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.