Module 15/SLIS 5420/December 7th

Forever
by Judy Blume

Bibliography

Blume, J. (1975). Forever. New York: Atheneum Books for Young Readers. ISBN 0-689-84973-7

Summary
The majority of the book deals with teenage sexuality with focus on one couple who promise “forever love” to one another. It paints a realistic picture of first sexual encounters including the desires, fears, anticipation, and disappointments that go with the territory. Due to the content, this book has been the target of censors since the time it was written.

My Impression
I feel like the book illustrates the entire experience quite well. It opens doors for discussion about the decision to participate in intimacy, sexually transmitted diseases, teenage pregnancy, suicidal thoughts, and the use of birth control. For those without someone to discuss these issues, it allows them to see some of the less than magical moments related to having sex without contemplation of the possible consequences.

Review
"No preaching (Blume never does) but the message is clear; no hedging (Blume never does) but a candid account by Kathy gives intimate details of a first sexual relationship. The characters and dialogue are equally natural and vigorous, the language uncensored, the depiction of family relationships outstanding."--Bulletin of the Center for Children's Books. ALA Best of the Best Books for Young Adults.

Katherine has some open conversations, including one in which her mother tells her: "Sex is a commitment ... once you're there you can't go back to holding hands." Blume opens newer editions of the book reminding readers that things have changed since she wrote FOREVER: "Today, sexual responsibility also means preventing sexually transmitted diseases, including AIDS which can kill you." Whatever your family's values, you can use Forever to open up many conversations with your kids, from your own beliefs about premarital sex to your thoughts about book censorship. -- Kate Pavao, Common Sense Media.

Suggested Activities
Portions of the book could be read in connection to presenting information in a health class about sexually transmitted diseases.

For a debate or literature class when discussing censored books the following activity could be used: Pretend that you have been asked to go before your board of education to argue for censoring this book or for including it in the school library. Prepare a statement, using examples for the book itself and from other research you conduct on censorship. This activity along with other information to use when using this book with students can be found at:
"Forever …: Topics for Further Study." Novels for Students. Ed. Marie Rose Napierkowski. Vol. 24. Detroit: Gale, 1998. eNotes.com. January 2006. 7 December 2009. .

Module 14/SLIS 5420/December 4th

A House Is A House for Me
by Mary Ann Hoberman

 
Bibliography
Hoberman, M. (1978). A house is a house for me. New York: Viking Penguin Inc. ISBN 0-670-38016-4

Summary
Patterned, rhyming picture book that shares poems of how all animals, creatures, foods, and objects have a special place to live or be kept. It starts with animals and then moves on to things.
Starts out simple but includes some clever examples as well.

My Impression
Fun book to read! Children will enjoy the great illustrations of familiar animals and objects. In the classroom this book would be good for introducing poetry or connecting to a “homes” unit. A wonderful addition to home library; one of those books kids/grandkids will love to read over and over again.

Review
"A brisk, even headlong rhyme plunges us into a swirling cluster of images . . . an overwhelming profusion of examples of houses. It is an astonishing book, one of the best of the year."--The New York Times.

Suggested Activities
Make individual student books. On a blank page, print "A __________________ is a house for a ______________. Give each student 5 pages. They fill in the blanks and illustrate each page.

A cross curriculum activity guide can be found at:
http://www.liveoakmedia.com/client/guides/93049.pdf

Take a digital picture of each student, print it at the center of the page. The student draws a picture of their house at the top their picture. Have them write: "A _______ is a house for ME!" at the bottom. (one story house, an apartment, a trailer, a blue house, a flowers all around it house…) Combine pages to make a class book.

Module 13/SLIS 5420/November 26th

Knights Of The Lunch Table
by Frank Cammuso

Bibliography
Cammuso, F. (2008). Knights of the lunch table. New York: GRAPHIX. ISBN 13: 978-0439903226

Summary
Middle evil moves to middle school with the old favorite story of King Arthur with a modern twist. Artie, new student at Camelot MS, learns lessons about making friends and overcoming challenges with a little help from a magic locker and an unconventional guidance counselor.

My Impression
Students will enjoy the humor of this fast read and identify with the characters. It is a story where you cheer for the underdog and the bullies get what they deserve. The dedication says it all: “This book is for anyone who has ever been picked last.”

Reviews
From School Library Journal
Starred Review. Grade 4-8–Arthurian legend gets an update for young readers in this outstanding graphic novel. During his first day at Camelot Middle School, Artie King opens a locker that no one has ever been able to open; gets a pop quiz from his science teacher, Mr. Merlyn; and offends both Principal Dagger and bully Joe Roman...References to other versions of Arthurian legend are sprinkled throughout (such as mentions of Camelot alumni Terry White and Tommy Mallory), but the funny, fast-paced tale of young Arthur's quest to defeat the bullies stands well on its own. The appealing illustrations are full of color, action, and life.–Beth Gallego, Los Angeles Public Library, North Hollywood

From Booklist
Artie King’s first day at his new middle school is terrible: his nasty older sister ensures he misses the bus; a couple of geeky kids are friendly, but the school bullies smell a new victim; and the principal is a horror who hands out detentions and dire warnings as she peers out from behind her horn-rimmed glasses. Artie has muddied the waters a bit himself by boasting that he’s a dodgeball pro—when he’s really not. Kids familiar with King Arthur legends will like the idea of a mysterious locker, seemingly rusted shut, that opens for Artie and the helpful stranger named Merlyn (who turns out to be Artie’s science teacher and guidance counselor.) --Francisca Goldsmith

Suggested Activities
Good introduction to Graphic Novels. Read the real story of King Arthur and compare and contrast these stories.

Use this book to launch discussions for character counts lessons on truthfulness and bulling. What could have Artie done rather than lie about his dodge ball talents? Talk about the bullies in this story and ways to handle similar situations in real life.

Module 12/SLIS 5420/November 13th

The Boy on Fairfield Street
How Ted Geisel Grew Up to Become Dr. Seuss
by Kathleeen Krull

Bibliography
Krull, K. (2004). The boy on Fairfield street how ted geisel grew up to become Dr.Seuss. New York: Random House. ISBN 0-375-82298-4

Summary
The story of Ted Geisel, more affectionately known as Dr. Seuss, and how the boy voted “most likely not to succeed” became one of the most famous children’s authors in history.

My Impression
I was drawn to this story of Ted Geisel’s life, as Dr. Suess has been an admired author of mine since childhood. In the beginning it seemed he had nearly the perfect life growing up; but it soon changed with the onset of World War I. It is hard to believe that someone so talented was bullied and discouraged by teachers. The story of Ted reminds us that we all have gifts to use and they are not always identified or appreciated by others.

Reviews
Born in 1904 to a mother who enjoyed reading and a father who worked at the zoo in Springfield, Massachusetts, Geisel spent his days doodling, hanging out with friends, and generally fooling around. Yet there were also some difficult moments. His German heritage made him a target for teasing at the advent of World War I; he was also a rule breaker and was told by his teacher that he would never get anywhere with his art. The book ends when Geisel, already a published cartoonist, is 22, living in Greenwich Village, and looking forward to a bright future. -- Ilene Cooper, Booklist

Growing up in Springfield, Mass., Ted Geisel "feasted on books and was wild about animals" and "excelled at fooling around." The informal, anecdotal narrative explains that Geisel early on demonstrated a passion for drawing (even on his bedroom walls) "whatever popped into his head." He took only one art class, in high school, and quit when the teacher scolded him for "breaking rules" and told him he would never be successful. While attending Dartmouth, Geisel was admired for his "talent for silliness" and, Krull notes with comic irony, "He was clearly gifted, though no one knew at exactly what…familiar Seuss characters frolic through these pages, thematically complementing the illustrations while reminding readers why Geisel's life is worth celebrating. --Publishers Weekly (2004).

Suggested Activities
Good book to use for Dr. Seuss celebration the week of his birthday (March 4th); Dr. Seuss book extension activities can be found at: http://www.atozteacherstuff.com/Themes/Dr__Seuss/

Great book to include in author study of Dr. Seuss or in general children’s authors study.

I recommend this book for springboard to discussions in perseverance, believing in yourself, and not taking hurtful comments of others to heart.

Module 11/SLIS 5420/November 9th

Julia Mogan Built a Castle
by Celeste Davidson Mannis

Bibliography
Mannis, C. (2006). Julia built a castle. New York: Viking. ISBN 0-670-05964-1

Summary
The book describes the life of Julia Morgan; her dream of becoming an architect; and the accomplishments of her life. Julia was the only woman in her engineering class at Berkeley; where she learned how buildings were constructed and why. She longed to study at the greatest school of architecture in Paris because she believed that building should be beautiful. After many years and great persistence, she became the first woman in history of the E’cole des Beaux Arts to receive a certificate in architecture. Julia completed over 450 projects but one of the most amazing was designing the San Simeon Castle in California.

My Impression
I found this book surprisingly very interesting. It is a great inspiration to students and especially girls to pursue their dreams. The details of the castle are so incredible you can’t help but share them with a friend.

Reviews
The opening spread shows a youngster constructing a geometric sandcastle while the text quietly states: Julia Morgan loved to build. The book highlights other significant moments: young Julia visiting construction sites with her engineer father; being the only woman in her engineering class at UC Berkeley in the 1890s; her pride at receiving a certificate in architecture from Paris's École des Beaux-Arts; her return to San Francisco and early career. The last half of the book is devoted to the construction of William Randolph Hearst's San Simeon. Mannis points out that Morgan's creations are solidly built and noted for their enduring beauty… An inspiring tale and encouragement for someday builders. -- Teresa Pfeifer, School Library Journal

The lively narrative crystallizes the struggles against the gender bias Morgan encountered and brings the details of a large-scale building site to a child's level, such as the movie screenings that entertained the castle's live-in construction crew. The book's large format and Hyman's full-bleed paintings capture the grandeur of both Morgan's aspirations and the dramatic landscapes in which she worked. A concluding photo of the finished structure would have been nice, as would notes about the provenance of material in quotations, but the unsung heroine and the handsome, engaging presentation counterbalance these missteps. -- Jennifer Mattso, Booklist

Suggested Activities
Use this book when teaching career exploration and research; or as an introduction to research on famous American woman.

Module 10/SLIS 5420/November 2nd

Boxes for Katje
by Candace Fleming

                              

Bibliography

Flemming, C. (2003). Boxes for Katje. New York: Melanie Kroupa Books. ISBN 0-374-30922-1

Summary
The story of friendship that grew between pen pals as letters traveled between Mayfield, Indiana and Olst, Holland. Rosie begins sending packages to Katje after World War II as part outreach program by The Children’s Aid Society to help families in need. Each thank you letter from Katje reveals another need to Rosie and soon her whole community has joined efforts to provide relief for Rosie and her neighbors.

My Impression
A touching story of how hope is bred from acts of kindness. A wonderful message of generosity is delivered through the young girl, Katje, choosing to share her good fortune with each box that arrives. This story is based on true events that happened after the author’s mother sent a box in 1945 to the oldest daughter (the real Katje) of a Dutch family. Boxes for Katje is an inspiring way to share a piece of history with children and introduce them to a purpose for letter writing or the value of community service.

Reviews
"Fleming 's engaging story of post-WWII Holland serves as a potent and merry lesson in generosity. . .Dressen-McQueen immerses readers in post-war Holland, crafting an entirely credible world of cobblestone streets, Dutch architecture and vintage clothing." --Publishers Weekly

"As heartwarming and uplifting as a bouquet of tulips." --Kirkus Reviews


The story takes place in Holland just after the conclusion of World War II. An American child living in Indiana sends a series of packages to Katje, a child living in Olst. At first Rosie sends Katje a box containing soap, socks, and chocolate. Katje appreciates the generous gift of needed supplies. Rosie continues to send Katje more and more packages which increase in size. Katje shares their contents with her needy neighbors and sends thank you letters to Rosie. Soon Rosie involves her entire community in the growing project to collect and send boxes of basic necessities to the people in Holland children.  -- Lynn K. Vanca, School Library Journal

Suggested Activities
Read Boxes for Katje as part of your Community Circle for Character Counts during the trait of generosity. Plan a grade level or school wide event to benefit someone in need. You may choose to send boxes to soldiers overseas or organize a food or clothing drive in your own community.
Use Boxes for Katje as an introduction to teaching letter writing. Discuss what the purposes were for the letters between the girls. (An introduction to meet someone, to thank, to inform, etc.) Write letters to pen pals in another class; setting a purpose for each time you write.

Module 9/SLIS 5420/October 29th

What I Saw and How I Lied
by Judy Blundell

Bibliography

Blundell, J. (2008). What I saw and how I lied. New York: Scholastic Press. ISBN 13: 978-0-439-90346-2.

Summary

The year is 1947 and Joe Spooner has recently returned home to his family from Austria after serving in World War II. Just as Evie and her mother think life is about to return to normal, Joe announces they are leaving for a Florida vacation. His decision is suspicious because school is beginning and tourists are leaving that part of Florida for the season. Soon after their arrival we are introduced to Peter. He is a handsome ex-GI who ends up sharing a separate secret with each family member. Evie begins to realize where the little girl inside her leaves off and the woman begins as she experiences her first romance and discovers deceit by those she loves.

My Impression

This story has something for everyone. It is a historical fiction crime novel full of drama! There is passion, a little mystery and a great deal of deception. Every character in this story has an ulterior motive for their actions.  It is a good reminder of how easily one lie leads to another and exposes how human self-centeredness destroys all it touches. Overall I thought this book was well written but the lack of closure left me disapointed. 

Reviews

From School Library Journal

In 1947, 15-year-old Evie, her mother, Bev, and her stepfather, Joe, leave Brooklyn for a vacation in Palm Beach, FL, during the off season. There they meet Arlene and Tom Grayson, who lavish attention on the family and convince Joe to go into the hotel business with them. When Peter, an army acquaintance of Joe's, appears, Evie is smitten by his charm and attention…Evie enjoys her outings with Peter and interprets her mother's insinuating presence as protective, when in reality Bev is having an affair with the younger man. Joe's jealous distrust of his wife, established while he was at war in Europe, does not obviate the intimacy between Bev and Peter…When Joe insists on one last boat trip, Peter dies during a storm and Joe is accused of murder. It is during the ensuing hearing that Evie learns that adults, even those closest to her, are not always what they seem.—Sue Lloyd

From Booklist (Grades 8-12)

In this sophisticated thriller, 15-year-old Evie grows up quickly when she discovers her adored parents are not the people she thought they were. While on vacation in Palm Beach in 1947, Evie’s parents, Joe and Bev, get involved in a shady business deal with the Graysons, another couple on holiday. Meanwhile, Evie begins a flirtation with Peter, a handsome ex-GI who served with Joe and just happens to be staying at their hotel. Evie soon learns that Peter’s presence is no coincidence and that he threatens to uncover a terrible secret that Joe has kept since the war. Then Bev, Joe, and Peter go boating, but only two of them return. Evie must sort through secrets, lies, and her own grief to find the truth.  --Jennifer Hubert

Suggested Activities
Discuss the exposed negative character traits (Lying, stealing, deceiving, infidelity) and choices made when confronted with decisions.  Explore how having shown positive character traits would have changed the story.   Debate if these character flaws add to the value of the book and why.