Module 15: Olive's Ocean

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Book Summary: Martha is surprised when the mother of one of her classmates, Olive, who recently died in a bicycle accident, comes to her house bearing a journal entry in which Olive says she wishes she were friends with Martha. Unsure about what to do with the entry, Martha takes it with her on her family vacation to the beach to visit Godbee, her grandmother. Throughout her stay, she deals with the challenges of growing up, from experiencing her growing interest in boys, particularly the ones who are her neighbors at Godbee's house, to her first kiss. When she remembers that Olive mentioned wanting to see the ocean, Martha fills a jar with ocean water, dubbing it Olive's Ocean, and determines to give it to Olive's mother after their vacation is over. When she gets home and realizes that Olive's mother has moved away, Martha uses Olive's ocean in what is a fitting remembrance of her classmate.

APA Reference of the book: Henkes, K. (2003). Olive's ocean. New York, NY: Greenwillow Books.

Impressions: While I was reading this book, I kept waiting for something to happen that would explain why it was on a list of challenged books. When I got to the end I was still wondering, having not seen anything that I found objectionable, let alone objectionable enough to issue a challenge over. This book has an interesting story and effectively reflects the lazy days of summer when there are no pressing concerns. This is overshadowed somewhat by Martha's uncertainty of what to do about Olive's journal entry, but is fairly quickly resolved by her decision to bring part of the ocean back to Olive's mother. Her other challenges are largely internal, such as her dealing with her growing attraction to one of the neighbor boys, and dealing changing feelings toward her family. These she often resolves through talking with Godbee, who is a constant support for her throughout the book. When I looked to see why the book was challenged, it was over a single phrase, in which Martha's brother describes her parents as exhibiting MSB or "morning sex behavior," which, while a little surprising, is not outside the realm of what middle school boy might say in real life. This seems to be one instance of where one phrase, in this case one mentioned in passing, that sparks a controversy about an entire book, one that has many merits besides. Overall, I think this is a book that effectively illustrates the struggles of growing up, and is appropriate for middle and high school students.

Professional Review: " While twelve-year-old Martha Boyle is packing to leave for Grandmother’s cottage on the northeastern coast, Olive Barstow’s mother visits her. Olive’s mother delivers a journal entry Olive wrote about wanting to be friends with Martha (Olive was killed two weeks before in a bicycling accident.). While at her Grandmother’s cottage, Martha discovers her attraction to the boy next door, receives her first kiss, and experiences her first heartache when she finds out he not only kissed her on a bet, he videotaped it! She almost drowns while gathering a jar of seawater to take home for Olive, who also wrote that she hoped to go to a real ocean instead of just a lake. Amid all this activity and with much soul-searching, Martha faces what all young people eventually have to—growing up. Although the plot lines seem disparate, it all fits together into a beautifully developed coming-of-age story with real characters and real angst. Life is portrayed as not all gloom and doom; sometimes happenings charm the reader and some episodes are downright amusing. Most touching is Martha’s decision of what to do with Olive’s “ocean” after she learns that Olive’s mother has moved away. Martha realizes how good her own life really is—what she has in her family and friends. Recommended."

Hoy, S. (2004). [Review of Olive's Ocean by Kevin Henkes]. Library Media Connection, 22(6), p. 64. Retrieved from: http://www.librarymediaconnection.com/

Library uses: This book could be used in a display of challenged books. It could also be used to discuss with students the challenges of growing up, which Martha experiences in plenty in her summer with her family.

 

Module 14: Stardines Swim High Across the Sky and Other Poems

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Book Summary: In this amusing book of poetry, Jack Prelutsky creates a new set of animals simply by changing one letter, such as changing sardines to stardines. Some of the animals are given different personality traits, such as jollyfish, who are always happy, and others are given a physical change, such as the fountain lion, who has a fountain on top of his head. The poems are wonderful to read aloud and offer an interesting reading experience that is sure to make kids laugh.

APA Reference of the book: Prelutsky, J. (2012). Stardines fly high across the sky and other poems. New York, NY: HarperCollins Publishers.

Impressions: When I first read the title of this book, I missed the minor change to the word sardines and was surprised when I saw the cover covered with what were clearly stardines. Once I realized the play on words, however, I was intrigued and read further. The poems have a natural rhythm that makes them fun to read and I greatly enjoyed all the puns. I was also surprised at some of the great vocabulary words used in the poems such as calling slobsters slovenly, describing a magpipe's voice as a "nasal, cacophonic monotone," or describing jollyfish as "ebullient blobs of mirth." Each of these includes high level vocabulary words that have abundant context clues to help students get their meaning, which is a helpful feature. This is an example of my favorite kind of children's poem, fun, silly, but still illustrating different concepts associated with poetry, such as rhyme.

Professional Review: "In a similar vein to his Scranimals (2002), Prelutsky presents hybrid creatures with attributes produced by altering or adding a single letter in their names: "The gloose may be the weirdest bird/ That ever took to wing./ It has an odd propensity/ To stick to anything." A sobcat "spends its time crying/ Continuously," while "Jollyfish are radiant/ Ebullient blobs of mirth." Prelutsky's fake-pompous verse is as clever as ever, and Berger's artwork is its visual equivalent. She creates spectacular three-dimensional paper-craft boxes and collages in the manner of Joseph Cornell, labeling the wooden frames with old-fashioned, typewritten stickers. The glooses' tiny feathers are cut carefully from paper, while magpipes are assembled from engraved images of plucked poultry and brass piping; streamers of paper emblazoned with musical notes curl from the pipes-a witty representation of sound. The poems are typewritten on scraps of paper and mounted with butterfly pins. The whole has the feel of a vintage science project by the weirdest (and most imaginative) kid in class. The zoology may be suspect, but the laughs are guaranteed. Ages 4-8."

[Review of Stardines fly high across the sky and other poems by Jack Prelutsky]. (2012). Publisher's Weekly, 259(52), p. 54. Retrieved from: http://www.publishersweekly.com/pw/home/index.html

Library uses: This book could be used to discuss with students the concept of play on words and show them how words can be combined to make new meanings. It could also be used in a display of poetry books in general or about animal poetry in particular.

Module 13: Cirque du Freak:the Saga of Darren Shan

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Book Summary: When Darren is one of only two of his friends who gets the chance to go to Cirque du Freak, a freak show put on in a dingy old theater, he is not prepared for how it will change his life. Of all the acts in the show, he is most fascinated by Mr. Crepsley and his gigantic spider, Madame Octa. Darren becomes so obsessed with her that he even goes so far as to steal her, the consequences of which will change his life forever.

APA Reference of the book: Shan, D. (2001). Cirque du Freak: the saga of Darren Shan. Boston, MA: Little, Brown.

Impressions: When I first started reading this book I was expecting to get sucked in right away because I had heard from other people that it was a good read. However, it wasn't until the climax of the book that I was drawn into the story and could see why it was so well-received. Overall, the story starts out slow, with much foreshadowing as the Darren, the narrator, hints about how much his life is going to change, and not necessarily in a good way. This happens so often that it almost becomes anticlimactic until the events he's been leading up to the entire book actually happen. Once they do, however, the story becomes highly captivating and I felt myself swept up in the story. I will probably read the next book in the series soon to see what happens to Darren.

Professional Review: "Cirque du Freak is the first of a series of four books by Darren Shan, an Irish writer who has long been fascinated by vampires. The novel is full of thrills and chills and slowly building suspense and will appeal greatly to any reader interested in the horror genre.

Darren and his friend, Steve, obtain tickets for a freak show in a rather dirty, dingy, run-down old theatre which, in itself, lends an air of the macabre and supernatural to the story. Fifty pages of the book are given to a detailed, gross and gruesome description of this unreal entertainment. The freaks run the gamut from a vicious wolf man to a contortionist, a fat man, and a spider who apparently works from telepathic signals. The boys are mesmerized by their journey into this world of grotesque creatures and find their experience both thrilling and disturbing, amazing yet horrifying.

Steve is attracted by Mr. Crepsley whom he recognizes to be a famous vampire. Darren, on the other hand, has always been intrigued by spiders and so is fascinated by Mr. Crepsley's pet, Madame Octa. This love of arachnids ends up changing Darren's life completely.

Events spiral out of control: Darren steals the performing spider and subsequently Madame Octa bites Steve, leaving him paralyzed and in a coma, near death. To obtain the necessary antidote, Darren must...... literally..... sell his soul.

Shan introduces themes of horror, magic and friendship. The book is somewhat reminiscent of R. L. Stine, but Shan's writing is darker and more frightening and, therefore, would probably appeal to somewhat older readers. The entire story is told from the viewpoint of an adolescent boy, and so there is a definite emphasis on the gross qualities of the freak show, yet the book remains imaginative and displays a rather dark sort of humour. There is plenty of chilling action throughout as the boys get caught up in an unexpected trap which leads to an equally unexpected ending. Certainly the reader is left wanting to know more about Darren's adventures in the sequels!

Cirque du Freak is soon to be a motion picture from Warner Brothers, and, as well, the novel won the IRA Children's Choice Award in 2002.

Highly Recommended."

 

Ketcheson, A. (2002). [Review of Cirque du Freak: the Darren Shan Saga by Darren Shan]. CM: Canadian Review of Materials, 8(14), n.p. Retrieved from: http://umanitoba.ca/outreach/cm/vol8/no14/index.html

 

Library uses: This book could be used in a display of books about vampires. It could also be discussed in a book club format by students who wanted to read the book to compare and contrast the book's version of vampires with pop culture's version of vampires.

Module 12: Who Says Women Can't Be Doctors?

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Book Summary: This book details the journey Elizabeth Blackwell took to becoming the first female doctor. It tells of her life from growing up as in an independent child to applying and getting rejected from several medical schools before being accepted. The book continues to tell of her life throughout medical school, where her classmates at first scorned her until she proved herself just as smart as they were, and concludes with her graduation at the top of her class from medical school. The author's note at the end of the book provides further detail about her life after medical school and a list of resources used provides additional materials for those interested in learning more to peruse.

 

 

APA Reference of the book: Stone, T. L. (2013). Who says women can't be doctors? The story of Elizabeth Blackwell. New York, NY: Henry Holt and Company

Impressions: I greatly enjoyed reading this book for several reasons. Firstly, it tells the story of Elizabeth Blackwell in a way that students will find engaging, particularly younger students. It gives just enough details of her life to give the reader an idea of what she was like without overwhelming the reader with too much detail crammed into the text. Secondly, the bright illustrations bring the story to life, showing the reader what it was like to live in that time period and what the expectations of girls and women were during that time, which also shows just how much social tradition Elizabeth Blackwell defied in choosing to become a doctor. Overall, I think this book is an excellent example of a picture book biography and would definitely spark young reader's interest in the first female doctor.

Professional Review: "K-Gr 2--This picture-book biography of America's first woman doctor takes readers back to the 1840s when "girls were only supposed to become wives and mothers. Or maybe teachers, or seamstresses." Stone presents the highly readable and detailed story of a girl who is sure to inspire aspiring young doctors. The anecdotes are well chosen to demonstrate Blackwell's unflagging determination, and the conversational text and dynamic illustrations present a glimpse of her strong, caring personality. Priceman's vivid gouache and India ink illustrations capture the emotion of each scene, as on the page where an exhausted Blackwell lies on a sofa under a cloud of "no's," overwhelmed by rejections (28 in all). Once admitted to medical school, she was not taken seriously by her peers, but studied hard and graduated first in her class, opening the door for women to follow. An author's note continues her life story as well as the discussion of her impact on modern-day medicine, and a list of sources is included for curious readers. A worthwhile addition to any biography collection."

McLeod, M. (2013). [Review of Who Says Women Can't Be Doctors? The Story of Elizabeth Blackwell by Tanya Lee Stone]. School Library Journal 59(2), p. 96. Retrieved from: http://www.slj.com/

Library uses: This book could be used in a display about women who were the first in their field, and could be used to discuss how gender roles have changed throughout time with students. It could also be used in a display of biography books in general, or picture book biographies specifically.

Module 11: We've Got a Job: the 1963 Birmingham Children's March

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Book Summary: This book gives a detailed look at the Birmingham Children's March that took place in 1963. It gives the reader a look at the march from the perspective of four different people who were children in different parts of the black community in Birmingham at the time. It offers multiple perspectives on the children's march, from why children chose to march in the first place to the perspectives of those who opposed expanding civil rights to include African Americans. The book is organized for the most part chronologically, walking the reader through the events leading up to and through the children's march, detailing the victories and setbacks along the way. It also includes a timeline, map of downtown Birmingham that shows where some of the children's march took place, and an index that is helpful in finding information.

APA Reference of the book: Levinson, C. (2012). We've got a job: the 1963 Birmingham children's march. Atlanta, GA: Peachtree Publishers.

Impressions: This book was one that I enjoyed reading and that kept me interested throughout. It provided a balance between the personal narrative of the four people interviewed for the book and the facts and figures related to the events of the march. I also liked that it provided a look at the attitudes of Bull Connor and the others who opposed the civil rights movement, and why they felt that way. It also provided a look at the few white people in Birmingham who were in favor of the civil rights movement but were reasonably afraid of the KKK and the others who would violently oppose them. Overall, I think the book provided a balanced look at a volatile time in U.S. history, and gives a variety of perspectives on a complex issue.

Professional Review: "Gr 7 Up--This photo-essay stands out for its engrossing content, excellent composition, and riveting use of primary-source material. Covering the history of the Birmingham Children's March from inception to full impact, Levinson traces the stories of four young people between the ages of 9 and 15 in 1963. Audrey Hendricks, Washington Booker III, Arnetta Streeter, and James Stewart came from very different segments of the city's black community, but all risked their lives and spent time in jail to fight for their freedom. Tracing their different routes to activism and melding it beautifully into the larger history of race relations in Birmingham and in the American South, the author creates a multidimensional picture of the times and the forces at work. Interviews with the four principals, one of whom died in 2009, give the narrative power and immediacy. Reproductions of period photos, notices, and documents provide additional insight. The map of downtown Birmingham, with locations mentioned in the text delineated, is a great help in placing both photos and text in a landscape. With a helpful list of abbreviations, excellent source notes, photo credits, a fine bibliography, and a comprehensive index, this a great research source, but it's also just plain thought-provoking reading about a time that was both sobering and stirring. Recommended for middle and high school library collections to stand together with Charlayne Hunter-Gault's To the Mountaintop (Roaring Brook, 2012), Ann Bausum's Marching to the Mountaintop (National Geographic, 2012), and Larry Dane Brimner's Black & White: The Confrontation Between Reverend Fred L. Shuttlesworth and Eugene "Bull" Connor (Boyds Mills, 2011)."

Welton, A. (2012). [Review of We've Got a Job: The 1963 Birmingham Children's March by Cynthia Levinson]. School Library Journal, (58)5, p. 130. Retrieved from http://www.slj.com/

Library uses: This would be a great book to include in a display about the civil rights movement. It would also be good to use when discussing with students the difference people their age can make in the world.

Module 10: Amelia and Eleanor Go For a Ride

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Book Summary: This book gives the reader a look at what happened the night that Amelia Earhart took Eleanor Roosevelt up in an airplane after being invited to the White House for dinner. Based on actual events, the author describes the view of Washington, D.C. from above, with all the monuments lit up and shining bright for them to see. After landing back at the airport and heading back to the White House, Amelia and Eleanor decide to sneak off for a ride in Eleanor's car, which she knows how to drive.

APA Reference of the book: Ryan, P. M. (1999). Amelia and Eleanor go for a ride. New York, NY: Scholastic Press.

Impressions: This story is one that has an almost magical quality to it, at least for me. As a kid, Amelia Earhart was one of my heroes, even though I didn't personally have any ambitions about becoming a pilot. This story shows a different side of both Amelia and Eleanor, and shows that while they both could be serious, each had a mischievous side and knew how to be playful. The illustrations in the book help lend an air of excitement to the story, which slowly unfolds as the reader gets to see what the characters might have seen when flying that night. The unexpected twist at the end of the story with the women sneaking off to go for a ride in Eleanor's car shows how alike they were in pursuing skills that weren't necessarily considered feminine at the time. Overall, I think the book gives insight into two of the most influential women in the United States at that time, and shows that even historical figures, who are often portrayed as overly serious, knew how to have fun.

Professional Review: "In this sparkling picture book based on a true incident, Ryan (Riding Freedom, with Selznick) proves that Amelia Earhart and Eleanor Roosevelt truly were "birds of a feather." Friends in real life, America's First Lady invited the "First Lady of the Air" to dinner at the White House in 1933. Eleanor, inspired by Amelia's descriptions of Washington viewed from her plane at night, accepts the pilot's offer of an after-dinner flight over the capital. Before dessert can be served, and over the protests of the Secret Service agents, the two are off to the airport and up in the sky, thrilling to the brilliance of the city below. Hewing closely to documented accounts, Ryan's inviting text adds drama and draws parallels between the two protagonists with fictional touches: she places them alone together in the plane (an author's note explains that in fact they were accompanied by two male pilots) and adds a final scene in which Eleanor takes Amelia for a zippy ride around the city in her brand-new car. Selznick's illustrations, black-and-white graphite accented with touches of purple pencil, both capture the vibrancy of his subjects and evoke the feel of a more glamorous era. A brief but compelling slice from the lives of two determined, outspoken and passionate women. Ages 5-9. (Oct.)"

Roback, D. and Brown, J. M. (1999). Forecasts: Children's Literature [Review of Amelia and Eleanor go for a ride by Pam Munoz Ryan]. Publishers Weekly, 246(39), p. 105. Retrieved from: http://www.publishersweekly.com/

Library uses: This book could be used in a display about books from that particular time period. Also, it could be used to discuss the similarities and differences with students between Amelia Earhart and Eleanor Roosevelt.

Module 9: The Case of the Missing Marquess

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Book Summary: When Enola Holmes's mother disappears without a trace on her 14th birthday, Enola is convinced that she needs to find her. However, her brothers, Sherlock and Mycroft, are determined that she should go to finishing school and become the proper lady that her mother never made sure she was. With money left behind for her by her mother, and discovered by Enola alone after using the book of ciphers left for her by her mother, Enola leaves her home of 14 years for London, thinking that will be the best place to find her from. On her way there, she stumbles on the case of a missing boy, who has disappeared  as suddenly as she. Determining that he has run away rather than been kidnapped, she follows him to London, and finds herself with adventure aplenty as she plots her new life spent dodging her brothers and searching for her mother, who has run away from a life of the expectations of London society.

APA Reference of the book: Springer, N. (2006). The case of the missing marquess: an Enola Holmes mystery. New York: Puffin.

Impressions: This was a book I happily consumed in a few short hours and actually went back to the library to get the rest in the series. Having read a few of the original Holmes mysteries, I found this take on "the great detective" as he is often referred to in the story, to be interesting. In the book, Sherlock is shown as being the reasonable brother, whereas Mycroft is determined that he knows best and tries to force Enola into a life she does not want, to which she responds by running away. Because of this, we see a more sympathetic version of Sherlock than is presented in the original stories, but he is still an interesting character. As for Enola herself, she takes after her younger brother, having both his skills of deduction and a penchant for getting into trouble. She is a strong female character who uses her knowledge of the world gained from free access to her mother's library as a child and her knowledge of society to maneuver through difficult situations and solve whatever mystery is at hand. Overall, I greatly enjoyed this book and look forward to reading the rest in the series.

Professional Review: "Gr. 5-8. Springer, author of the popular Tales of Rowen Hood series featuring Robin Hood's daughter, mines the classics once more, and finds Sherlock Holmes' 14-year-old sister, Enola Holmes, who also has keen powers of observation. Enola lives alone with her mother on the family estate. Mrs. Holmes has always been a free spirit, but Enola is shocked when, on her birthday, her mother goes missing. Sherlock and Mycroft, , Enola's long-absent, much-older brothers, arrive and assure her they will look into the disappearance; she will be sent away to boarding school. Determined to avoid that fate, and anxious to find her mother on her own, Enola leaves for London, where she thinks her mother may be--a plan as shaky as the bicycle she sets off on. Along the way, she becomes enmeshed in another disappearance, the case of a young marquess, who seems to have been kidnapped, and in true Holmes fashion, Enola uses her powers of deduction to figure out his fate. This is a terrific package. Springer not only provides two fine mysteries (complete with clues and ciphers to solve), breathtaking adventure, and key-eyed description but she also offers a worthy heroine, who will be the center of a new series (the cover proclaims this "An Enola Holmes Mystery.") Enola is a high-spirited girl, just the right mix of nascent nineteenth-century feminist and awkward teen, with a first person voice that's fun to hear. Reader can move from this to Phillip Pullman's Victorian thrillers, the Sally Lockhart trilogy, which begins with Ruby in the Smoke (1987)."

Cooper, I. (2005). [Review of The case of the missing marquess: an Enola Holmes mystery by Nancy Springer]. Booklist, 102(7), p. 42. Retrieved from: http://www.booklistonline.com/

Library uses: This book could be included in a display of mystery novels. It could also be compared in a lesson to the original Sherlock Holmes mysteries to see how the characters of Sherlock and Mycroft are portrayed in comparison to original books and even in current television and movies (i.e. the BBC series Sherlock, and the Sherlock Holmes movies starring Robert Downey Jr.)

Module 8: Numbers

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Book Summary: For as long as she can remember, Jem has been able to see a set of numbers each time she looked somebody in the eye. It wasn't until her mother's death on October 10, 2001, that she realized the numbers, in her mother's case, 10102001, was the person's death date. This information haunts her throughout her years spent in the foster system and Jem avoids as much as possible forming close connections to people, because she doesn't want to get close enough to see when people around her are going to die. This doesn't work with Spider, one of her classmates, who Jem can see is going to die in only a few short weeks, and when the two cut school and go into central London to ride on the London Eye, something happens that will change both their lives. When Jem looks around and sees that all the people in the square have the same number, she realizes that something is terribly wrong, and convinces Spider to leave mere minutes before the explosion that destroys part of the London Eye and kills many people in the vicinity. They are caught on tape running from the scene and are soon on the run from a police hunt as possible witnesses to the attack. Jem and Spider get as far away from London as possible in order to escape the questions that come with such a narrow escape. 

APA Reference of the book: Ward, R. (2010). Numbers. New York: Chicken House/Scholastic.

Impressions: The premise of this book, that Jem can see the death date of anyone she looks in the eye, is an interesting one, but the overall book did not have much of a science fiction feel to it, for me at least, which I kept waiting for throughout the book. Despite this, it was an interesting, if somewhat depressing, read. Ward effectively shows the reader the bleakness of life on the run from law enforcement and the desperation of the characters to stay unnoticed whenever possible. In many ways this book reminded me of Safekeeping by Karen Hesse, in which the main character, during political unrest in the U.S., walks north to Canada for safety, all the while avoiding others on the road who may wish to do her harm. Overall the journey of Jem and Spider was fairly bleak, although there were moments of levity, and the ending had a sad sort of symmetry, in showing that the dates Jem sees cannot be averted, as events Jem has been trying to avoid finally come to pass. It is a book that will definitely give the reader something to think about.

Professional Review: "Gr 8-10--10102001. That's Jem's mother's number. Jem saw it whenever she looked into her mother's eyes, but it wasn't until four years after the woman's fatal heroin overdose when Jem was 11 that she realized that the number was the date her mother would die. And it's not just that number that the teen sees--she knows when everyone will die by looking into their eyes. Isolating herself from the rest of humanity seems to be the only solution until Spider, a freakishly tall, twitchy mess of a boy, refuses to leave her alone. In spite of the fact that she knows his death date is only months away, she can't resist his overtures of friendship. One afternoon, while ditching school, they head for the London Eye tourist attraction. When Jem realizes that several people standing in line are fated to die that very day, she panics and takes off. Newspapers and television pick up the story, and Jem and Spider, targeted as the terrorists responsible for destroying the Eye, or at least witnesses, are on the run in a stolen car. Ward's debut novel is gritty, bold, and utterly unique. Jem's isolation and pain, hidden beneath a veneer of toughness, are palpable, and the ending is a real shocker. Teens who read Charles De Lint, Holly Black, and Melvin Burgess will take to this riveting book and eagerly await the upcoming sequel."

Baird, J. H. (2010). [Review of Numbers by Rachel Ward]. School Library Journal, 56(1), p. 115-116. Retrieved from: http://www.slj.com/

Library uses: This book could be used in a display of science fiction works, or in a display on books about people who can foresee different things, whether that be a person's death date, as in the story, or events from the future, etc. It could also be used to discuss the terror attack on the London Eye in 2010.

Module 7: Warp Speed

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Book Summary: For Marley, middle school is not a pleasant experience. He is bullied on a regular basis by three boys he calls the Gorn, a reference to the original series of Star Trek, as well as by Digger, who forces Marley to do his history homework with the threat of getting his dad to buy and tear down the Rialto, the theater where Marley and his parents live. He does have friends, however, in Ramen, who is obsessed with Star Wars, and Max, who is a Batman fanatic. The three regularly argue over which is best. Marley does learn that things can get better when he accidentally wins the Tiggy Tiger Turkey Trot, and becomes known throughout the school for how fast he can run. Marley is the center of a fast-paced adventure about what can be the hardest time in a person's life: middle school.

APA Reference of the book: Yee, L. (2011). Warp speed. New York: Arthur A. Levine Books

Impressions: This book gave a very interesting insight into what it is like to be bullied. It is easy to sympathize with Marley, and feel his dread when he comes face to face with Digger or the Gorn. I also cheered with Marley when things started looking up at school and loved seeing his relationship with his parents. The copious Star Trek references were entertaining, especially since I am a Star Trek fan myself, although my knowledge of Star Trek is not as comprehensive as Marley's. They add color to the story, but don't necessarily detract from it if you are a huge fan of Star Trek. There are also many Star Wars references thrown in by Ramen, which also help add to the story and make the characters unique. Overall, the book is one that I would read again and would recommend to others. It has also made me want to read some of the other books in that series.

Professional Review: "Gr 5–9--Marley Sandelski is invisible. At Rancho Rosetta Middle School, he's chased by bullies, threatened into sharing his homework, and ignored by everyone else. An admitted geek, he loves Star Trek, AV Club, and the Rialto, an old movie theater that serves as both his home and his parents' business. His empathetic nature shines through, and he's not without allies, including his closest buds Ramen and Max. And of course, there's always the Trekkie action figure of the day in his pocket to help him out of jams (he frequently asks himself, "WWSD--What Would Spock Do?"). Though he's resigned to hiding behind the shadows of those standing on the sidelines, his ability to outrun bullies catches the track coach's eye. During the school's annual Tiggy Tiger Turkey Trot race, Marley finds himself running for his life, away from the Gorn (a trio of tormentors nicknamed after the "evil, slow-moving beasts" in a Star Trek episode), and accidentally winning the trophy. Suddenly sky-rocketed into the spotlight, Marley's the star of the school. As his external universe alters, he must re-evaluate himself and set a new course for his place in the cosmos. Yee's previous protagonists, Millicent, Stanford, and Emily, all make cameo appearances. Once again, the author addresses a serious issue with a light touch. An entertaining read and a solid example of bibliotherapy."

Roth, R. (2011). [Review of the book Warp speed by L. Yee]. School Library Journal, 57(5), p. 126-127. Retrieved from: http://www.slj.com/

Library uses: This book could be used in a display about school bullying or to spark student discussion on the subject of bullying.

Module 7: Rules of the Road

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Book Summary Jenna expects to spend her summer selling shoes and hanging out at home, but finds her plans unexpectedly changed when the owner of her shoe store, Mrs. Gladstone, hires her to drive her around to all the different stores in the chain over the course of the summer. During the trip, Jenna lends her keen eye for selling shoes to evaluate the other stores and helps Mrs. Gladstone brainstorm ways to keep control of the shoe store chain out of the hands of her cheapskate son, Elden. Throughout the summer, Jenna learns a number of valuable lessons as she travels the country with Mrs. Gladstone, particularly when it comes to dealing with her alcoholic father.

APA Reference of the book: Bauer, J. (1998). Rules of the road. New York: Putman's

Impressions: This book was, interestingly enough, shelved in the adult section of my public library. However, I think it could fit in just as well in the teen section as the protagonist is a teenager, albeit a very adult-like one, and is dealing with issues some teens will be able to relate to, like having an alcoholic parent, or gaining some independence from home for the first time. Throughout the story, I could relate to the character of Jenna, and understand what she was feeling and thinking, even though I have not necessarily experienced her struggles myself. I also enjoyed her relationship with Mrs. Gladstone, and how she learned over time when to listen to what she had to say, and when to speak up for herself, or in some cases, for Mrs. Gladstone herself. Overall, I greatly enjoyed the book, and finished it almost in one sitting.

Professional Review: "YA comedy? You might have thought it an endangered species, but here's Joan Bauer with a fast and funny tale of one big-boned (and big-hearted) gal's summer of discovery on the road. Jenna, newly armed with a driver's license, thought she had her summer all worked out--until the imperious Mrs. Gladstone, owner of the national shoestore chain where Jenna works in Chicago, shows up and asks Jenna to be her driver. To Texas. And on the way, there will be a little spying, both on the other Gladstone's outlets and on the competition, for Mrs. Gladstone (think of Lou Grant's boss Mrs. Pynchon) is battling a merger engineered by her slimy son Elden. Jenna is a great shoe-seller ("Told her nonjudgmentally to think about clipping her big toenail so it wouldn't push against the shoe and ruin the fit") and an ebullient raconteur ("I love traveling and meeting new people. I met a retired couple from Canada who said that talking to me made them feel good about American teenagers. I said talking to them made me feel good about Canada, although I'd never had a reason not to"). Her badinage with Mrs. Gladstone recalls some of Richard Peck's spirited cross-generational dialogue, and the story runs as smoothly as Mrs. Gladstone's plush Cadillac. A subplot about Jenna's alcoholic father (and his counterpart, a bluff and hearty shoe salesman-cum-AA counselor) is a little heavy-handed but does not impede the pedal power; Jenna is a heroine who, along with providing a story with plenty of mileage, has some good shopping tips--don't buy another pair of shoes until you've heard her out."

Sutton, R. & Adams, L. (1998). [Review of Rules of the Road by J. Bauer]. Horn Book Magazine, 74(3), p. 339. Retrieved from: http://www.hbook.com/horn-book-magazine-2/

Library uses: This book could be used to discuss discovering independence with students or in a display of books about summer. It could also be used to discuss the issue of having an alcoholic parent.

Module 6: The Duckling Gets a Coookie!?

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Book Summary: When the duckling receives a cookie (with nuts) simply by asking politely for it, the pigeon is shocked, and commences a tirade lamenting all the different things he did not receive, even when he asked for them. However, when the duckling offers him the cookie, the Pigeon is pleasantly surprised and accepts as humbly as he is able.

APA Reference of the book: Willems, M. (2012). The duckling gets a cookie!? New York: Hyperion Books for Children.

Impressions: The first time I read this book, I was reading it by myself, and I thought it was fairly entertaining. Later the same say, I took it with me to babysit and read it about five times to the kids I was babysitting, one of whom kept up a running commentary on the pigeon's actions. Both ways of reading the book showed me what an effective and entertaining book it is to read. The illustrations provide an easy way to read the moods of the characters and the pigeon's increasingly indignant antics at not receiving a cookie make it amusing both that he doesn't realize the he would only have to ask politely himself to receive a cookie, and that he doesn't realize just how lacking his manners are. At the end of the book, the reader realizes the duckling's ulterior motive for giving the pigeon the cookie, as he requests another cookie, this one without nuts.

Professional Reviews: "Pigeon is back, in all of his indignant, passive-aggressive glory, overwrought this time at one gross injustice: a cute little duckling is now on the scene and has been rewarded a cookie (with nuts) for doing nothing more than asking for it politely. Pigeon pulls out all of the usual pigeon stops—coy glances, cartwheels, and crocodile tears—in the hopes of securing a cookie for himself . . . and it works! The duckling shares. As with the other titles in the Pigeon series, simple pencil drawings on pale, blank backgrounds focus our attention on the characters’ interactions. Willems has an extraordinary ability to convey immediate, deep characterization with a few deft strokes. He knows, too, how to spread the action across a picture book, carefully managing the panels and page turns to ramp up the drama. Fans will delight at another outing, and the protagonist’s indelible pigeonality will welcome newcomers to the club.

 

Barthelmess, Thom. (2012). [Review of the book The duckling gets a cookie!?, by Mo Willems]. Booklist, 108(15), p. 76. Retrieved from: http://www.booklistonline.com/

"K-Gr 2--Duckling, familiar to readers of The Pigeon Finds a Hot Dog! (Hyperion, 2004), asks politely and receives a cookie with nuts. Incredulous, Pigeon rants about the many things that he has asked for and failed to receive--a chance to drive the bus, hot-dog parties, a walrus, one more story, his personal iceberg, etc. In classic Pigeon fashion, the lovably emotional bird relates the unfairness of it all through a hilarious monologue until finally exploding in clenched-fist (or, rather, clenched-wing) anger. But every pigeon has his day, for the duckling offers him the cookie (never mind that Duckling doesn't like nuts), and he accepts the gift with gracious humility. Confident, un-ornamented strokes characterize Willems's seemingly simple illustrations. Postures and expressions are spot-on, conveying the nuances of Pigeon's feelings and the comedy in his passionate behavior. While just plain fun to read aloud, this book is an excellent conversation starter on the topics of politeness and making reasonable requests. This meta-tale that references the gamut of the Pigeon oeuvre will please fans and newcomers alike."

Damron, Jayne. (2012). [Review of the book The duckling gets a cookie!?, by Mo Willems]. School Library Journal, 58(3), 139-140. Retrieved from: http://www.slj.com/

 

Library uses: This would be a good book to use with younger students to discuss how to read expression when looking at characters. The pigeon and the duckling both show a wide variety of expressions and students can help identify what emotions the characters are showing in individual pictures. The story also lends itself to being a funny lesson in manners.

Module 5: 90 Miles to Havana

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Book Summary: When Julian finds himself, along with his brothers, being sent away from his family in Cuba to a camp in Miami, he finds that life in America is not what he thought it would be. Living in a camp with many other kids, with little adult supervision and ruled by the bully Caballo, Julian and his brothers find themselves fighting to ensure that they are not pushed around. However, when his brothers are sent away to a foster home, Julian must learn to stand up for himself and his friends, lest life at the camp become unbearable, all the while eagerly awaiting his parents escape from Cuba.

APA Reference of the book: Flores-Galbis, Enrique. (2010). 90 miles to Havana. New York: Roaring Brook Press.

Impressions: This book is one in which the reader is constantly rooting for the protagonist. Even before Julian and his brothers are sent away, I was looking at their life in Cuba and hoping that it would be better. When it becomes apparent that life is not going to change for the better and Julian and his brothers are sent away, I knew that things would likely not be that much better in America. I found it interesting that in the camp, there was little adult supervision, which made it very easy for a bully like Caballo to become a leader among the kids, if only because the other kids feared him too much to do anything about him. Each time Julian and his brothers and friends managed to pull a prank on him, I would mentally cheer, even knowing that Caballo's retribution would likely be swift and harsh. Despite the fact that this book has a relatively dark tone throughout most of it, it is still a good read and one that will provide insight into an interesting time in the past.

Professional Review: "Gr 4-7 --Based on Flores-Galbis's experiences, this novel is deeply affecting. In 1961, Julian and his two brothers leave Cuba with 14,000 other children, in what is known as "Operation Pedro Pan." History comes alive through the author's dazzling use of visual imagery and humor, which ranges from light to dark. This book is sophisticated, but can be read on many levels. Most children will be able to relate to the terror and excitement that Julian feels when he is separated from his brothers and all alone in an orphanage in Miami. The writing is poetic, yet clear as glass, and the gorgeous sentences do not slow down the briskly paced plot. Julian emerges as a more endearing, likable character with every page, and readers will be fully absorbed in his journey. The only minor disappointment is toward the end, when the narrator's heroism in helping strangers distracts readers from the more meaningful, long-awaited reunion with his family. Reluctant readers might need some help in early chapters, but once Julian's adventure begins in earnest, it's hard to imagine any child putting this book down."

Hinds, J. C. (2010). [Review of 90 Miles to Havana by Enrique Flores-Galbis]. School Library Journal, 56(8), p. 99. Retrieved from: http://www.slj.com/

Library uses: This book could be included in a display of books by Latino authors, possibly even one dedicated specifically to Pura Belpré Award winners, if several of them are included in a particular collection. It could also be part of a display centered around the island of Cuba, which could include both informational and other fiction books.

Module 5: Monster

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Book Summary: Since Steve Harmon has been charged with murder, his life has been a nightmare. Life in prison is scary, but he cannot show his fear to the other prisoners. As his trial begins, he decides to write it out as a screenplay to give himself something to work on. Throughout the book, Steve tells the story from his point of view, interspersing the screenplay with the occasional journal entry. The suspense and drama builds as it all leads up to the jury's verdict. Will he be found guilty or not guilty?

APA Reference of the book: Myers, W. D. (1999). Monster. New York: Scholastic.

Impressions: When I was reading this book, I finished it almost in one sitting. I was drawn in by Steve's description of life in prison and could almost feel his fear of the other inmates and of possibly having to spend many years there. When the text began being shown as a screenplay, it helped to make the story move along and to keep all the various characters in the courtroom straight. I think it also helped Steve himself wrap his mind around what exactly was going on, putting a very complicated matter into a relatively easy to understand format, and making it less overwhelming that it would have been otherwise. The journal entries in between the days of court provided Steve with a direct voice and gave the reader insight into his thoughts, which I thought made the book more engaging. Throughout the text, I was convinced of Steve's innocence and was hoping almost as much as he was that he wouldn't be found guilty.

Professional Review: "Arrested and charged with murder, sixteen-year-old Steve Harmon is writing a screenplay of his ordeal. Interspersed with his handwritten journal entries, Steve's script makes up a novel that in both form and subject guarantees a wide teen audience. Balancing courtroom drama and a sordid jailhouse setting with flashbacks to the robbery that resulted in a shopkeeper's murder, Myers adeptly allows each character to speak for him or herself, leaving readers to judge for themselves the truthfulness of the defendants, witnesses, lawyers, and, most compellingly, Steve himself. Did Steve serve as a lookout for the robbery? Was he in the store at all? Through all the finessing and obfuscation of the trial process, readers will find plenty of evidence for a variety of conflicting opinions. Even the cri de coeur in Steve's journal leaves plenty of room for interpretation: "I didn't do nothing! I didn't do nothing!" Tailor-made for readers' theater, this book is a natural to get teens reading — and talking."

Sutton, R. (1999). [Review of Monster by Walter Dean Myers]. Horn Book Magazine, 75(3), p. 337 Retrieved from: http://www.hbook.com/horn-book-magazine-2/

Library Use: This book could be used to read in a group setting, as well as to spark discussion on a variety of topics, including violence, the justice system, and the idea of being innocent until proven guilty. It would be great to discuss in a setting such as a book club.

Module 4: Dead End in Norvelt

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Book Summary: Jack finds himself in for what he assumes will be a boring summer after he finds himself grounded for mowing over his mom's corn to make room for his father's airplane runway. The only time he is allowed out is to help the elderly Miss Volker, who has arthritis, write the obituaries of the original town inhabitants, of which she is one. Throughout the summer, Jack learns the stories of the people who lived in the town and learns more history of the town from Miss Volker, as well as dealing with Hells Angels, a vicious biker gang, helping his dad build an airplane runway, and trying to squeeze in some time to play baseball with Bunny, his best friend.

APA Reference of the Book: Gantos, J. (2011). Dead end in Norvelt. New York: Farrar Straus Giroux.

Impressions: This book is one that I chose to read simply because I was curious about the title. When I realized the book was about a kid growing up in a small town, I could relate to that since I grew up in a small town myself, albeit not at the same time the story is set in. Throughout the book, the characters were what brought the story alive. I never ceased to be entertained by Miss Volker's opinionated views and thoughtful obituaries, and I never stopped sympathizing with Jack's feeling of unfairness about being grounded in the first place (he was following his dad's instructions to mow down the corn, even if his mom was very against it). In many ways the book effectively captures small town life, from being able to walk or ride a bike just about anywhere to the way that neighbors know each other and help out when things go wrong. Similarly, the way Jack grows throughout the story and changes in his thinking is interesting to see. Overall, I enjoyed the book and would recommend it to others.

Professional Review: "A bit of autobiography works its way into all of Gantos's work, but he one-ups himself in this wildly entertaining meld of truth and fiction by naming the main character… Jackie Gantos. Like the author, Jackie lives for a time in Norvelt, a real Pennsylvania town created during the Great Depression and based on the socialist idea of community farming. Presumably (hopefully?) the truth mostly ends there, because Jackie's summer of 1962 begins badly: plagued by frequent and explosive nosebleeds, Jackie is assigned to take dictation for the arthritic obituary writer, Miss Volker, and kept alarmingly busy by elderly residents dying in rapid succession. Then the Hells Angels roll in. Gore is a Gantos hallmark but the squeamish are forewarned that Jackie spends much of the book with blood pouring down his face and has a run-in with home cauterization. Gradually, Jackie learns to face death and his fears straight on while absorbing Miss Volker's theories about the importance of knowing history. "The reason you remind yourself of the stupid stuff you've done in the past is so you don't do it again." Memorable in every way. Ages 10-14."

[Review of Dead End in Norvelt by Jack Gantos]. (2011). Publisher's Weekly, 258(30), p. 54-55. Retrieved from: http://www.publishersweekly.com/

Library Use: This book could be included in a display of Newbery winners to show students some of the books that have won the award. It could also be included in a display of books that are centered around the theme of remembering the past.

Module 4: The Hero and the Crown

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Book Summary: Despite the facts that she is a legitimate child of her father, the kind of Damar, Aerin is looked down upon by others at her father's court because her mother is seen as a witch-woman who enchanted the king into falling in love with her before dying in childbirth. Determined to make a place for herself, Aerin stumbles across a recipe for an ointment that protects the wearer from dragon fire, and after perfecting it she takes to slaying the small dragons plaguing the villages of the kingdom by herself so that others don't have to risk their lives to do so. Everything changes, however, when the Black Dragon, the last of the big dragons in Damar, suddenly appears to wreak havoc. With her father's armies away in the north defending the borders, Aerin once again sets out to single-handedly save the day and prove once and for all that she belongs in her father's kingdom.

APA Reference of the book: McKinley, R. (1987). The hero and the crown. New York: Firebird.

Impressions: Fantasy is one of my favorite genres to read in, so I was excited when I saw this title on the list of Newbery winners. When I started reading it, however, I found that the pacing was a little slow to keep my attention at first. Time seemed to drag on as Aerin kept testing and testing her various attempts at recreating the ointment, but once she met with success and went out to fight her first dragon, the story picked up the pace and was more engaging. Aerin's story of self-discovery as she tries to make a place for herself in her father's kingdom is one that is relatable, although most people today don't discover themselves by slaying dragons, and I was consistently cheering her on as she met with her various successes and failures. While it does struggle with pacing a bit, it is a worthwhile read.

Professional Review: "Gr 7-12-This splendid high fantasy is a prequel to The Blue Sword (Greenwillow, 1982). Aerin, the somewhat embarrassing offspring of the Damarian king and a witch-woman from the demon-haunted North, is snubbed and mistreated at court until she begins to prove her worth to the realm by discovering a lost formula for an ointment to protect the skin from dragon fire and then by singlehandedly killing the dragons that are destroying the kingdom. Two spine-tingling dragon-killing scenes, with perhaps the most vivid and realistically described fire-breathers in all fantasy, bring her into near-fatal confrontation with the hideous Black Dragon, whose severed head later supplies imaginative surprises and delicious nastiness. Ultimately Aerin is taken in hand, trained and wooed by a refreshingly unconventional wizard, just in time for her to stand by her people in their worst crisis. McKinley misses a couple of dynamic dramatic possibilities with regard to unpleasant relatives who disappear without getting their just desserts, but no matter. Aerin's story is still superb, filled with tender moments, satisfying action and sparkling dialogue, and it is completely independent of the first novel."

Smythers, L. B. & Jones, T. E. (1984). [Review of the book The Hero and the Crown by R. McKinley]. School Library Journal, 31(2), p. 169. Retrieved from: http://www.slj.com/
 

Library Uses: This book would be good to include in a library display of books in the fantasy genre, specifically books about and including dragons. The librarian can also do a book talk with it to generate interest in the story and characters, which would encourage students to read it.

Module 3: Song and Dance Man

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Book Summary: When Grandpa's grandkids come to visit, they cannot resist exploring the attic together. In doing so, they find Grandpa's old tap shoes and cane, with which he proceeds to put on a show similar to the ones he used to perform in the "song and dance days." He tap dances, plays the banjo, flips a bowler hat on and off his head, and even performs a few magic tricks. Join in the grandkids' excitement at finding out why their Grandpa is called the song and dance man.

APA Reference of the book:

Ackerman, K. (1988). Song and dance man. New York: Alfred A. Knopf.

Impressions: I remember studying the 1920s in school and in particular the vaudeville shows that were popular during that time. However, this story brought that to life for me in a way that the textbooks did not. It gives a sense of all the different talents that were included in those shows, as well as the excitement of the audience. The illustrations help to tell this story by providing the atmosphere of an actual performance. Before Grandpa performs, the illustrations are dimmer, like the low lights in a theater and the children's excitement builds. Once he begins, the colors get brighter as he shows off his various talents, with particular emphasis on Grandpa himself. Both the words and pictures help capture the joy Grandpa feels in performing and the excitement the grandchildren feel in seeing him do so.

Professional Review: "Gammell's animated, crisp, colored pencil line drawings enhance this story of Grandpa, who was famous for his vaudeville song and dance. Clever details of his and his grandchildrens' personalities are consciously delineated as he now performs on his attic stage. The shadow and the performer, transformed by his art, complement the text tenderly. The spirit of song and dance are reflected in the careful placement of drawings and text; five times they stretch voluminously across double-page spreads, although the text is always legible. It is also poetic at times. The accurate depiction of old age and the magic of the theater rhythmically combine like a dance with a solid beginning, middle, and end. It offers enchantment for children and for the person of any age who reads it to them. In its entirety, this glimpse into a unique, artistic personality offers a sweet reminder of the joy in the diversity of people, much like Blos' memorable Old Henry (Morrow, 1987). In boldness, realism, and linear strength, the illustrations are reminiscent of Steig's Amos and Boris (Farrar, 1971), which is also about individuality and acceptance. However, the persistence of memory and the acceptance of individuality are sophisticated concepts. The book's only weakness is that it may too often be set aside by adults looking for something easier to digest."

Banta, G. (1989). Song and dance man (Book review). School Library Journal, 35(5), p. 58. Retrieved from: http://www.slj.com/

Library uses: This book would be a good one to introduce students to the idea of vaudeville to students and could be shared with them at the beginning of a unit on the 1920s.