Module 15: And Tango Makes Three

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Book Summary:

This is the story of a family of penguins in the Central Park Zoo. It tells the true story of two male penguins who chose each other as companions instead of another female. These two penguins could not have a baby like the other penguins in the habitat, so the zoo keeper provided them with another couple penguin's egg to keep warm and parent. 

APA Reference of Book:

Richardson, J. & Parnell, P. (2005). And Tango makes three. New York, NY: Simon & Schuster Books for Young Readers.

Impressions:

My major impression of this book is that the writing seemed simplistic. I thought the story was quite interesting, especially since it was based on a real story; however, I thought the writing lacked some depth. It seemed almost choppy, almost like the entire thing was written in similarly structured sentences. 

I know this is a controversial text due to the content, however, I do see the value in a story such as this and I think the illustrations were incredibly detailed and helpful. The colors were not overpowering, but provided a clear picture of what was taking place. 

The plot worked and carried the reader through. There was very little character development, however the author perhaps didn't want to make the penguins seem human by offering personalities. 

Perhaps it was the dumbed down vocabulary that threw me. I think that although this text is obviously for a younger reader, some of the terminology simply seems forced. I feel like the author's note at the end was more well-written than the actual story. 

Professional Review:

cpg1252 PreS-Gr. 2. Roy and Silo were "a little bit different" from the other male penguins: instead of noticing females, they noticed each other. Thus penguin chick Tango, hatched from a fertilized egg given to the pining, bewildered pair, came to be "the only penguin in the Central Park Zoo with two daddies." As told by Richardson and Parnell (a psychiatrist and playwright), this true story remains firmly within the bounds of the zoo's polar environment, as do Cole's expressive but still realistic watercolors (a far cry from his effete caricatures in Harvey Fierstein's The Sissy Duckling0 , 2002). Emphasizing the penguins' naturally ridiculous physiques while gently acknowledging their situation, Cole's pictures complement the perfectly cadenced text--showing, for example, the bewildered pair craning their necks toward a nest that was "nice, but a little empty." Indeed, intrusions from the zookeeper, who remarks that the nuzzling males "must be in love," strike the narrative's only false note. Further facts about the episode conclude, but it's naive to expect this will be read only as a zoo anecdote. However, those who share this with children will find themselves returning to it again and again--not for the entree it might offer to matters of human sexuality, but for the two irresistible birds at its center and for the celebration of patient, loving fathers who "knew just what to do."

Reference: 

Book review of And Tango Makes Three, by J. Richardson & P. Parnell. (2005). Booklist, 101(18). Retrieved from www.titlewave.com 

Library Uses:

This text could be used during Banned Books Week as it is controversial and left out most of the time. It could also be used as a reference to how penguins prepare for a baby. 

Module 14: Fold Me A Poem

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Book Summary:

This is the story of a young boy captivated by folding origami animals. The story, written in short bursts of poetry, tells the tale of these animals coming to life when the boy finishes his folding. Each animal has something different to say or do once folded until they all rest together at the end of the day.

APA Reference of Book:

George, K.O. (2005). Fold me a poem. New York, NY: Harcourt, Inc.

Impressions:

My major impression of this book is that its form is an excellent introduction to poetry for young students. The short bursts of poetry provide easy to read and understand text for readers. It also captivates their imagination as most any young reader could relate to allowing shapes or toys to come alive in their imagination as they play. This boy is doing just that and students will be entertained and connected to that premise. 

All of the short poems have a title, which I think furthers the opportunity to identify and teach this format of text as poetry to young children. They will be able to see that words have power even if they are few in number.

The illustrations are colorful and vivid and provide life to the text. The fact that you can see each fold, the tape holding the animals together, the movements of the boys fingers all adds to the depth of the story as a whole. The readers are able to see that the young boy is passionate and committed to his origami. 

I feel this text would be useful in a younger school library in order to provide access to poetry in an interesting and captivating manner. 

Professional Review:

Gr. 1-3. From morning until night, a boy spends his day folding squares of colored paper into animals. The opening poem, "Origami,"follows the five-seven-five-syllable haiku form while defining the magic of the paper-folding art: "Square sheet of paper-- / folded, suddenly wakes up. / Good morning, Rooster."While many of the other poems have the terseness of haiku, they follow their own syllabic patterns. Each appears on a single page or a double-page spread along with a large-scale painting of the boy making his animals, playing with them, observing them, or, in one case, repairing them after a cat attack. In "Hungry"he comes to a realization: "All afternoon / the paper cows / have been eyeing / the green paper. Oh. / Grass!"Warm in colors and often large in scale, Stringer's acrylic paintings capture the world of the boy's imaginative play as well as the intricately folded paper figures that inspire and inhabit it. Unusual, handsome, and good for reading aloud.

Reference: 

Book review of Fold Me a Poem, by K.O. George. (2005). Booklist, 101(14). Retrieved from www.titlewave.com 

Library Uses:

This text could be used as an introductory to poetry month. Librarians could offer time for the young readers to craft their own animals and attempt as a class to come up with words to describe it in poetry form. 

Module 13: Knights of the Lunch Table

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Book Summary:

This is the story of a boy named Arthur (Artie) who is the new kid in school. He finds himself in some pretty precarious situations right off the bat with some bullies in school who find him to be a bit too brave for their liking. He ends up with a magical locker, a quirky teacher, and a few new friends on his side within the first few days of school. After mentioning his fake talents at dodgeball, he ends up being challenged to a game by the bullies. The stakes for this game are high and Artie works to find his way in this new school as things aren't always as they seem. There is a happy ending with Artie (deemed King Artie, a reference to King Arthur) coming out on top at the end of the game. 

APA Reference of Book:

Cammuso, F. (2008). Knights of the lunchtable: The dodgeball chronicles. New York, NY: Scholastic Inc.

Impressions:

My major impression of this book is that it is quite entertaining. Once I began the story, I could not put it down; not necessarily because it was so well written, but simply because I could see the appeal it held for students I teach. The story draws in situations every student can relate to, interesting conflicts, a dynamic format (graphic novel), and quirky characters. I enjoyed the quick pace of the story and how the reader could use the graphics to assist their understanding as they read. 

While the vocabulary was typically pretty simplistic, there were many references to other pieces of literature. This provides the reader with the opportunity to make connections with outside works throughout the text, which is a critical thinking skill. All in all, I would say the book holds value in its appeal to reluctant and low readers as well as in its humorous relation to the on-goings of school life. Students need to have resources such as this to provide escape and entertainment in their sometimes harsh and overwhelming worlds.  

Professional Review:

Grades 2-4. 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). But kids unfamiliar with Arthur will still like this tongue-in-cheek take on the school rules and games that can dominate a kid’s life. Although the characters seem purposefully multiethnic, Cammuso’s text is witty and his cartoons energetic; his pictures speak as clearly as his words. A good start for the Knights of the Lunch Tale series.

Reference: 

Review of Knights of the Lunchtable: The Dodgeball Chronicles, by F. Cammuso(2008). Booklist, 104(14). Retrieved from www.titlewave.com 

Library Uses:

This text could be used in a "speed dating" book walk for reluctant readers. It would assist in introducing the genre of graphic novels and other books of similar content and reading level. The students would be able to walk around and "meet" different books that might appeal to them or fit their needs. 

Module 12: Just Being Audrey

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Book Summary:

This is the story of Audrey Hepburn. The picture book reads as a biography in the form of a picture book story. It tells of her childhood desires and work to be a ballerina. It mentions her life during World War II and how her and her family handled hard times. The story takes the reader through Audrey's attempt and commitment to acting once her ballerina dreams fell through. All in all, it relays the kind of person Audrey was and how she impacted the world through her persistence, hard work, and compassion for others. 

APA Reference of Book:

Cardillo, M. (2011). Just being Audrey. New York, NY: Balzer + Bray.

Impressions:

My major impression of this book is the writer does an excellent job of establishing Audrey's character throughout. There is never a doubt in the reader's mind that Audrey is a good person who represents an excellent example for people around the world. The theme of the book (perseverance and standing on morals no matter what) is not something that is beaten over the readers head, but instead is alluded to naturally through Audrey's story. 

While the language used in the book is not challenging, there are definite moments where a new word is introduced that the reader may not be familiar with. The writer is good about smoothly offering the definition to unfamiliar words within the text without causing a halt in the flow of the story. 

The events of Audrey's life presented in the book are captivating and push the reader forward, allowing them to relate what they are seeing to their own life. I feel that this text is strong and able to stand the test of time mainly due to person it is mirroring.

The illustration within the text are beautiful and subtle enough to not detract from the story, but simply display the beauty that is Audrey Hepburn. The hues chosen for the pictures remind the reader of her humility and compassionate personality. They are such a compliment to the story told in this book. 

Professional Review:

Grades 1-3. It’s hard to believe life for Audrey Hepburn was ever anything but smart clothes, quirky expressions, and wistful gazes into the eyes of Cary Grant, but Cardillo makes a strong case to the contrary. Growing up in WWII–era Europe, Audrey wanted only to be a dancer, but the other girls made fun of her physical hurdles: “She was too tall, her feet were too big, and her neck was too long,” and “her eyes seemed too big for her head.” Young readers will get the message: these were precisely the traits that made Audrey an iconic beauty as an adult. In short order, she was spotted by entertainment heavyweights for her je ne sais quoi and quickly catapulted to fame. Denos’ soft pastel illustrations cut just the right Audrey outline (complete with flapping neck scarf), and fans will especially enjoy picking out the movie roles depicted in a two-page spread of costumes. Her later humanitarian deeds are given their due, but it is Audrey’s simple kindness that is emphasized throughout.

Reference: 

Review of Just Being Audrey, by M. Cardillo. (2010). Booklist, 107(7). Retrieved from www.titlewave.com 

Library Uses:

This text could be used during character lessons in the library. Students would be exposed (through picture books) to prominent figures throughout history that display moral character. The students could then conduct research to find other models of character or conduct interviews with those they know that they believe are of great character.

Module 11: An Egg is Quiet

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Book Summary:

This is a non-fiction book about the mysteries of eggs. The books presents brief information regarding the different types of eggs, the kids of animals that lay them, where they are layed, how they grow, etc. This book takes the reader not only through the life stage of an egg, but also offers the reader further knowledge on the kinds of animals, reptiles, amphibians, etc. that are connected to them. 

APA Reference of Book:

Aston, D. (2006). An egg is quiet. San Fransisco, CA: Chronicle Books, LLC.

Impressions:

My major impression of this book is that the illustrations are extraordinary. They are incredibly beautiful and are the true focus of the book. Most of the text serve as captions to the illustrations. The text at times can be very scientific in nature, labeling names of creatures, kinds of eggs, measurements, etc. Where the text is longer it is typically still pretty brief and "blurb-like", offering quick facts and notes about what is displayed in the illustrations of that page. The illustrations truly carry the text. The book would feel incredibly incomplete without them.

This text seems fitting for very young learners who are interested in the world of animals and how they are born. This is a topic that young children would find interesting and could find sufficient answers within this book. Older learners would need much more than what this text could offer, despite the vivid illustrations. 

While the text is informational and at times scientific in nature, it is appropriate for the age with which this book is geared. It would even prove helpful to that audience to use this type of terminology to assist them in knowing what things are actually called. They probably wouldn't walk away with an understanding of all of the terms, but they would definitely walk away with more than they knew before and it would be accurate wordage instead of something dumbed down. 

Professional Review:

PreS-Gr. 2. This beautifully illustrated introduction to eggs resembles pages drawn from a naturalist's diary. The text, scrolled out in elegant brown ink, works on two levels. Larger print makes simple observations that, read together, sound almost like poetry: "An egg is quiet. . . . An egg is colorful. An egg is shapely."On each spread, words in smaller print match up with illustrations to offer more facts about bird and fish eggs across the animal spectrum. The illustrations are too detailed for read-alouds, but there's a great deal here to engage children up close. The succinct text will draw young fact hounds, particularly fans of Steve Jenkins'Biggest, Strongest, Fastest (1995) and his similar titles. Long's illustrations are elegant and simple, and the gallery of eggs, as brilliantly colored and polished as gems, will inspire kids to marvel at animals'variety and beauty. A spread showing X-ray views of young embryos growing into animal young makes this a good choice for reinforcing concepts about life cycles.

Reference: 

Book review of An Egg is Quiet, by D. Aston. (2006). Booklist, 102(16). Retrieved from www.titlewave.com 

Library Uses:

This text could be used as a part of a library lesson about captions and labels on illustrations as a part of non-fiction texts. The librarian would be able to direct students to pay close attention to the captions and labels and discuss with them how they accompany the illustrations. 

Module 9: Horton Halfpot

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Book Summary:

This is the story of a young boy who serves in the kitchen of the Smugwick Manor. He is disdained for his constant screw ups and is thought of as something of a nuisance. This young boy becomes key in the mystery that takes place within the manor, even a hero in the eyes of some. The story starts from the very beginning with the strangest tipping point: a corset, and journeys through the mystery of the stolen lump. Each part of the journey to find the thief is stange and quirky and leads the reader in a way that seems furthest from the answer. In the end, young Horton assists in the great save of the lump and the redemption of the manor itself. 

APA Reference of Book:

Angleberger, T. (2011). Horton Halfpott or the fiendish mystery of Smugwick Manor or the loosening of m'lady Luggertuck's corset. New York, NY: Abrams.

Impressions:

My major impression of this book is that premise is hysterical. The language used is interesting and fresh in its weirdness. Nothing is described in the usual sense and titles/names are absolutely strange. From the very beginning of the story, the reader is sure that this won't be the average tale. However, the character development is powerful as we see young Horton change and grow into something to be respected instead of belittled. The plot is thoughtful and engaging and accounts for the imagination of those who turn the pages. This text is one that will keep students guessing and wondering who it could have been and how it will all turn out: the true sign of a good mystery. This is an excellent resource for intermediate readers looking for a good mystery. 

Professional Review:

Grades 3-6. Horton Halfpott, the lowly (but likable) scullery boy at Smugwick Manor, falls in love with Celia Sylvan-Smythe, the young heiress, who has attracted the unwanted attention of his employers’ high-born (but despicable) son Luther Luggertuck. The plot thickens when the Luggertuck Lump (“possibly the world’s largest diamond and certainly the ugliest”) is stolen and a suspicious band of shipless pirates turns up in the area. Billed as a “Victorian spoof,” the amusing story is related by a narrator who occasionally stops the action and addresses readers directly (“Reader, do not panic”). Each chapter opens with an amusing drawing of one or more characters along with a heading, such as “In Which Miss Neversly Is Disobeyed and Dawdling Occurs . . . ,” and each unfolds with droll humor as well as action. From the author of The Strange Case of Origami Yoda (2010), here’s an amusing romp of a mystery that balances skulduggery with just rewards.

Reference: 

Book review of Horton Halfpott or the Fiendish Mystery of Smugwick Manor or the Loosening of M'lady Luggertuck's Corset, by T. Angleberger. (2011). Booklist, 107(17). Retrieved from www.titlewave.com 

Library Uses:

This text could be used during a mystery month. The librarian could adopt a sort of "murder" (thief) mystery to coordinate with the reading of the text. This would allow students to engage in the details provided by the story and play a part in solving it. 

Module 8: The Miraculous Journey of Edward Tulane

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Book Summary:

This is the story of a porcelain rabbit and his journey to experience and give love. Edward Tulane is the rabbit of a young girl who loves him dearly. She takes the best care of him and provides him with all he could ever want. However, he feels no love in return and simply finds himself annoyed by her attempts to hold him close. The story takes him on a journey from her care to finding his way back to her. He experiences many humbling events and returns a different rabbit to love on not only the now grown girl, but her daughter as well. This is a story of the power of love.

APA Reference of Book:

DiCamillo, K. (2006). The miraculous journey of Edward Tulane. Cambridge, MA: Candlewick Press.

Impressions:

My major impression of this book is that the theme is profound. It doesn't seem to forced, yet it is constantly there alongside the reader as they make their way through Edward's journey. The language is elevated for a children's book, however it is no so far above their heads that the story line is not simply captivating. While the beginning is a bit slow (purposefully so), once the journey begins the reader is left questioning how Edward, a character which seems so narcissistic and detached, will find his way through all that he comes into. The plot moves at an appropriate pace and the ending brings it all together. The illustrations are meaningful and help to put a picture of the emotion happening within the book. All in all, this is an excellent resource for both younger and advancing readers due to its content and language. 

Professional Review:

Gr. 2-4. As she did in her Newbery Medal Book, The Tale of Despereaux (2004), DiCamillo tucks important messages into this story and once more plumbs the mystery of the heart--or, in this case, the heartless. 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 taouches him, Edward's heart grows a little bit softer and a little bit bigger. Bruised and battered, Edward is at his most beautiful, and beautifulis a fine word to describe the artwork. Ibatoulline outdoes himself; his precisely rendered sepia-tone drawings and color plates of high artistic merit are an integral part of this handsomely designed package. Yet even standing alone, the story soars because of DiCamillo's lyrical use of language and her understanding of universal yearnings. This will be a pleasure to read aloud.

Reference: 

Book review of The Miraculous Journey of Edward Tulane, by K. DiCamillo. (2006). Booklist, 102(9). Retrieved from www.titlewave.com 

Library Uses:

This text could be used as a read aloud for a character study where students have to listen and discuss how Edward's character changes and what we can learn through his experiences. 

Module 10: Pink and Say

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Book Summary:

This is the story of two young boys fighting in the American Civil War. They are both teenagers seperated from the Union troops when they find each other. Though they are from dramatically different upbringings, they band together and become fast friends (really family). Due to an injury they end up at Pink's home where his mom can tend to Say's leg wound. During their stay tragedy strikes and not only is Pink's mom killed by marauders, but the two young soldiers are taken captive and seperated. In the end, Say is freed from the Confederate camp to live to tell the story of brave Pink who was not so lucky.

APA Reference of Book:

Polacco, P. (1994). Pink and Say. New York, NY: Philomel Books.

Impressions:

My major impression of this book is that it could be incredibly impactful to older students. The story is not only captivating and telling of the times, but also is true based on retellings through generations. The illustrations are detailed and provide students with the tone and feel of the Civil War era. They also get a feel for what it was like for not only soldiers, but for African American citizens at the time. The lack of clean lines allows the reader to already connect with the messiness of the surroundings and story. 

The writing style is most certainly for older readers. I can't imagine a younger reader understanding the terminology used or the complexities of the events that take place of the story. Emotion plays an enormous part in building both the characters and the plot. The reader is attached to the characters from the moment they meet them and this is only furthered as the plot gets trickier. In the moment when the two boys are seperated the reader is left to wonder what is to come, which is an incredible moment in the story. The idea that this story is told by someone in the family of Say only adds to the connection the reader gains through the text. 

This text is incredibly important for libraries to acquire, especially those where the Civil War is a part of their curriculum. 

Professional Review:

Ages 5-9. Hands and gestures have always been important in Polacco's work. Here they are at the center of a picture book based on a true incident in the author's own family history. It's a story of interracial friendship during the Civil War between two 15-year-old Union soldiers. Say, who is white and poor, tells how he is rescued by Pinkus (Pink), who carries the wounded Say back to the Georgia home where Pink's black family were slaves. In a kind of idyllic interlude, Pink and his mother nurse Say back to health, and Pink teaches his friend to read; but before they can leave, marauders kill Pink's mother and drag the boys to Andersonville prison. Pink is hanged, but Say survives to tell the story and pass it on across generations. The figure of Pink's mother borders on the sentimental, but the boys' relationship is beautifully drawn. Throughout the story there are heartbreaking images of people torn from a loving embrace. Pictures on the title and copyright pages show the parallel partings as each boy leaves his family to go to war. At the end, when the friends are wrenched apart in prison, the widening space between their outstretched hands expresses all the sorrow of the war. Then, in a powerful double-page spread, they are able to clasp hands for a moment, and their union is like a rope. Say once shook Lincoln's hand, just as Say held Pink's hand, and Say tells his children, who tell theirs, that they have touched the hand that touched the hand . . .

Reference: 

Book review of Pink and Say, by P. Polacco. (1994). Booklist, 91(1). Retrieved from www.titlewave.com 

Library Uses:

This text could be used as a part of a historical fiction display in the library. History and English teachers could encourage students to select texts from this genre for their outside reading for the month/six weeks/unit. 

Module 5: Looking for Alaska

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Book Summary:

This is the story of a teenage boy who has recently moved from public to private school. The story displays his experiences in his new school from the average everyday moments to the fun and full of excitement pranks to the tragic and inexplicable hurts that occur in friendship. The story, in its wide variety of emotions, details Mile's deepest, hardest moments in full and living color, most of which find their center in Alaska Young. His encounters with her shape his character throughout the text and shape his future and perspective on life. 

APA Reference of Book:

Green, J. (2005). Look for Alaska. New York, NY: Penguin Group (USA) Inc.

Impressions:

My major impression of this book is that it is rough on the reader. There is nothing spared in terms of emotion and experience. John Green is an expert at reality and chooses the harshest light with which to examine and detail it. This story is no different than others he has written in that sense. The language is challenging and requires much of the reader, however, the characters and their experiences are deep and provoke the reader to move forward. The style moves from prose to letters and a few times throughout the text, which offers some freshness to the story as a whole. It makes it feel more realistic, as if that is needed. All in all, I think the reality of the story is necessary for young readers, but the content will be controversial to many. Definitely a good one for more mature collections, but due to the language level and extreme content, perhaps a younger collection would not be the best fit for this text.

Professional Review:

A collector of famous last words, teenage Miles Halter uses Rabelais's final quote ("I go to seek a Great Perhaps") to explain why he's chosen to leave public high school for Culver Creek Preparatory School in rural Alabama. In his case, the Great Perhaps includes challenging classes, a hard-drinking roommate, elaborate school-wide pranks, and Alaska Young, the enigmatic girl rooming five doors down. Moody, sexy, and even a bit mean, Alaska draws Miles into her schemes, defends him when there's trouble, and never stops flirting with the clearly love-struck narrator. A drunken make-out session ends with Alaska's whispered "To be continued?" but within hours she's killed in a car accident. In the following weeks, Miles and his friends investigate Alaska's crash, question the possibility that it could have been suicide, and acknowledge their own survivor guilt. The narrative concludes with an essay Miles writes about this event for his religion class -- an unusually heavy-handed note in an otherwise mature novel, peopled with intelligent characters who talk smart, yet don't always behave that way, and are thus notably complex and realistically portrayed teenagers.

Reference: 

(2005). HornBook. Retrieved from www.titlewave.com 

Library Uses:

This text could be used in a lesson on the importance of word choice. Students could be given the chance to search and find excellent word choice within the text in order to discuss how powerful it can be to a story as whole. 

Module 7: Ivy + Bean: Bound to Be Bad

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Book Summary:

This is the story of a young girl who is seemingly determined to do things that annoy or disrupt others around her. Bean seems to desire to do things the right way...kind of, but seems to always find herself doing what she shouldn't. This story tells the tales of Bean and her pal Ivy and their attempts at doing the right things, despite their natural inclinations to do the exact opposite. When they find some motivation: the love of animals, their endeavors become more intentional. The story outlines how their attempts rarely pay off in the way they intend them to. 

APA Reference of Book:

Barrows, A. (2008). Ivy + Bean: Bound to be bad. San Francisco, CA: Chronicle Books.

Impressions:

My major impression of this book was that it seemed quite flat. It was probably my least favorite read of the semester in that the characters seemed very one-dimensional and never changing. The events within the book seemed too similar and the author never truly seemed to give the reader a full picture of who the characters are (more than nuisances) and who they could be. I left with very little hope for the series as a whole. I also found the language to be strange. The majority of the language used was simplistic and elementary in nature with strange bursts of higher level verbiage. At times this felt disjointed and unnecessary as it was typically for words which were simply not age appropriate (i.e. it discusses getting her stomach pumped at one point). All in all, this is not a resource I see as necessary for a library. If the students found them interesting, I suppose they would be worth considering, but they seem to hold very little value for the library patrons in content or style.

Professional Review:

Best friends Ivy and Bean decide to be really, really good -- like the guy Ivy once saw in a picture "with birds flying all around him and a wolf licking his foot," the guy who "was so good that wild beasts talked to him and birds swarmed after him." They start by thinking good and loving thoughts, arms stretched out for birds to land on; both, however, would prefer a wolf. Barrows's very funny story tells how the girls go from trying to win over animalkind by changing neighborhood bully Crummy Matt into a nice guy (doesn't work), to having Bean do bad things so that Ivy can reform her (resulting in all the kids on the street trying to outdo Bean), to singing, "Join us in the paths of goodness, and the birds and beasts will love you," while Crummy Matt ties the girls to a tree. Blackall's illustrations keep up with the text; it's hard to say which is funnier -- reading about or looking at the picture of, for instance, Ivy giggling but trying to look horrified when Bean whispers a bad word in her ear. In this fifth book in the series, Ivy and Bean are bound to satisfy fans and garner new ones.

Reference: 

Book review of Ivy + Bean: Bound to Be Bad, by A. Barrows. (2009). Horn Book. Retrieved from www.titlewave.com 

Library Uses:

This text could be used as a display during a series month/unit. It could also be used in a lesson about development of characters as a non-example.

Module 7: Wintergirls

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Book Summary:

This is the story of a young girl who is dealing with severe anorexia. The story displays for the reader her broken family relationships along with her struggles in friendship. The reader is able to see in harsh severity how anorexia (as well as other eating disorders) affect one's life, mind, family, etc. 

Lia, the main character, is stunned by her best friend's death at the beginning of the book. She spends the rest of the book attempting to cope with her lack of support in her friend's time of need as well as manuevering her own issues with eating. Her family pushes her throughout the book to simply "eat", but Lia shows the reader through her thoughts and actions that her mind will not let her. The book takes the reader through what a struggle like anorexia looks like day-to-day and how it is not simple in any regard. Despite her family's attempts to help her, Lia shows that she must find it within herself to get the help she needs. 

APA Reference of Book:

Anderson, L. H. (2009). Wintergirls. New York, NY: Viking.

Impressions:

My major impression of this book is that it was a difficult read. It was difficult not because it was not interesting or captivating in its style. It was difficult because of the content offered. It was difficult in the best way in that it provided incredible insight into a struggle that many young people fight. It provided such a deep perspective shift on those with eating disorders because it shared their deepest thoughts, cries, and motivations. 

Anderson is an extraordinary writer. Her style is unlike anyone else in that she is able to describe things and situations in ways that most would never think of doing. This is incredibly powerful in this text because it makes the main character so relatable, even to those who have never experienced eating struggles. 

The book, while slow at times, keeps the reader wondering what the outcome will be. Even I considered often that the main character might not make it to the end of the book alive. The struggle with eating is depicted in such a real and harsh light that the reader cannot help but consider how they treat, think about, and feel towards those around them who may be warring something similar. While this book is most certainly hard to read, it is an excellent resource for more mature readers (middle school and up) in that it allows them to see through another's eyes and come out with greater perspective and respect for those they encounter in real life. 

Professional Review:

Grades 9-12. Problem-novel fodder becomes a devastating portrait of the extremes of self-deception in this brutal and poetic deconstruction of how one girl stealthily vanishes into the depths of anorexia. Lia has been down this road before: her competitive relationship with her best friend, Cassie, once landed them both in the hospital, but now not even Cassie’s death can eradicate Lia’s disgust of the “fat cows” who scrutinize her body all day long. Her father (no, “Professor Overbrook”) and her mother (no, “Dr. Marrigan”) are frighteningly easy to dupe—tinkering and sabotage inflate her scale readings as her weight secretly plunges: 101.30, 97.00, 89.00. Anderson illuminates a dark but utterly realistic world where every piece of food is just a caloric number, inner voices scream “NO!” with each swallow, and self-worth is too easily gauged: “I am the space between my thighs, daylight shining through.” Struck-through sentences, incessant repetition, and even blank pages make Lia’s inner turmoil tactile, and gruesome details of her decomposition will test sensitive readers. But this is necessary reading for anyone caught in a feedback loop of weight loss as well as any parent unfamiliar with the scripts teens recite so easily to escape from such deadly situations.

Reference: 

Review of book Wintergirls, by L. H. Anderson. (2008). Booklist, 105(8). Retrieved from www.titlewave.com 

Library Uses:

This text could be used during a realistic fiction/anti-bullying program held within the library. Students would be challenged to read a realistic fiction text in order to crawl in somebody else's skin. The student could then come up with an action plan to prevent the bullying of any student in their school. 

Module 5: Talkin' About Bessie: The Story of Aviator Elizabeth

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Book Summary:

This is the story of a young girl who is determined to escape the typical life of an African-American in the early 20th century. It tells of her experience as a child through the eyes of her brothers, sisters, and comrades. It also tells of her sheer will and determination to find what she should do with her life. After moving several times, she finds her passion: flying. The book tells of how she becomes famous for her flying skills and how she passes that on to others like her. 

APA Reference of Book:

Grimes, N. (2002). Talkin' about Bessie: The story of aviator Elizabeth Coleman. New York, NY: Scholastic Inc.

Impressions:

My major impression of this book is that it is rich in both historical context as well as language. The author uses a strange format to tell the story of Bessie in that she allows people closely tied to Bessie to tell her story for her. She provides small excerpts from a wide range of outside perspectives. This allows the reader to feel as though they truly see the main character for who she was. They are able to see her growing up, making hard decisions, being stubborn and persistent, and fighting for what she loved. They are also able to see her struggle and failures. This is huge for the story in that it provides reality to it. Readers are able to see that she was a real person and that life what not easy for her.

The author does an incredibly job of developing her as the main character and teaching the reader lessons about life without directly saying them in the text. 

She also does an extraordinary job of using language and dialect within the text. There are many portions where interesting and deeper language is used to both challenge the reader as well as provide them with context of the times. This resource could easily be used with older students to demonstrate how the formats of stories can range and be effective. 

Professional Review:

"Brave Bessie Coleman," the first black woman in the world to earn a pilot's license, has been the subject of several recent picture book biographies: (Fly, Bessie, Fly, by Lynn Joseph, 1998; Fly High!, by Louise Borden and Mary Kay Kroeger, 2001; Nobody Owns the Sky, by Reeve Lindbergh, 1996). Grimes takes an unusual, fictionalized approach to portraying this determined, undaunted woman who made aviation history. She recreates the voices of 20 people who supposedly knew Bessie, expressing their point of view in a free-verse format. Each double spread has the person's monologue with his or her name or role running down the edge of the page with a cameo drawing like a photo at the top; opposite is a full-page illustration in Lewis's typical style that strikingly adds dimension and context to the times and the woman. From her father, who left the large family in Texas, to sisters to flight instructor to news reporter to young fan, the monologue device succeeds somewhat in piecing together a portrait of this woman who braved hardships of both poverty and prejudice. Her dream was to open an aviation school for African-Americans, but a plane crash in 1926 ended her life at age 34. The handsome design, large format, and beautiful artwork make this very attractive, but the lack of source notes or clarification of what's fictionalized-especially quotes-and the strange opening scene set at Bessie's wake as she speaks to her mother from her photo on the mantel, will leave many readers confused. (Picture book. 8-10)

Reference: 

Review of Talkin' About Bessie: The Story of Aviator Elizabeth Coleman, by N. Grimes. (2002). Kirkus Reviews. Retrieved from www.titlewave.com 

Library Uses:

This text could be used during Black History month to expose library patrons to how difficult it has been for African-American citizens to make a life for themselves at times such as the one in the story. This text could be displayed in a Black History month display and offered as a part of a research opportunity to further patrons' knowledge of major contributions of African-Americans in America.

Module 6: Thunder-Boomer

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Book Summary:

This is the story of a farming family who notices a storm approaching. The story walks through the preparations needed for such a storm. It reveals how the whole family pitches in to prepare the equipment, animals, and barn. It then shows the force of the storm and the fear the family feels at the uncertainty of how this will affect their livelihood. In the end, the farm and animals are fine as the storm ends and the family finds a fun surprise thanks to their favorite chicken.

APA Reference of Book:

Crum, S. (2009). Thunder-Boomer! New York, NY: Clarion Books.

Impressions:

My major impression of this book is that the sound plays such a huge role in this text. The author highlights the sounds of the farm throughout the text and invites the readers to hear and experience a day-in-the-life alongside the family. There is also this incredibly sense of suspense about what is to come with the storm. At first there are only clues that something like a storm is coming, which is rich in teaching possibilities. Further into the story the storm is known, but the reader is left wondering what will come of the farm as the characters are obviously rushing to prepare and show signs of anxiety. This is the type of writing that sucks a reader, especially a young one, into the story and holds them captive until the end. 
Suspense is used again at the close of the story when the family is attempting to figure out what is going on with their beloved chicken. The author uses the suspense and notes of onomatopoeia and imagery throughout the text beautifully to develop a seemingly simple story into something quite captivating. This text would be an excellent resource in a library for young readers as it is useful for both developing love for reading as well as tools to become a good reader.

Professional Review:

Preschool-Grade 2. One hot day, a farmer plows while his wife, children, and dog sit beside the pond. When a thunderstorm threatens, they hurry home, gather the laundry in off the line, bring a pet chicken into the house, and settle in to watch the lightning flash and feel the thunder shake the house. Hail threatens the corn and the metal roofs, but soon the storm ends. Going out to assess the damage, they find a wet kitten shivering near the shed and decide to give him a home. The evocative text and expressive illustrations work well together here, creating a strong sense of the storm sweeping across the land and an even stronger sense of how this good-natured family handles challenges and surprises. Opening the story in eight wordless pictures before the text begins, Thompson uses watercolor, gouache, pastel, crayon, and collage to create scenes charged with energy and human interest. This fine-tuned, occasionally funny picture book re-creates the satisfying drama of a summer storm.

Reference: 

Review of Thunder-Boomer!, by S. Crum. (2009). Booklist, 105(21). Retrieved from www.titlewave.com 

Library Uses:

This text could be used in the library as an interactive read-along for young students. They could participate in the many sounds that occur throughout the story. The librarian could discuss how important it is that we are able to hear the sounds of the storm and the farm.

Assignment A: Book Trailers

Drums, Girls, and Dangerous Pies:



Tangerine:



Hunger Games:

Module 2: Harry Potter and the Chamber of Secrets

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Book Summary:

This is the story of a young boy, orphaned as a baby, who is destined to be a great wizard. Despite his extended family's urging against it, Harry is found and invited to Hogwart's, a school for wizardry. This is incredibly life-changing for Harry as it begins to explain many strange things he has encountered throughout the years. Harry finds himself in the center of a battle between good and evil and ends up as the key to conquering the darkness. This does not come without his share of mistakes, enemies, and quirky experiences.

APA Reference of Book:

Rowling, J.K. (1998). Harry Potter and the chamber of secrets. New York, NY: Arthur A. Levine Books.

Impressions:

My major impression of this book is that it is an excellent beginning to the Harry Potter series. It provides much character development, a complex and easily extended plot, and a variety of twists and turns unexpected by the reader. I loved that the Rowling was able to provide so much context to a world that is so unknown to the reader. The imagery held within the text is impossibly good in that it provides a constant picture in the reader's mind as to what this magical tale looks like.
I also appreciated that there were so many characters developed within the text. The author did not simply focus on one or two and leave you guessing on the rest, but truly dove deep into the characters mentioned in the book and really set the stage for the parts they would play in the future.
This book is one of the best beginnings I have seen in the way of series books. Although at times the story feels slower than typical good vs. evil stories, the extended storyline is set up in a way that is truly lasting and convincing. This is ever-so important and explains it wide popularity among young and old alike.

Professional Review:

Gr. 4-8. Given the furor this book has already caused in the U.S., it seems almost redundant to review it; however. . . . Harry Potter's exploits during his second year at Hogwarts School for Witchcraft and Wizardry completely live up to the bewitching measure of Harry Potter and the Sorcerer's Stone, a Booklist Editors' Choice, 1998. Harry's summer with the spiteful Dursleys is as dismal as his life with them before Hogwarts, and not only that, a neurotic house-elf suddenly appears to warn him against returning to school. Harry, of course, goes back to school. Once there, he finds himself in danger, as predicted by the house-elf. Strange things are happening. Why can only Harry hear an eerie voice talking about escaping and killing? Who or what has put several students into a petrified state? Harry and his sidekicks, Ron and Hermione, work furiously to get to the bottom of it all. It doesn't help that the rumor spreads that Harry is the long-dreaded heir of Slytherin, one of the school's founders, who purportedly created a Chamber of Secrets that houses a grotesque monster that can only be released by the heir. The mystery, zany humor, sense of a traditional British school (albeit with its share of ghosts, including Moaning Myrtle who haunts the girls' bathroom), student rivalry, and eccentric faculty, all surrounded by the magical foundation so necessary in good fantasy, are as expertly crafted here as in the first book. Fans who have been thirsting for this sequel will definitely not feel any disappointment. In fact, once they have read it, they will be lusting for the next.

Reference: 

Review of Harry Potter and the Chamber of Secrets, by J. K. Rowling. (1999). Booklist, 95(18). Retrieved from www.titlewave.com 

Library Uses:

This text could be used in a book to movie reading competition for students. With as many books as they have made into movies for teens these days, the students could engage in a reading competition to see who could read the most books made into a movie and answer questions. Almost like a Battle of the Books competition.

Module 3: Jumaji

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Book Summary:

 Jumanji is the story of a brother and sister who find themselves bored one night when their parents are out. As they begin to play a board game they brought home from the park, they find themselves in a game they have not planned for. Each move of the game brings with it a new and exciting jungle experience. The trouble is... they can not stop playing until one player reaches the end of the board. This creates chaos and fear in the children, however, they are able to finish the game in time for their parents to come home to a normal setting. No one even knows of the experience except the children, who left the game for someone else to find in the park.

APA Reference of Book:

Van Allsburg, C. (2011). Jumanji. New York, NY: Houghton Mifflin Books for Children.

Impressions:

My first impression of this book was that the illustrations are incredibly realistic. They almost look like photographs they are so detailed. They enhance the story tremendously as they allow the reader to truly envision what is taking place in the story. The black and white is striking and allows the reader to see every shadow and shade.
The story itself is simple but draws on the imagination in ways most kids are looking for. It is the kind of story which surpasses generations as any kid desires to imagine the unlikely come to life in front of their eyes. The fact that their is a game attached to the storyline only helps to create a sense of urgency and competition. The ending seems a bit unexplained, but perhaps that was the intention. The boys with the game under their arms racing home leaves the reader to wonder which home are they running to. Could they perhaps be headed back to where the protagonists are, forcing this experience on them twice?
All in all, this story, with its detailed illustrations, is one every children's library should include. It is one which is easy to love for a child and that is huge for a library collection.

Professional Review:

Jumanji appears to be a perfectly ordinary game, except that it has been abandoned in the park with the cryptic message “fun for some but not for all.” Peter and Judy unfold the playing board and with the first throw of the dice discover that each moved immediately introduces a corresponding jungle phenomenon into their surroundings — a ravenous lion, marauding monkeys, a bewildered guide, an erupting volcano. Tension mounts with each addition, for the play rules state that once Jumanji is begun, it will not be over until one player reaches the Golden City. At the climactic moment Judy completes the last move. The surreal background disappears; the game is hastily returned to its original site; and two exhausted but undaunted children sleepily welcome the homecoming adults, who naturally dismiss the afternoon’s adventure as simply a dream. Meanwhile, Jumanji has been resurrected once more by a pair of curious, though less tenacious, youngsters. Substance or shadow, real or imagined, the bizarre and mythical world of Jumanji exists because of its own logic and the luminous precision of the full-page, black-and-white illustrations. Through the masterly use of light and shadow, the interplay of design elements, and audacious changes in perspective and composition, the artist conveys an impression of color without losing the dramatic contrast of black and white. As in The Garden of Abdul Gasazi (Houghton), he successfully explores the semimagical country of the the mind in which reality and illusion exist as conjoined yet distinct entities.

Reference: 

Review of Jumanji, by C. Van Allsburg. (1981). Horn Book. Retrieved from http://www.hbook.com/2013/10/news/awards/horn-book-reviews-caldecott-medal-winners-1980-1989/

Library Uses:

This text could be used to inspire students to use their imaginations as they read. The librarian could read the story without showing the students the illustrations and ask the students to draw what they see in their minds as the story is read. Once the students have done this, the librarian could offer the original illustrations and discuss with the students if it was what they imagined.

Module 4: Good Masters! Sweet Ladies!: Voices from a Medieval Village

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Book Summary:

 The book contains monologues written for middle level students. They are written during the medieval time period and are intended to connect to each other in content and plot. While they are intended to be acted out and read by seperate students, the monologues are intertwined and allow the students to see how life was for a variety of people during this time period, attempting to bridge the scope of status of the time. The monologues are short and written in the dialect of medieval English.

APA Reference of Book:

Schlitz, L. A. (2007). Good masters! sweet ladies!: Voices from a medieval village. New York: NY: Candlewick Press

Impressions:

My major impression of this book is that it is one of a kind. I haven't seen any titles of this nature which serve the purpose of providing monologues for students. This title is incredibly specific in what it aims to do and that in itself sets it apart from the rest. The author did an excellent job of researching what life was like for various rankings of people at that time. She even includes a map of the village which gives further perspective on the citizens within the monologues. The fact that she provides links within her monologues between the characters allows for the students to see how different life could be like at that time as well as how these characters are similar to them in age and maturity. The author did an excellent job of providing text that would stretch the student reader (both in their acting skills and comprehension skills), while maintaining interesting storylines. The text is challenging in that the dialect is so different. This is a text that would take some effort on the part of the reader, therefore making it even more specific in the audience who will be willing to use it; however, those who take the chance will not be disappointed as it is an exemplary text with an important purpose.

Professional Review:

Grades 5-8. The author of A Drowned Maiden’s Hair: A Melodrama (2006), Schlitz turns to a completely different kind of storytelling here. Using a series of interconnected monologues and dialogues featuring young people living in and around an English manor in 1255, she offers first-person character sketches that build upon each other to create a finer understanding of medieval life. The book was inspired by the necessity of creating a play suitable for a classroom where “no one wanted a small part.” Each of the 23 characters (between 10 and 15 years old) has a distinct personality and a societal role revealed not by recitation of facts but by revelation of memories, intentions, and attitudes. Sometimes in prose and more often in one of several verse forms, the writing varies nicely from one entry to the next. Historical notes appear in the vertical margins, and some double-page spreads carry short essays on topics related to individual narratives, such as falconry, the Crusades, and Jews in medieval society. Although often the characters’ specific concerns are very much of their time, their outlooks and emotional states will be familiar to young people today. Reminiscent of medieval art, Byrd’s lively ink drawings, tinted with watercolors, are a handsome addition to this well-designed book. This unusually fine collection of related monologues and dialogues promises to be a rewarding choice for performance or for reading aloud in the classroom.

Reference: 

Review of Good Masters! Sweet Ladies!: Voices from a Medieval Village. (2007). Booklist, 103(22). Retrieved from www.titlewave.com 

Library Uses:

This text could be used in a library activity including the theater students. They could use this text to identify how important it is to research what times were like and how people acted before performing a monologue. The students could do research in order to enhance their own monologues assigned by the teacher and then perform them in the library.

Module 4: Joyful Noise

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Book Summary:

 This books tells the stories of various insects and their daily experiences. It is written in verse and is intended for two readers to read in unison. The paired reading is intended to offer a new and refreshing experience to the audience. They can hear the rhythm of the poetry and liken that to the rhythm of the insects in their daily life. The story is in the voice of the insects and allows the readers to see insects from a new perspective. It is both entertaining and educational in nature.

APA Reference of Book:

Fleischman, P. (1988). Joyful noise: Poems for two voices. New York: NY: HarperCollins .

Impressions:

My major impression of this book is that the format is extraordinary. I have never seen another book like this one in format. The idea behind two people reading in unison only serves to enhance the meaning of the poems included. The author does an excellent job of making insects lives and purpose come to life. He presents the factual alongside the whimsical making for an incredibly interesting ride for both reader and listener.
The devices used in Fleischman's poetry provides excellent examples of writing for young readers. They are able to see how to take a very simplistic idea, telling the story of an insect, and use both form and sound to capture the readers's attention and enhance their understanding of creatures outside their general realm. Both the writing and the experience provided by this text are wonderous. What an excellent resource this could be to support English standards for poetry.

Professional Review:

Fleischman and Beddows (I Am Phoenix) are paired again for another remarkable collection of poems written to be read, by two people, out loud. Mayflies, moths, crickets and other insects join voices in clever musical duets. Fireflies are ``insect calligraphers'' who use their light as ink on the parchment of the night, cicadas ``chant from the treetops'' their ``booming joyful noise,'' and two honeybeesa queen and a droneexplain contrapuntally why they have the best and worst of lives. In one of the wittiest poems in the volume, two book lice discuss how they met on some dusty shelves, ``honeymooned in an old guide book on Greece'' and adore each other in spite of opposite tasteshe prefers Shakespeare and she Spillane. Beddows's black-and-white drawings blend biology-text accuracy with charming cartoon fancies and keep pace with the imaginative verse. All ages. (March)

Reference: 

Review of Joyful Noise: Poems for Two Voices, by P. Fleischman. (1988). Publishers Weekly. Retrieved from www.titlewave.com 

Library Uses:

This text could be used during poetry month for a poetry reading competition put on by the library. Students would be able to compete against other students in reading the text with a partner using great emotion.