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.

Module 8/SLIS 5420/October 22nd

Among the Hidden
by Margaret Peterson Haddix

Bibliography

Haddix, M. (1998). Among the hidden. New York: Simon & Schuster Books for Young Readers. ISBN 0-689-81700-2

Summary
In this futuristic story where food shortages have prompted government control of population; we meet twelve year Luke, who “doesn’t exist”. Since families are not allowed more than two children, Luke (the third child) has been hidden away his entire life. In his younger years it was not so bad because the farm allowed him freedoms of exploring outdoors and helping his parents. Now the government has forced the sale of the woods and livestock and built housing for government officials in its place so Luke must stay concealed in the attic at all times. His days grow even lonelier when it becomes necessary for his mother to take a job in a factory. Until one day he discovers another shadow child in the house next door.

My Impression
The characters are not very developed and the action is limited. The ending of the book offers a glimmer hope, but the overall book is fairly depressing. It does leave the reader with some unsettling ‘what if’ thoughts to ponder.

Reviews
Publishers Weekly
This futuristic novel focuses on a totalitarian regime and the Internet. PW noted, "The plot development is sometimes implausible and the characterizations a bit brittle, but the unsettling, thought-provoking premise should suffice to keep readers hooked."

School Library Journal
Born third at a time when having more than two children per family is illegal and subject to seizure and punishment by the Population Police, Luke has spent all of his 12 years in hiding. His parents disobeyed once by having him and are determined not to do anything unlawful again. At first the woods around his family's farm are thick enough to conceal him when he plays and works outdoors, but when the government develops some of that land for housing, his world narrows to just the attic. Gazing through an air vent at new homes, he spies a child's face at a window after the family of four has already left for the day. Is it possible that he is not the only hidden child? Answering this question brings Luke greater danger than he has ever faced before, but also greater possibilities for some kind of life outside of the attic. This is a near future of shortages and deprivation where widespread famines have led to a totalitarian government that controls all aspects of its citizens' lives. When the boy secretly ventures outside the attic and meets the girl in the neighboring house, he learns that expressing divergent opinions openly can lead to tragedy. -Susan L. Rogers

Suggested Activities
Luke reads books supporting government control of population and regulation other things in society such as what food can be produced and the outlawing of ‘junk food’. The Internet articles that Jen give Luke take the opposing side. Have students choose sides and defend their views.

Module 8/SLIS 5420/October 20th

The Miraculous Journey of Edward Tulane
by Kate Dicamillo

Bibliography

Dicamillo, K. (2006). The miraculous journey of edward tulane. Cambridge: Candlewick Press. ISBN 0-7636-2589-2

Summary
The story of a vain china rabbit who does not appreciate the love of the little girl he belongs to until he loses it. He is a toy, unable to move about on his own; but this fantasy adventure allows Edward to share his thoughts and feelings as if he were alive. Through suffering several unpleasant fates Edward realizes the joy and pain of love.

My Impression
The tale of Edward Tulane reminds me of an old time fable. The story seems to unrealistically jump from place to place all for the purpose of delivery the moral; as if to say lots of bad things will happen to you if you are not loving and appreciative of others. If not for the reunion in the end it would be almost too depressing to bear.

Reviews
From School Library Journal
Grade 3-6–Edward Tulane, a china rabbit, is the main character in this thoughtful tale…Edward learns to love the people he encounters. He also learns that family members can be cruel to one another; that hobos have family that they love dearly and don't want to forget; that no matter how much you love someone, she may still die; and that no matter what happens in life, never give up on love. - Veronica Schwartz, Des Plaines Public Library, IL

From Booklist
Gr. 2-4. Edward Tulane is a china rabbit with an extensive wardrobe. He belongs to 10-year-old Abilene, who thinks almost as highly of Edward as Edward does of himself. Even young children will soon realize that Edward is riding for a fall. And fall he does, into the sea, after mean boys rip him from Abilene's hands during an ocean voyage. Thus begins Edward's journey from watery grave to the gentle embrace of a fisherman's wife, to the care of a hobo and his dog, and into the hands of a dying girl. Then, pure meanness breaks Edward apart, and love and sacrifice put him back together--until just the right child finds him. With every person who touches him, Edward's heart grows a little bit softer and a little bit bigger. - Ilene Cooper

Suggested Activities
Have students’ list story events and then discuss the character traits observed during each event. Encourage them to look for changes in Edward throughout the story.

Module 7/SLIS 5420/October 12th
Abduction
Peg Kehret

Bibliography

Kehret, P. (2004) Abduction. New York: Dutton Children’s Books

ISBN: 0-525-47294-0

Summary
Six year old Matt is abducted without suspect or known motive his rescue seems unlikely.  His thirteen year old sister is relentless in her search. When Bonnie spots a boy that resembles her brother at the baseball stadium she feels compelled to play detective.

My Impression
I liked the way the point-of-view shifted between characters so you could see different perspectives of the the situation and how it affected various people. The author leads you to think the kidnapper's plan will be foiled several times but rescue is lost as pleas for help are not taken seriously or ignored all together.  There a couple of less believable moments but over all the story held my interest and made me anxious to read to on.
 
Reviews
From School Library Journal
Grade 4-7–Matt, a kindergartener, meets his 13-year-old half sister every day after school for the ride home. When he fails to show up, Bonnie immediately notifies his teacher and principal, and a full-scale search ensues. Even though Matt has been taught "stranger danger," he is lured into the kidnapper's car with his own dog, stolen from his house. The kidnapper is the boy's father, whom he has never met, and who tells Matt that his mother and sister are dead. So even though the boy knows his phone number, he doesn't try to call. The story portrays a kidnapper's determination and the ease with which a child can be swayed by a stranger despite years of teaching…The story is resolved happily but with a twist showing the remorse of the people who could have helped along the way but didn't for various reasons. This novel has enough suspense to keep children interested, and it will also appeal to reluctant readers.–Diana Pierce

Booklist
Gr. 4-7. When 13-year-old Bonnie's younger brother and dog disappear, she and her mother experience all the fear, police attention, and media notoriety that often results from such tragedies. Meanwhile, six-year-old Matt is held captive by Denny, his bad-tempered father whom he has never met. Denny cruelly tells Matt that his mother and sister are dead, so the boy abandons hope. The coincidence of Bonnie's spotting Matt at a Mariners game leads to an exciting, movie-style climax. - Kathleen Odean

Suggested Activities
Show students the action plan, Quick Reference Guide for Families from the National Center for Missing and Exploited Children: http://www.missingkids.com/missingkids/servlet/PageServlet?LanguageCountry=en_US&PageId=244 Compare the actions of Matt’s mom with this list. Did they do it correctly? What might have been done better?

Module 7/SLIS 5420/October 12th

Rules of the Road
by Joan Bauer

Bibliography

Bauer, J. (1998). Rules of the road. New York: G.P. Putnam’s Sons

ISBN 0-399-23140-4

Summary
Jenna is a high school student living with her mother and sister. Her parents are divorced due to her father’s drinking problem. She is going through an awkward phase of not feeling she fits in but she has a best friend and a job at the shoe store to distract her from her problems. She has recently gotten her driver’s license and is saving to buy a car. The owner of the shoe store makes her a proposition to pay her double to spend six weeks driving her to from Chicago to Dallas, visiting shoe stores along the way. On this road trip adventure as she learns the ‘rules of the road’, she discovers more important rules about life.

My Impression
One of my favorite Young Adult books; the author’s voice and description made me feel I was traveling with Jenna. This is a story anyone who has dealt with the frustrations of alcoholism within their family will relate with. My favorite quotes:

“My grandma always said, God made libraries so that people didn’t have any excuse to be stupid.” (p.142)

“You never know where the road’s going to take you…sometimes it’s less important that you get to your destination than the sidetrips you take along the way.” (p. 165)

“…it isn’t the problems along the way that make us or break us. It’s how we face them that makes the difference.” (p.201)

Reviews
Gr. 6^-10. It's downright wonderful these days to find a teenage protagonist who is smart, moral, funny, confident (mostly), and open-minded about grown-ups…this has its introspective side as well as its share of sad moments that show the long-term damage alcoholism has on families and individuals. But it's also a warm, funny, insightful story about ordinary people who look beyond age to the things they have in common and the wisdom they can share. Stephanie Zvirin -- Booklist

Grade 7 Up?Jenna Boller, 16, has had a lot of practice at being responsible. Her mother is a nurse who works the night shift, and her younger sister yearns for attention. Jenna's long-divorced, alcoholic father embarrassingly shows up whenever he gets an occasional urge to "make it up" to her. In addition, her wise and beloved grandmother is grappling with Alzheimer's disease. So the teen's mother reluctantly agrees to let her accept a summer job driving the elderly Madeline Gladstone…The author creates some fabulous and sometimes flamboyant characters, witty dialogue, and memorable scenes, thus making readers really care about the intricacies of matching shoes to people and finding the right focus for Jenna as she strives to meet tall goals. Bauer's best yet.?Cindy Darling Codell, Clark Middle School, Winchester, KY ~ School Library Journal

Suggested Activities
Use this book as a discussion lead for difficult topics such as Alzheimer's, alcoholism, and drunk driving.

Module 6/SLIS 5420/October 5th
Clementine
by Sara Pennypacker

Bibliography
Pennypacker, S.(2006). Clementine. New York: Hyperion Books for Children ISBN 0-7868-3882-5

Summary
Clementine is not having a good week and it is quite surprising given that she has more great ideas pop in her head than any other third grader you’ve ever met! When her best friend, Margaret, cuts the glue out of her in the school bathroom Clementine takes the strongest red marker she has and colors some curls onto Margaret's head. Then just prove she is a good friend, she cuts all her own hair off and colors it green. It is a never a dull moment throughout the story as Clementine’s great ideas seldom turn out quite as she plans.

My Impression
This is a fun story! Clementine is misguided but lovable and you can’t help but laugh as you read how her “spectacular ideas are always springing up in (her) brain”. I think this book would especially appeal to second and third grade girls but I have no doubt that boys would appreciate Clementine sense of humor; like calling her little brother vegetable names and fighting the great pigeon war with her dad. A great story to read aloud, read alone, or share with a reading group.

Reviews

From School Library Journal
Grade 2-4–Clementine, a not-so-common third grader, knows her way around the principal's office as well as she does the art-supply closet. Daily rituals take on a different view when seen from her eyes. She's constantly being told that she needs to pay attention, but to her mind she is paying attention and making astute observations. Whether looking out the window during the Pledge of Allegiance at the janitor locked in an embrace with the lunch lady or dealing with a pesky pigeon problem at her apartment building, her concentration is always focused. Clementine goes to great lengths to be friends with fourth-grade neighbor, Margaret, but more times than not, both girls end up in trouble. Humorous scenarios tumble together, blending picturesque dialogue with a fresh perspective as only the unique Clementine can offer…A delightful addition to any beginning chapter-book collection.–Cheryl Ashton, Amherst Public Library, OH

From Booklist
As Clementine says, "Spectacularful ideas are always sproinging up in my brain." All the better for readers who like to laugh… Clementine is an ingenuous third-grader with a talent for trouble and a good heart. Her best friend is her neighbor Margaret, a fourth-grader who experiences both qualities firsthand. After all, plenty of kids may have had their hair chopped off by a helpful friend in an effort to get the glue out, but how many of those friends would think to improve matters by drawing hair back on the scalp, forehead, and neck with a Flaming Sunset permanent marker? "It looked beautiful, like a giant tattoo of tangled worms," Clementine observes in the fresh, funny, first-person narrative. Frazee's expressive ink drawings capture every nuance of the characters' emotions, from bemusement to anger to dejection. Sometimes touching and frequently amusing, this engaging chapter book is well suited to reading alone or reading aloud to a roomful of children. Carolyn Phelan

Suggested Activities
Clementine does not like having the name of a fruit, so she calls her brother by vegetable names throughout the story. She also thinks that, “the most exquisite words in the world are on labels you find in the bathroom”; which is how Margaret’s cat ends up with the name Mascara. Have students research their own name meanings or have them research name meanings and choose a new name for themselves that best describes their personality.                                                                 

Under Clementine’s bed is referred to as, “The Black Hole” in the story. Have students brainstorm and write about some crazy thing they could find under their bed while cleaning their room. 

Clementine is always being told to “pay attention” in school; use a projector or overhead to show students a picture of a group of objects. After turning it off, ask students to write down everything they recall from the picture.

Module 5/SLIS 5420/September 28th

Don’t Let the Pigeon Drive the Bus!
by Mo Willems

Bibliography

Willems, M. (2003). Don’t let the pigeon drive the bus. New York: Hyperion Books for Children.
ISBN 0-7868-1988X


Summary
The bus driver asked the reader to watch over his bus while he is gone and make sure that the pigeon does not drive it. The pigeon then enters on the scene and tries to persuade the reader to let him drive the bus in a series of humorous pleas.

My Impression
This is a book I personally would easily overlook based on the cover art and title; but it is written to the audience and I appreciate its participative quality. It has a very short story yet lends itself to several writing curriculum extensions. The simplistic drawings are sure to encourage the budding illustrator to take a chance.

Reviews

From School Library Journal
A brilliantly simple book that is absolutely true to life.. Pigeon is an unflinching and hilarious look at a child's potential for mischief. In a plain palette, with childishly elemental line drawings, Willems has captured the essence of unreasonableness in the very young. The genius of this book is that the very young will actually recognize themselves in it. Dona Ratterree, New York City Public Schools (2003).

From Booklist
Willems finds the preschooler in a pigeon: a cajoling, tantrum-throwing, irresistible bird… the design is refreshingly minimal, focusing always on the pigeon; he's the only image on nearly every earth-toned spread. Willems is a professional animator, and each page has the feel of a perfectly frozen frame of cartoon footage--action, remarkable expression, and wild humor captured with just a few lines. Gillian Engberg

Suggested Activities
Children can create a class book the reinforce school rules writing and illustrating new pigeon sentences, starting with, “Don’t let the pigeon _____ because. . .” For example, “Don’t let the pigeon draw on the desk because we need to respect school property.” Or “Don’t let the pigeon run in the hallway because he could fall and get hurt.”

Write and illustrate sequels such as “Don’t Let the Pigeon Drive the Ice Cream Truck!” Or relate it to school with such stories as “Don’t let the Pigeon sit in the Principal’s chair!” Using speech bubbles, students can show the pigeon trying to talk his way into being allowed to do whichever activity they choose.

Module 5/SLIS 5420/September 28th

Old Bear
by Kevin Henkes

Bibliography

Henkes, K. (2008). Old bear. United States of America: http://www.harpercollinschildrens.com/
ISBN 978-0-06-155226-9


Summary

Old bear goes to sleep to hibernate for the winter and dreams about the beauty seen within each season until he awakes in the spring.


My Impression

I was surprised to find this was a recently written book because the style and colors used in illustrations resemble that of older works. I like the author’s approach of taking one through the seasons with a mix of true elements and whimsical.

Reviews

From School Library Journal
Henkes cleverly begins his story on the front jacket. Against a backdrop of red leaves and drifting snowflakes, a large and endearing molasses-colored bear, defined by sturdy dark brown lines, strides across the page. His journey continues through the opening spreads: it is obvious that this creature knows exactly where he is heading…Henkes has created a thoroughly delightful character filled with curiosity and sweetness and placed him in a simple tale that unfolds with a natural, rhythmical pace. And to fill out his cyclical story, the artist provides autumnal front endpapers and contrasting vernal back endpapers. Opportunities to introduce the seasons, colors, and animal hibernation abound. Old Bear will enrapture young listeners for years to come.—Barbara Elleman, Eric Carle Museum of Picture Book Art, Amherst, MA

From Booklist
Henkes returns to the artistic style of his Caldecott Medal winner, Kitten’s First Full Moon (2004), and A Good Day (2007) in another picture-book celebration of simple, pure joy…They’ll want to linger over the scenes of Old Bear’s whimsical dreams, rendered in bold outlines and color washes that move with the seasons from pastel spring through icy-blue winter. Young children already know what Old Bear discovers: the lines between imagined and real worlds are blurry, and each place is filled with wonderment. --Gillian Engberg

Suggested Activities

Revisit the text and make a t-chart for which things in the story really happen or can be seen within each season and which are fantasy. (If you are a Texas teacher this goes along with the K-2 TEK of students knowing the difference between fiction and non-fiction, including fact and fantasy).

Use this book as an introduction to explain hibernation. Have students search non-fiction animal texts and create a list of other animals that hibernate.

Module 4/SLIS 5420/September 23rd
The Summer of the Swans
by Betsy Byars

Bibliography
Byars, B. (1970). The summer of the swans. New York: Viking Penguin

ISBN 0-670-68190-3

Summary
The story gives an account of the most stressful day Sara has encountered. A typical insecure teen, Sara has spent the summer discontented with her looks and lot in life. Her mother has died so she, along with older sister and younger, mentally disabled brother live with an aunt. When her brother Charlie wanders off and gets lost Sara realizes how much he means to her. In her search for him, she learns that impressions of self and others can be deceiving.

My Impression
This is a work of realistic fiction depicting teenage language and attitudes. It has good examples of how easy it is to become obsessive and see things from a distorted view. I appreciated the acceptance lesson taught through the relationship of Sarah and Charlie. The story was a bit slow for me a points but over all I think female students will relate with emotions and frustrations of the main character. 

Reviews
"The longest day in the life of a 14-year-old girl--the summer day her loved, mentally retarded brother is lost, the day she discovers compassion is a friend. A compelling story."--Publishers Weekly

“Sara matures in the summer of her fourteenth year as she develops a sense of responsibility for her retarded younger brother, sorts out relationships with family and friends, and comes to terms with a lingering inner turmoil. A poignant and humorous novel dealing with the emotional concerns of most adolescents.” --Booklist

Suggested Activities
Charlie can not speak due to a long term illness. Help students understand living with a disability through role-playing activity: Pass out slips of paper, on which one of the following instructions is written:
     1. You can't talk.
     2. You can't use your hands.
     3. You can't see. (Keep your eyes closed.)
     4. You can't stand or walk.
Tell students in one of these groups to act out their roles while completing a given direction. Discuss how students felt. Did anyone help them? Were other students understanding? How could their behavior have made a difference?

Introduce students to the following website about swans:
       http://www.adfg.state.ak.us/pubs/notebook/bird/swans.php
Demonstrate how to look through information to pick out facts. Have students practice this skill.

Module 4/SLIS 5420/September 21th
Caddie Woodlawn
by Carol Ryrie Brink

Bibliography 
Brink C.R.(2002). Caddie Woodlawn. New York: Simon Pulse (Original work published 1935). ISBN-13-978-0-689-81521-8

Summary

Everyday American pioneer life is shared through the tales of a spirited eleven year old tomboy, Caddie. Her adventures give a glimpse into the past as we discover the simple joys of keeping up with her brothers on their Wisconsin farm. She enjoys a good prank and is determined to avoid her mother’s wish of her becoming a young lady; but the kindness, courage, and compassion she displays make her the perfect friend.

My Impression

I especially enjoyed the relationships between characters. The closeness that the Woodlawn family shares through times of hardship and happiness make the characters come alive. Caddie has a very special bond with her oldest brother and often refers to him a friend. My favorite parts are when Caddie’s father finds her trying to fix the Circuit Rider’s clock and when he explains to her what responsibility comes with being a woman.

Reviews

"A spirited story that has plenty of action and strength." — Horn Book

"This Newbery Award winning book . . . has been reprinted with a charming reminiscence by the author about her grandmother Caddie . . . Told with style and grace and teamed with . . . fresh new illustrations, the story of Wisconsin frontier life in the 1860s will continue to attract readers today."--School Library Journal

Suggested Activities

The book often refers to ones looking forward to hearing news from other places. A great follow-up activity would be to spend some time looking at the format of a newspaper and discussing the differences between news articles and story writing. Have groups of students work together to create a newspaper of events from the story or of your own school.

The arrival of letters is a source of excitement in story. Review letter writing and have students write letters to relatives in other places or to students in other classes.

Module 3/SLIS 5420/September 14th
Bud, Not Buddy
by Christopher Paul Curtis

Bibliography
Curtis, C. (2002) Bud, Not Buddy. New York: Yearling. (Original work published in 1999). ISBN: 0-440-41328-1

Summary
Bud Caldwell may only be ten years old, but he’s learned a lifetime of lessons about how to survive in a world that often isn’t fair. The Depression wasn’t an easy time for anyone growing up; but add that to being black and your mother dying at age six, and you find out what hard times are real fast. But Bud hasn’t lost hope of a better life or finding his father and now he is finally old enough to follow the clues his mother has left behind.

My Impression
Bud’s emotional journey is far longer than the physical one that takes place in the story. He is a very resourceful and polite young man in spite of the harsh hand life has dealt him. He doesn’t always make the wisest choices but you can’t help but root for Bud as he encounters tough situations along the way on his quest to find his father. The author reveals Bud’s world through details and language, allowing the reader to experience Bud's constant struggle of survival, his courage, and the hope he refuses to lose sight of by keeping his mother’s memory alive.

Reviews

Library Journal
Gr 4-7-Motherless Bud shares his amusingly astute rules of life as he hits the road to find the jazz musician he believes is his father. A medley of characters brings Depression-era Michigan to life. (Sept.) Copyright 1999 Cahners Business Information.

Booklist
Gr. 4^-6. Bud, 10, is on the run from the orphanage and from yet another mean foster family. His mother died when he was 6, and he wants to find his father. Set in Michigan during the Great Depression, this is an Oliver Twist kind of foundling story, but it's told with affectionate comedy, like the first part of Curtis' The Watsons Go to Birmingham (1995). On his journey, Bud finds danger and violence (most of it treated as farce), but more often, he finds kindness--in the food line, in the library, in the Hooverville squatter camp, on the road--until he discovers who he is and where he belongs. Told in the boy's naive, desperate voice, with lots of examples of his survival tactics ("Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself"), this will make a great read-aloud. --Hazel Rochman

Publishers Weekly
A 10-year-old boy in Depression-era Michigan sets out to find the man he believes to be his father. "While the harshness of Bud's circumstances are authentically depicted, Curtis imbues them with an aura of hope, and he makes readers laugh even when he sets up the most daunting scenarios," said PW in our Best Books citation. Ages 9-12. (Jan.) Copyright 2001 Cahners Business Information.


Suggested Activities

Bud, Not Buddy could simply be used as a read aloud as it has distinctive story language which is sure to encourage lively discussion. There are definitely moments that lend to laughter and others that are quite touching.

At one point of the story, the Librarian shows Bud how to use an atlas and determine the distances between cities. Using the cities and states written on the rocks in the story, students could practice map and math skills to ascertain the miles between points and the time it would take to reach each destination.

The story describes instruments of the boys in Calloway’s band and Bud’s fascination with the music they produced. This book could be used as an introduction to research on instruments and or music of the time period.

Module 3/SLIS 5420/September 14th
Goin’ Someplace Special
by Patricia C. McKissack

Bibliography

McKissack, P. (2001). Goin’ Someplace Special. New York: Atheneum Books for Young Readers. (Original work published 1944). ISBN-0-689-81885-8

Summary
Tricia Ann, sets out on her first adventure alone to someplace special. She has been there lots of times but never alone and there are lots of rules about where you can and can’t go when you’re a young African American girl in 1950. She gets discouraged along the way and nearly turns back but when she recalls the words of her Grandmother it gives her the courage to continue to her destination.

My Impression
This Coretta Scott King Award and 2003-2004 Bluebonnet winner paints a vivid picture for the reader of a time most of us find hard to imagine. We can feel the emotional roller coaster that Tricia Ann rides on her journey to someplace special and empathize with her dilemma. It is a story about a time we would rather not think about but we should never forget and it ends in the perfect place.

Reviews
From Publishers Weekly
McKissack draws from her childhood in Nashville for this instructive picture book. "I don't know if I'm ready to turn you loose in the world," Mama Frances tells her granddaughter when she asks if she can go by herself to "Someplace Special" (the destination remains unidentified until the end of the story). 'Tricia Ann does obtain permission, and begins a bittersweet journey downtown, her pride battered by the indignities of Jim Crow laws. She's ejected from a hotel lobby and snubbed as she walks by a movie theater ("Colored people can't come in the front door," she hears a girl explaining to her brother. "They got to go 'round back and sit up in the Buzzard's Roost"). She almost gives up, but, buoyed by the encouragement of adult acquaintances ("Carry yo'self proud," one of her grandmother's friends tells her from the Colored section on the bus), she finally arrives at Someplace Special a place Mama Frances calls "a doorway to freedom" Ages 4-8. Copyright 2001 Cahners Business Information, Inc.


From School Library Journal
Gr 3-5-'Tricia Ann's first solo trip out of her neighborhood reveals the segregation of 1950s' Nashville and the pride a young African-American girl takes in her heritage and her sense of self-worth. In an eye-opening journey, McKissack takes the child through an experience based upon her own personal history and the multiple indignities of the period. She experiences a city bus ride and segregated parks, restaurants, hotels, and theaters and travels toward "Someplace Special." Dialogue illustrates her confidence and intelligence as she bravely searches for truth in a city of Jim Crow signs. A thought-provoking story for group sharing and independent readers. Mary Elam, Forman Elementary School, Plano, TX Copyright 2001 Cahners Business Information.

Suggested Activities
I would use this book as a read aloud with 2nd-5th graders:

With Second and Third graders I would ask the students to retell in sequence the places that Tricia Ann visited and then have them work in groups to create maps to show the route she took from Grandma’s to someplace special.

For Fourth and Fifth grade students it would serve as a good introduction to discussion and teaching research skills for studying the civil rights movement.

Module 2/SLIS 5420/September 7th
The Hundred Dresses
by Eleanor Estes

Bibliography
Estes, E. (2004). The Hundred Dresses. New York: Houghton Mifflin Harcourt. (Original work published 1944). ISBN-13: 978-0152051709


Summary
This Newbery Honor Book offers readers a glimpse of the life of an unaccepted young girl and how she copes with the unkindness of her elementary classmates. Wanda’s mother has died, she lives on the ‘wrong side’ of town, and she wears the same blue faded dress to school each day. After quite some time of being the object of her classmates ridicule something happens to change the way her greatest offenders look at her and perhaps life.


My Impressions
The Hundred Dresses was first written sixty years ago, yet its message is just as applicable today. The reader is reminded that choosing to do the right thing after the fact does not always bring complete resolution and the importance of contemplating ones actions in advance. It encourages tolerance, empathy, compassion, and friendship.


Reviews

"Will take its place with the books that endure."--Saturday Review

"Written with rare intuition and pictured with warm sympathy and charm."--The Horn Book

"No young person . . . will ever forget it."--Book Week

In Eleanor Estes's long-treasured title, The Hundred Dresses (1944), Wanda faces mockery at school, both because of her "funny" last name (Petron-ski) and her claims that she has 100 dresses at home even though she wears the same one to school each day. Reed Business Information (c) 2004


Suggested Activities

After reading this book with students discuss the character traits of the kind of student they want to be. Each student could be given a dress pattern to write their trait on and to decorate and the dresses could be used to create a bulletin board.

Instead of dresses, give patterns of both boys and girls and create a class Friendship Chain. Each decorates one to represent themselves and writes a trait they possess or will work to demonstrate throughout the year on the front and they are connected and hung together.

A creative writing extension would be having students write an alternate ending. What if Wanda had come to school that day or if the girls had found her at home and she had not moved yet?

To help student realize everyone in their class is important and to be treated with kindness you could have the students design You Are Special posters. After a discussion about put downs and compliments; the names or pictures of each student could be placed in the middle of each poster. Each student would have the opportunity to write a positive comment, phrase, or character trait on each of the other posters.

Module 2/SLIS 5420/September 7th
Mr. Rabbit and the Lovely Present
by Charlotte Zolotow

Bibliography
Zolotow, C. (1977). Mr. Rabbit and the Lovely Present. New York: Harper Collins Publishers. (Original work published 1963). ISBN-13: 9780064430203

Summary
A young girl seeks the advice of a rabbit in the forest as she goes in search of a birthday gift for her mother. The girl proposes colors one by one and each time the rabbit gives suggestions of things that she might give that would be that color. The first few are never good ideas but he manages to recommend something that will work for each color until she has created a lovely present.

My Impression
Mr. Rabbit’s Lovely Present is written in a predictable pattern making it easy for the early reader to join in a read aloud. Most children will quickly identify with the theme and enjoy the game of identifying the names of basic colors and fruits. This book received the Caldecott award; I personally did not enjoy the illustrations.

Reviews
"An outstanding book (that) can be read by first-graders."--School Library Journal.

"Finding a birthday present for her mother is no easy task for our heroine. Luckily, she happens upon the avuncular Mr. Rabbit, whose heart is in the right place, even if he doesn't always have the best ideas. Ultimately, his suggestions do come in handy, and between the two of them they determine the ideal birthday tribute: the gift of color. Children will join the protagonists in contemplating how to make the abstract tangible, and all readers will be delighted to see yellow translate to bananas, as green is given in pears, and blue takes the shape of grapes. " The soft, muted colors of Sendak's illustrations are reminiscent of a Monet landscape--utterly appealing and dreamy. And the reflective, sing-song dialogue between Mr. Rabbit and the girl is as deliciously lulling as a shady swing in a hammock. This quiet, peaceful book is a treasure for any shelf. (Ages 4 to 8)" --- Amazon.com.


Suggested Activities

This would be a great storytime read aloud for Kinder or First Graders. You could provide Kinder students with patterns of the fruit pieces in the story and a basket. Students would practice identifying colors as they created their own fruit baskets.

Mr. Rabbit’s Lovely Present makes a good writing prompt for First Graders. After reading, have students write and illustrate a story of the perfect gift for mother. This would be an excellent activity prior to Mother’s Day.

Module 1/SLIS 5420/August 31st

Bats in The Library

by Brian Lies

Bibliography
Lies, B.(2008) Bats in the Library. Boston: Houghton Mifflin Books for Children. ISBN-13: 978061899923


Summary
A bored colony of bats enter the library through an open window. Some use the water fountain for a swimming pool while others use a projector to create shadows on the wall but all settle down for storytime. Unfortunately it seems just as all are enjoying the story the light of day begins to creep in and the bats must leave.


My Impressions
Children will enjoy the rhyming text and rich, detailed illustrations. I like the friendly use of bats because it is a creature that children are often afraid of and seldom seen in children's literature outside of Halloween stories.


Reviews
* Starred Review. 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. 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 a an intensely personal place. Ages 4-8. (Aug.) -- Publishers Weekly, July 14, 2008

* An open library window is an invitation for a colony of bats in this sequel to Bats at the Beach (2006). Once inside, older bats look for favorite books, while younger ones explore and play. Storytime settles everyone down and transports them into the tales, filled with bat characters playing new roles. The rhymed narrative serves primarily as the vehicle for the appealing acrylic illustrations that teem with bats so charming they will even win over chiroptophobes. Preschool-Grade 3. --Linda Perkins From Booklist


Suggested Activities
This would be a good book to use at the beginning of the year when introducing young readers to the library. You could ask them why they thought the bats liked the library and what bats favorite books might be. Then follow up with having them share their own favorite books to help you get to know the children and the kinds of literature they enjoy.

It would also be a great book as an introduction to bats for older students. You could discuss what these bats could do that real bats can not do and activate prior knowledge before beginning instruction on research and have the students look up facts about real bats. Perhaps use a KWL chart as well.