes a nap, "and nothing happens till I get up." Looking out the picture window, the "hello, goodbye window," she sees the pizza guy, and, more fancifully, a dinosaur. She also spots her parents coming to pick her up. The curly-haired girl is happy to see them, but sad because it means the end of the visit. The window imagery is less important than the title would make it seem. More intrinsic is Juster's honest portrayal of a child's perceptions (a striped cat in the yard is a tiger) and emotions (being happy and sad at the same time "just happens that way sometimes"). Raschka's swirling lines, swaths, and dabs of fruity colors seem especially vibrant, particularly in the double-page spreads, which have ample room to capture both the tender moments between members of the interracial family and the exuberance of spending time in the pulsating outdoors, all flowers, grass, and sky.


Suggested Use
What a great jumping-off place for a unit on families and what they mean to us! The Hello, Goodbye Window could spark a discussion about who we might see if we looked into each student's hello, goodbye window. Students could illustrate a picture showing these special people in their lives and attach a cross piece over the picture to depict a window.


Impression
I love this book! I like the simplistic wisdom given by the little girl; I like the showing of relationship between the characters; I like the illustrations and their abstract-ness; I like the warm feeling of blessing this book evokes.

Module 3(A) - Time of Wonder

Book
Time of Wonder
Written and Illustrated by Robert McCloskey

Citation
McCloskey, R. (1989). Time of wonder. New York: Puffin Books.

Summary
Time of Wonder illustrates a beautiful tale of a summer spent on an eastern seaside island with terrific verbs and vivid adjectives. Readers are able to experience the serene island life of porpoise-watching, afternoon rain showers, and days at the beach, as well as, the terrifying adventure of surviving a hurricane from preparation to clean-up. The book wraps up at the end of the summer when families pack up and return to their school-day schedules, leaving the island a memory with a hopeful return.

Reviews
Publisher's Weekly (June 19, 1995): A blast from the past for baby boomers, McCloskey's timeless paean to a Maine island summer is still as fresh as the day it first appeared in 1957 and ready for a new generation of readers--or in this case, listeners. Despite the absent Caldecott-winning illustrations, the story makes a nimble leap to audio, thanks to McCloskey's gloriously poetic language and Lord's deft reading. Her warm voice strikes just the right note of reverential delight at the abundant natural beauty of the island setting, and she even serves up a respectable Maine accent for the climactic hurricane scene ("We're going to have some weather. It's a-comin'. She's gonna blow."). Altogether marvelous.

Horn Book Starred (February, 1990): A reissue of a book first published in 1957. Reviewed December, 1957. A Caldecott Medal winner.

Suggested Use
Because of the vivid descriptions through use of verbs and adjectives, Time of Wonder would be a perfect companion to a lesson on parts of speech. Students could highlight particularly moving verbs and adjectives to create an Animoto video to further describe the definition, synonym, antonym, and use of these verbs and adjectives.

Impression
I was particularly taken with the rich language used in McCloskey's Caldecott-winning story. I think students would benefit from multiple readings of this book, aloud and independently, to grasp the concepts and mind pictures presented. Endearing and timeless, I felt as if I'd been to the island, experienced island life, and felt the gentle sting of disappointment when time to pack and leave the island. This type of image-inducing practice is a lost art and worth it spend time on.

Module 2(B) - Anne of Green Gables

Book
Anne of Green Gables
written by Lucy Maud Montgomery

Citation
Montgomery, L.C. (1976). Anne of Green Gables. New York: Bantam Books.

Summary
Anne comes to Avonlea as an adopted child and helper to siblings Matthew and Marilla Cuthbert but quickly becomes much more. We are taken on a tour of all things tangled and disheveled by Anne - she is less than ladylike and certainly not socially adept. At school, she forms a quick alliance with Diana Barry but also fuels hostility and judgement toward Gilbert Blythe. Experiences and maturity finally play their hand, taking us through the transitions of Anne growing up and establishing herself as an intellectual but forgoes the highly-sought-after scholarship to college when her beloved Matthew passes away. Anne commits to staying in Avonlea to care for Marilla and eventually concedes to bridging the divide between her and Gilbert.

Reviews
Library School Journal (2003): With a full cast and some background music, this radio play version of Lucy Maud Montgomery's classic hits the high points of the original novel. It is quite abbreviated, so each episode in Anne's orphan-girl-made-good story is afforded just enough time to lay out the bones of the plot. However, Anne's spunky and endearing character shines through scene after scene, as does some of the nostalgic charm of Avonlea's Canadian setting and quaint old Green Gables. All the parts are read very well, with a touching intensity that makes up for some of the brevity of plot episodes. A narrator fills in quite smoothly between the scenes for each event. Two nice features for young listeners make this a useful introduction to audio fiction. There is a pleasant chime played at the end of each side, and at the beginning of each side a line or two from the preceding side is repeated, helping to move listeners smoothly through the break in the action. This entertaining version may help lead youngsters to the original novel. School and public libraries seeking to add abridged novels to their collections or to introduce or entice young readers to longer fiction will want to consider this version.

Contemporary Authors Online (2004): As to Montgomery's entire body of work, many feel that the quality of her books after Green Gables steadily declines. However, most agree that her abiding popularity stems from her storytelling ability and her sensitive understanding of children. Montgomery "remembered exactly how it was to be a child," explained Jean Little in L. M. Montgomery: An Assessment. "More than that, she was able to record the experience of being a child so faithfully and vividly that reading children, years later, find themselves in her stories."


Suggested Use
Anne of Green Gables lends itself to a focus on sequence and character analysis. Students can create a timeline of important, story-changing events to illustrate understanding of the concept and necessity of tracking. Also, students can create a double-sided character, depicting on one side the attributes of a particular character at the beginning of the story or before a traumatic event and, in turn, show, on the other side, the attributes of that same character at the end of the novel.

Impression
Anne of Green Gables is a fascinating, engaging read, albeit more for female students, in all likelihood. The story engages readers to feel the disappointment that both Anne and Matthew feel when their expectations aren't met when they meet each other for the first time at the train station and to feel the hope that Gil and Anne might be able to forge a solid friendship after Anne returns to Avonlea for good. The evolution of Anne's character, alone, is worth the reading of the book.

Module 2(A) - Harold and the Purple Crayon

Book
Harold and the Purple Crayon
written and illustrated by Crockett Johnson


Citation
Johnson, C. (1955). Harold and the purple crayon. New York: HarperCollins.


Summary
The main character, a little boy named Harold, goes on a nighttime adventure, drawing his way through a forest, an ocean, and up a mountain. Harold is responsible for moving the story along, drawing the next set of events with his purple crayon. Eventually, Harold begins to wonder where his house, bedroom, and bed but is resigned to draw them, with the help of the position of the moon, as they were when the tale began.

Reviews
The Critics: Harold's fiftieth birthday (he appeared in 1955) finds him much the same as ever except for an anniversary sticker and a brighter jumpsuit on the cover. At the time, his creator, Crockett Johnson, was already known for political cartoons in New Masses, his comic strip Barnaby, and pictures for children's books by his wife Ruth Krauss. In the last decade of his life, Johnson turned to painting large abstracts based on geometric theorems. The paintings are mostly forgotten, but Harold has delighted children for generations with his insouciant look and his big purple crayon, with which he creates an entire universe of imaginative adventures on perfectly blank pages. Harold's graphic journey takes him through a wood (containing one apple tree), into the sea and a sailboat, up a mountain, and onto a balloon. He can conjure up anything with a line, including a fearsome dragon, a picnic of nine pies, a whole city of windowed buildings, and finally, his own window with the moon outside. As he settles into his cozy bed, young children breathe a sigh of relief and wonder. Johnson's style is, as he explained, "simplified, almost diagrammatic for clear storytelling, avoiding all arbitrary decoration." Baby Harold and his crayon live on—admired by artists like Chris Van Allsburg and Maurice Sendak, praised by critics, loved by children—as a celebration of the power of art and imagination. 1955, HarperCollins, Ages 2 to 7.

Kirkus (October 1, 2011): Harold takes a walk in the moonlight down the path of imagination and although this time the bunnies hop and the winds blow, nothing of the dreamy simplicity of the journey is lost. Elegantly adapted by Trilogy Studios to the iPad and featuring the same minimalist lines of Johnson's 1955 original, this app allows children to join in as Harold wields his purple crayon to create his gently perilous adventure. Along the way, the many hidden interactions allow readers to animate the scenes, shaking apples from the tree and making the guard dragon catch them in his mouth. Kids can fill the moonlit sky with stars and zoom in on hatchling birds in the mountains; they can cause a swirling wind to fill the sails of Harold's boat and help him sample all nine flavors of pie. All the while, it maintains the flavor of a simple line-drawn story. When touched, most objects and characters are identified both verbally and in text to add an extra level of learning for early readers. Options include Read to Me, in which each word appears as it is spoken by the narrator; Touch Tale, a fully interactive version prefaced with a clear tutorial; and Read to Myself. All modes are accompanied by tinkly music. Readers will be charmed as Harold draws himself in and out of trouble and finally home to bed in this subtle blend of animation and story.


Suggested Use
Librarians can tack a large, long piece of butcher paper up on the wall and allow students to pick a crayon or marker to illustrate where they would go if they were completely responsible for creating their next move. Students can use predicting skills along with the story to help them establish sequence and problems and solutions. The butcher paper mural will help keep students engaged.


Impression
A classic tale, I think this book has potential for presentation of so many reading strategies: cause and effect, problem and solution, prediction, etc. Imagination and creativity abound, making this book the perfect resource for students who are reluctant to read or who don't see the imagination needed for reading. I think new readers and seasoned readers, alike, can benefit from this classic and it's simple but profound concepts.

Module 1 - Bats in the Library

Book
Bats in the Library
written and illustrated by Brian Lies


Citation
Lies, B. (2008). Bats in the library. New York: Houghton Mifflin Company.


Summary
A rhyming tale of a late-night visit to the library by a group of bats, this quaint tale depicts activities that regular visitors of the two-legged, elementary variety might do when they visit the library. The evening of book dreaming comes to an end when the first light of dawn appears, sending the bats out the window through which they came, hoping the librarian will leave it open so they can visit again.


Reviews
Kirkus Reviews (August 15, 2010): Previously Lies has given his bats nights at the library and the beach with great success. Now they play night baseball on a ballfield laid out under a circus tent with crowds of bat fans and vendors selling appropriate snacks like “mothdogs.” The game proceeds with swoops and slides and a win for the home team. The action is described in verse with the rhymes in easy, breezy aabb form for setup and denouement and heightened “Casey at the Bat” cadences and couplets for the game itself. Lies’s acrylic illustrations appear as full- and double-page spreads and scattered, unframed vignettes, and all are filled with copious detail depicting uniforms, regalia and play-by-play. The visual effect is quite stunning, with some fantastically disorienting upside-down spreads to reflect the fans’ hanging position, and much of the language is utterly delicious. A broad knowledge of baseball and its place in the American consciousness is assumed, as is an ability to roll with rather sophisticated vocabulary and phrasing. But as a read-aloud by a baseball fan, it’s sure to inspire a love of the game—and maybe of bats as well. (Picture book. 5-8)

Publishers Weekly (July 14, 2008): Lies’s (Bats at the Beach) much-lauded bats are back and the library’s got them—thanks to a window left open by an unsuspecting (or perhaps sympathetic) librarian. Although the young ones initially misbehave (they make photocopies of their bodies and turn the water fountain into a splash pool), Lies cuts them a little slack: “It’s hard to settle down and read/ when life flits by at dizzy speed.” Story time settles everyone (upside-)down, and soon the furry creatures are “completely swallowed up” in books, giving Lies comic license to bat-tify the signature visuals from classics like Make Way For Ducklings; Pippi Longstocking; Goodnight, Moon and Peter Rabbit. As with its predecessor, this book’s richly detailed chiaroscuro paintings find considerable humor at the intersection where bat and human behavior meet. But the author/artist outdoes himself: the library-after-dark setting works a magic all its own, taking Lies and his audience to an intensely personal place. Ages 4–8.


Suggested Use
Introducing the library to new, young users with this books could be magical. Placing stuffed, plush bats all over the library as a seek-and-find after reading this book could send students on a discovery hunt though the library, allowing students to get to know the different sections and areas within the library.


Impression
This book is fabulous with it's rhyming phrases and great ideas about the things that happen in the library. I like the emphasis on what the bats are thinking, written in italics, to help students identify with the bats. I think this book is a great way to start the year off with carpet reading. It also gives me the idea of decorating the library with bats, giving the students something to focus on and identify with throughout the school year.