Module 15 - The Earth, My Butt, and Other Big Round Things

Mackler, C. (2003). The earth, my butt, and other big round things. Mass:
        Candlewick Press.

Summary:

This is a young adult novel about a teen girl named Ginny.  Ginny struggles with her body image, and comments from her mother (an adolescent psychologist) don’t help.  The youngest child in a family of very successful parents, and two overachieving siblings, Ginny struggles to find her place in the world.  She navigates a relationship with a boy at school, Froggy, that includes some detailed making out.  These scenes show a lot about how Ginny feels about her body.  Ginny won’t claim the relationship as romantic due to her poor body image.  When the brother she idolizes commits date rape while at college, Ginny must decide who and what she believes, and begin to be her own person. Ginny experiments with some self harming behavior along the way.  In the end, Ginny begins to become the person she wants to be, stands up to her parents, and begins an ‘official’ romantic relationship with Froggy.

My Impression:

I enjoyed this novel, which is written in the first person and allows the reader to see the great person Ginny is before she realizes it herself.  It realistically expresses the experiences and feelings of many teenage girls, including body image, family issues, school, boyfriends, and friendships.  The book does describe some of the making out scenes in detail, but I don’t feel it is inappropriate for the age group (high school) for which the book is intended.  These scenes allow the reader to understand Ginny’s body image issues.  The topic of date rape is also handled appropriately, and the scene where Ginny goes to meet the girl who her brother date raped allows the reader to hear the victim’s side.  It is interesting to see the perspective of date rape as seen from the perpetrator’s sister.  I don’t feel that anything in this novel was inappropriate for the intended audience.  Those challenging this book must not realize what high school students know and deal with every day. 

Library Usage:

An extension to this book  is to use  it as a lead in for research on the topic of date rape.  The incident in the book occurred at a party involving a lot of drinking.  Students could research the topic of date rape, and when and where it often occurs.  They then could create a presentation about preventing date rape.  This would serve not only as a way to increase research skills, but also provided safety tips to teenagers

Review:

"You can tell that Ani is angry, but at the same time she's also funny and strong and sassy." Though she's talking about punk folksinger Ani DiFranco, fifteen-year-old Virginia could easily be describing herself. Unfortunately, Virginia buries her anger (toward her picture-perfect but dysfunctional family) and is unable to see herself as anything but a fat girl who's kind of smart. When her brother Byron, whom she worships, is found guilty of date rape, Virginia finally begins to acknowledge what her older sister Anais has tried to tell her: that Byron and their parents are far from perfect. Virginia's transition from an insecure girl desperate for her family's approval to a confident young woman might be a little messagey, but it's believable, and she doesn't do it on her own. Support comes from her best friend, from a teacher with eating-disorder experience, from a doctor who stresses health not weight and recommends channeling anger through kick-boxing, and even from the college student her brother assaulted. Readers will cheer Virginia on when she tells her father not to comment on her weight loss ("my body [is] just not yours to discuss"); tells her brother he's "an asshole for date-raping someone"; ignores clothing advice from her appearance-obsessed mother (who recommends "strategic layers and camouflaging colors") and buys a sexy purple dress instead; and realizes that the guy she's been making out with behind closed doors actually wants to kiss her in public. Mackler does a fine job introducing girls to a very cool chick with a little meat on her bones.

Brabander, J. M. (2003). The earth, my butt, and other big round things. Horn Book  

          Magazine, 79(5), 614-615.

Module 14 - Insectlopedia

 

Florian, D. (1998). Insectlopedia: Poems and paintings.  San Diego:  Harcourt Brace.

Summary:

This book of 21 poems about various insects also includes great illustrations.  The poems are often humorous, for example the poem titled “The Mosiquotoes” on page 33 states, “Mosquitoes are thin. Mosquitoes are rude.  They feast on your skin for take-out food.”  They also contain factual information as well.  For example, the poem titled “The Giant Water Bug” on page 37 describes the way the mother water bug takes care of the eggs, stating “The mother glues them to the day, and on his back they stay.”  There are a few poems about spiders and ticks, which are not considered insects.

My Impression:

I enjoy all of Florian’s poetry books and find that elementary students like them as well.  This book was no exception.  Florian uses humor, facts, and wonderful illustrations to entertain and educate readers about insects.  I was disappointed that he included a few poems about arachnids in a book titled, Insectlopedia. The difference between insects and spiders is an important concept taught in elementary grades.  However, this does provide a great opportunity for discussion about this.

Library Usage:

As a read aloud, the librarian could read Insectlopedia, and then parts of a nonfiction book on insects, such as What’s the Difference?  Insects.   The two genres could then be compared, discussing the differences not only in information, but also illustrations.  This is a TEK in many elementary grades, and an excellent way for the librarian to support the curriculum.

Reviews:

Grades 2-6. As he did in Beast Feast (1994), On the Wing (1996), and In the Swim (1997, all Harcourt), Florian offers 21 short, inventive poems and paintings that create playful images of animals.  Here, the subjects are arthropods such as the mayfly, praying mantis, hornet, black widow spider, and weevils.  The verse form is as varied as the creatures presented.  Shaped or pattern poems about the inchworm, whirligig beetles, and mound-building termites work particularly well.  The words are arranged in pleasing patterns and the rhythms fit the characteristics of the subjects.  The design adds to the overall appeal.  Each selection is given its own page, allowing for the use of large type and plenty of glossy white space, and paired with a full-page watercolor with a neat border of white.  These portraits build on the imaginatively integrated realistic and anthropomorphic images created in the text.  There are other books of poetry about insects and lots of collections of humorous verses about animals but none match Insectlopledia.

Angus, C. (1998). Preschool to grade 4: Nonfiction. School Library Journal, 44(4), 115

Module 13 - The Storm in the Barn

 

Phelan, M. (2009).  The storm in the barn. Somerville, Mass.:  Candlewick Press.

Summary:

This is a graphic novel about an eleven year old boy named Jack who lives with his family in Kansas during the Dust Bowl in 1937.  His family’s farm is suffering due to the four year long Dust Bowl.  Jack feels helpless to change things, his sister has ‘dust’ pneumonia, and Jack is often teased by the local bullies.  His only friend seems to be the general store owner who tells him stories.  The doctor thinks Jack might have ‘dust’ dementia.  Jack fears this is true after he begins to see a terrorizing figure in the abandoned barn.  He learns that this monster is ‘Rain’ who wants everyone in town to worship him.  Jack fights the monster, which results in rain for the community.

My Impression:

I am not a fan of graphic novels, and this book did not really change my mind.  I enjoyed the storyline up until the part about the monster, which made the story confusing for me.  However, I think fans of graphic novels would enjoy this book.  It’s a good example of historical fiction educating readers about a specific time in history.  It does contain the words ‘hell’ and ‘damn’ which I feel are used appropriately to convey the way characters are feeling.  There is also some violence as men in the town round up the rabbits and kill them with bats and clubs.  This book was a Bluebonnet nominated book in Texas for 2011-2012. 

Library Usage:

This novel could be used as a writing activity.  Students could choose a page, or one could be assigned, and write a paragraph about that page.  Peers could then read the paragraph and compare it to the page in the graphic novel.  The writer would need to include enough elaboration and details in the paragraph to convey what the page from the graphic novel showed.

Review:

Matt Phelan's debut graphic novel is part thriller, part historical fiction and part coming-of-age story. Long obsessed with the photographs of Dorothea Lange and Walker Evans that chronicled the Dust Bowl, Phelan was eager to introduce a new generation to one of the most storied eras in American history. "Any kid is going to be blown away by the starkness and the amazing spectacle of dust," says Phelan. "The drama of the environment catches their imagination." The Storm in the Barn tells the story of Jack Clark, 11, who lives in Kansas in 1937, in the heart of the Dust Bowl. As Jack and others around him try to make sense of the war that the environment is waging against them, Phelan wields his mighty watercolor brush to evoke life in a haunting palate of browns that transport the reader back in time. "By limiting the palette, I had more control over the use of color as a tool in the storytelling," says Phelan. Ironically, the artist chose to work with watercolor. "With watercolor you don't know what you're going to get," he says. "You stick your brush in the water and see what happens. I had a medium that I couldn't control, just like the dust, which was going to go where it was going to go." (Ages 10 & up)

Storm in the Barn. (2009). Kirkus Reviews, 77(22), 12.

Book Trailers

Book Trailer for Hank Aaron: Brave in Every Way by Peter Golenbock:


http://animoto.com/play/93eIGMaILu2NgpHPWlyjNQ







Book Trailer for Frogs by Nic Bishop:

http://animoto.com/play/A5TwMnBFVswJXuiSwrQkgA






Book Trailer for All of a Kind Family by Sydney Taylor:

http://animoto.com/play/3tEW8AZy2By5z71TTPWJ1w

Module 12 - Hank Aaron: Brave in Every Way

Golenbock, P. (2001). Hank Aaron:  Brave in every way.  New York:  Gulliver Books.

Summary:

This picture book tells the biography of Hank Aaron.  It begins with his childhood, highlighting the fact that he was very poor, but lived in a house full of love.  His parents’ high expectations for him are emphasized, with their advice of “be the best you can be, and keep your eyes on the goal” repeated throughout the book.  His baseball career is told from his beginning in the minors through his time with the Minnesota Braves.  As he begins to approach the record Babe Ruth made hitting home runs, the reader is reminded of both his determination and his parents’ advice.  The hate mail and death threats he received as he approached his goal are discussed, and examples of them can be read in the illustrations.  The story also tells about the thousands of letters of support he receives when a newspaper publishes an article about the hate mail.  The story ends with Hank Aaron making his 715^th home run, breaking Babe Ruth’s record.  As he crosses the home plate, he is met by his mother. 

My Impression:

I did not expect to like this book as I don’t have an interest in baseball.  I had no idea that Hank Aaron broke Babe Ruth’s home run record.  I certainly had no idea about the hate mail and death threats he received.  The book is told in such a tender way, the reader feels the love in his family.  At the end of the book, when the other players make room for his mother as he crosses the home plate, I became teary.  This is a wonderful book.  It not only tells about Aaron’s life, but includes opportunities to discuss families, determination, racism, and overcoming obstacles.  I am so glad I read it.

Library Usage:

This book could be read to third and fourth graders prior to a research project on the Civil Rights movement.  The book contains dates that Aaron achieves certain goals, and students could find out what was occurring in United States at those times.  They could create a timeline for Aaron’s life and compare it to a timeline of Martin Luther King, Jr’s life.  Students could discuss how King’s work influenced Aaron’s life and choices. 

Review:

Gr 1-3 --This richly illustrated biography tells the story of the Hall of Famer by placing him in the proper historical context and attempting to humanize him. Aaron, a southern country boy, followed his dreams under the strict, but loving guidance of his parents. Despite his mother's wish that he attend college, he took a job on a professional team and rose quickly to the top as a home-run hitter. However, with racial tensions at an all-time high in the United States, his journey was not without problems. Hate mail and threats began to chip away at his hopes for success, until Aaron's adoring fans helped keep his dream alive. What Golenbock does well is capture the feel of 1960s' America, swelling with civil-rights tension. He deftly tells the athlete's story and proves that his subject certainly was "brave in every way." At times the narrative is a bit slow and the style is dry. Still, this baseball giant is brought down to earth as readers learn of his humble past and his personal struggles. Lee's strong, full-page acrylic illustrations in rich tones and textures work well and give the story depth and intensity.

Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., Larkins, J., & Sneeringer, H. T. (2001).     
          Hank Aaron: Brave in every way. School Library Journal, 47(8), 168.

Module 11 - Children of the Great Depression

Freedman, R. (2005). Children of the Great Depression.  New York: Clarion Books.

Summary:

Children of the Great Depression is an informational text describing the lives of children during the 1930s and early 1940s, a time of severe economic hardship in the United States.  The author includes children whose lives were impacted by various degrees during the Great Depression.   The way in which families attempted to deal with the crisis is told through interviews and letters.  Several excerpts are included from letters children wrote to Eleanor Roosevelt.  The change in schooling is described, and also the fact that many children left school to go to work.  The effect of the Dust Bowl on families in that region is described, and the attempt of those families to find work elsewhere is described.  Another chapter of the book describes the lives of boxcar kids, children who survived by traveling in groups and hopping trains.  Throughout the book, the lives of black children are compared to those of white children, highlighting the segregation that was common in the country at that time.  The book also includes some bright moments during the depression, such as games and movies popular during that time period.  The book concludes with an explanation of how World War II brought closure to the Great Depression.

My Impression:

The photographs in the book tell as much about the time period as the text.  Vivid photos of poverty stay with the reader for a long time.  The text is easy to read.  Exploring the Great Depression through the effects it had on the children of the time makes it relatable to students today.  The author does not shy away from the horrors of racism and discrimination that occurred during that time period.  I think this is a very important book for children to have access to, especially as we begin to lose those that lived through this period of time.  I would recommend it for upper elementary and above.

Library Usage: 

This is great book to use for a writing prompt by using the photographs in the book.  Students can choose a child in a photograph, and using the text and clues from the picture, write a first person narrative describing an event in that child’s life.

This is also a wonderful book to use with fiction books dealing with the Great Depression.  The chapter titled “Go Home, Okies,” would be an excellent resource to use if a class is reading Esperanza Rising by Pam Munoz Ryan. 

Review:

In this magnificent volume, superb photographs by Dorothea Lange, Walker Evans, Russell Lee, Arthur Rothstein, Ben Shahn and others help to tell the story of the Great Depression. Every spread includes either a full-page photograph or severalIn this magnificent volume, superb photographs by Dorothea Lange, Walker Evans, Russell Lee, Arthur Rothstein, Ben Shahn and others help to tell the story of the Great Depression. Every spread includes either a full-page photograph or several smaller shots. Great use is made of letters, diaries and memoirs to tell the story so beautifully complemented by the photographs. Freedman is a master of the photo-essay, and this is one of his best. More wide-ranging than most histories of the era, this tells, in clear and simple prose, the story of dust storms, soup kitchens, Hoovervilles, kids at work, kids on trains, popular culture and the beginning of WWII. Chapter notes are thorough, and the selected bibliography includes some of the best resources for young readers. An excellent companion to other fine photo-essays on the period, such as Elizabeth Partridge's Restless Spirit (1998) and This Land Was Made for You and Me (2002). (picture sources, index) (Nonfiction. 9+)

Children of the Great Depression. (2005). Kirkus Reviews, 73(23), 1274.



Module 10 - Henry's Freedom Box

Levine, E. (2007). Henry's freedom box. New York: Scholastic Press.

Summary:

This book is based on a true story about Henry 'Box' Brown.  He was born a slave, and eventually was separated from his mother.  He worked in a tobacco factory for his new owner.  The book often refers to birds that Henry watches, admiring their freedom.  Henry eventually marries and has children of his own.  One day he is informed that his wife and children are being sold.  Henry runs to the auction and sees his children and wife being taken away.  He goes into a depression which the book describes as a dark time when he could not sing or hum.  One day he sees a bird and decides he wants to be free as well.  He goes to a white man, who believes in freedom, and they think of a plan.  Henry burns his hand with oil of vitriol, which enables him to stay home from work without his master becoming suspicious.  With the help of friends, he packs himself in a wooden crate and mails himself to Philadelphia.  There friends of the white man helping Henry will unpack the crate.  Amazingly, Henry survives the journey and the crate is opened in Philadelphia where he is now a free man. 

My Impression:

This is one of my favorite picture books.  The artwork, by Kadir Nelson, is wonderful and it was a Caldecott Honor Book in 2008.   While the characters in the book are not allowed to share how they are feeling, Nelson shows their feelings in their faces through his art. This book describes the heartbreaking parts of slavery, including family separation and not having a birthday to celebrate.  Henry is presented as a good man, who follows all of the rules, only to be subjected to abuse and sadness.  When the box is opened in Philadelphia, the reader realizes they have been rooting for Henry all along.

Library Usage:

I think this would be a great book to read aloud to students during Black History Month.  Henry Brown is indeed a hero, willing to risk his life to escape slavery.  Younger students (K-2) could be asked to think about what they would put in a box to keep safe.  They could draw what they would want to keep safe, and write a sentence or two about why it is so important to them.  The librarian can help them make the connection between their important thing and the importance of Henry's freedom.

Older children can research to find out more about Henry Brown.  He traveled from Virginia to Philadelphia in 27 hours.  He took with him some water and a few biscuits.  Students could write a narrative passage pretending to be Henry and describe his experience in the box in first person.

Review:

Gr 2-5 --In 1849, after seeing his wife and children sold on the auction block, Henry "Box" Brown had himself shipped North to freedom in a wooden crate. The straightforward, sympathetic text imagines Brown's history while darkly radiant and haunting paintings reflect his emotional pain, determination, and eventual triumph.

Henry's Freedom Box: A True Story. (2007). School Library Journal, 5326.



Module 9 - The Body of Christopher Creed

Plum-Occi, C. (2000).  The body of Christopher Creed.  San Diego: Harcourt.

Summary: 

Torey is a high school student with a seemingly perfect life in a ‘perfect’ suburb.  When a classmate named Christopher Creed,who has always been somewhat ostracized, goes missing, Torey’s life and the suburb change.  As people take sides on whether or not Christopher is dead, Torey finds himself involved with Ali and Bo, two students who he typically would not hang out with.  As the three of them try to find out what happened to Christopher, they discover things about his family that were not quite right.  Torey learns that Ali is having a difficult time at home that is causing her behavior to drastically change.  He also that Bo, a kid from the wrong side of town who has been in trouble a great deal, has a challenging home life.  He also discovers Bo’s good points.  The story begins with Torey admitting he spent some time in a psychiatric hospital before leaving town and going to boarding school.  He then proceeds to tell the story, and the reader sees what led up to the hospitalization and boarding school.  The story’s ending manages to answer all the questions the reader has throughout the book.

My Impression:

 I loved the psychological aspects of this book.  It looks at the home lives of adolescents and shows how much it influences them.   Torey is somewhat naïve about what his classmate’s deal with at home, and being exposed to different things changes his thinking, and his behavior.  As he searches for answers to Christopher’s disappearance, he learns about himself and the outside world.  When he is traumatized towards the end of the book, he begins the process of putting all the things he has learned together in a way that makes sense.  His family provides a lot of support for him, and even his friends at times, and this allows the reader to see a healthy family.

Library Usage:

This is a great book to use for discussions on families and how they influence us.  It can lead into a discussion about what you want to take from your family, and ways you want to be different from your family.  As a social worker, I could see using this book with patients who come from those ‘dysfunctional’ families that are not overtly abnormal.  Sometimes children have a difficult time knowing what is not normal when it is subtle.  As the book mentions, this can be the most difficult type of ‘abuse’ to deal with.

Review:

Christopher was the weirdo everybody picked on, the troubled soul no one bothered to befriend. When Christopher disappeared, some pointed to evidence that he simply left town, but others decided he had been murdered. The mystery of Christopher's disappearance is never solved, but several lives are irrevocably damaged in the aftermath. Torey tells the story a year later in a voice that is fresh and real, alternately humorous and devastatingly perceptive. He has learned that you should not judge anyone before making an effort to understand his or her situation. Though action and suspense abound, the book's highlights are its character studies. Even minor characters are well drawn, and the town itself becomes a character with a distinct personality. Christopher himself, although he disappeared before the book's beginning, endears himself to readers as he is painted as a boy to be pitied but also to be admired.

The body of Christopher Creed (Book Review). (2000). Book Report, 19(3), 61.

Module 8 - Flawed Dogs: The Shocking Raid on Westminster

Breathed, B. (2009). Flawed dogs: the shocking raid on Westminster. NewYork: Philomel  

         Books.

Summary:

Sam is a dachshund who belongs to Heidy, an orphan who loves him.  However, Heidy lives in ahouse with a poodle named Cassius.  Cassius is envious of Sam and sets out to destroy him.  He eventually manages to get rid of Sam, and Sam ends up at the pound.  Once at the pound, Sam learns the difference between ‘show’ dogs, and dogs that are flawed.  Sam manages to escape the pound, but has another run in with Cassius.  During their encounter, Cassius informs Sam that Heidy loves him now, and proceeds to back Sam up into a metal trap.  Sam loses his back leg and faints.  He awakens in an animal experiment lab, where he is used for experiments for three years.  Upon escaping the lab, Sam is hit by a truck.  The driver of the truck saves Sam, and creates a new leg for him out of a gravy ladle.  However, the driver needs money and arranges for Sam to fight in a dog fight.  Sam manages to escape, and meets up with other ‘flawed’ dogs.  He decides that the ultimate revenge on Cassius would be to ruin the Westminster Dog Show before Cassius could win.  He manages to do this, and is ultimately reunited with Heidy at the dog show. 

My Impression:

I chose to read this book based on the author.  Breathed was the author of the Bloom County and Opus comic series.  He illustrated the pictures that are in the book, and his style is recognizable.  I enjoyed the book, although it is not one that I would have read if I had not been familiar with the author.  The book definitely jumps around a lot, and at times it was a little bit difficult to follow.  The ending was very well done.  Even though Sam is no longer a show dog, and is now a dog with flaws, he is reunited with the girl who loves him no matter what.  Parts of the book hint at violence, but nothing is described in detail.  This is definitely a book that animal lovers would enjoy.  Even though the review recommends the book for grades 3-6, I think older students and even adults would enjoy it as well.

Library Usage:

This book is full of events.  It would make an excellent book to read aloud over a period of a couple of weeks, and then complete a sequencing activity.  Having students retell the events of the story would allow them to practice using their transition words in writing, such as:  first, next, then, finally. 

This book can also be used to discuss beauty in our society.  In the book, show dogs are valued more than the ‘flawed’ dogs.  Students could discuss ways in which that message is sent to people in our current society.  What other similarities do they see between the dog world in the book and our modern society?

Review:

3-6--This chapter book is a spin-off of Breathed's 2003 picture book of the same name (Little, Brown). Sam the dachshund was bred to be an award-winning show dog, right down to his priceless "Duüglitz tuft." But Sam has no interest in appearances; like all dogs, beautiful or "flawed," all he really wants is to belong to someone special, and to be loved. After a dramatic escape from his frightful new owner, he sneaks into a girl's luggage and soon wins her affections. But Cassius, a champion full-size poodle and denizen of Sam's new home, is not accustomed to being second in anyone's heart and is determined to get rid of him. What follows is a series of misadventures for Sam and a group of abandoned animals from the National Last-Ditch Dog Depository. Featuring some harrowing moments, this is not a story for the faint of heart, but readers will definitely be rooting for Sam and his comically imperfect band of followers. Black-and-white and full-color illustrations, done in the award-winning author's familiar style, are sprinkled throughout, adding depth to an already engaging and well-paced tale.

Marie, J. (2009). Flawed Dogs, the Novel: The Shocking Raid on Westminster. School Library Journal, 55(11), 101.

Module 7 - Purge



Littman, S.D. (2009). Purge. New York: Scholastic.

Summary:

Janie is a young high school student who suffers from bulimia.  After an incident at her step-sister’s wedding, which the reader does not find out the specifics of until later in the story, she is hospitalized at a psychiatric facility.  Through individual and group therapy, Janie begins to explore issues that led to her bulimia.  The reader is privy to other patient’s issues through group therapy and general socializing at the hospital.  One anorexic in the story dies, a gay male anorexic comes out to the group and his parents, and another patient is a cutter in addition to her eating disorder.  The reader eventually learns that Janie became very drunk at her step-sister’s wedding while watching a boy she slept with flirt with another girl.  She returned home after the wedding and took an overdose of Xanax.  After discussing the incident with her therapist and parents, she is allowed to go home.  The story ends with Janie talking with a good male friend of hers, and realizing that this is someone she wants to date.

My Impression:

I felt the book did a good job of portraying the seriousness of eating disorders.  It also included two male patients with eating disorders, an area often ignored.  The book portrays Janie as a likeable character, and the reader can’t help but hope that she recovers.  The ending of the book is a little bit ‘too good to be true.’  I feel that the book does not address the on-going work that will need to go on with Janie and her family.  This type of ending can be dangerous for young adults who are already in the throes of an eating disorder.

Library Usage:

This book contains many facts about anorexia and bulimia.  It also discusses some of the opinions that characters in the book have about the two diseases.  Students can research both diseases and create a chart of facts and opinions about eating disorders.

Review:

Gr 8 Up-Stuck with a bunch of "Barfers" and "Starvers," Janie, 16, describes her experiences at Golden Slopes, a rehab facility. Partly dead serious and partly humorous, her narrative slowly changes as she goes from believing that she's almost normal to understanding that she is sick and needs help. Other patients include various girls, an older woman, and a couple of boys, all of whom have wide-ranging issues at the heart of their pain. While other books are more realistic about the time involved in treating eating disorders, Littman provides a sympathetic character and a quick overview of treatment and hopeful progress. Janie moves from denial of habitual bulimia to release back to her regular routine in only three weeks. Her parents are loving, her family is loyal, and her friends are forgiving. The universality of Janie's blindness to her own behavior is clearly portrayed, as is her later insight into her destructive choices. Drinking and sexual situations are necessary to the plot and are described realistically. This is a worthy addition to the current books on the topic for its relatively lighter touch and accessibility.

Edwards, C. A. (2009). Purge. School Library Journal, 55(7), 88.

Module 7 - Anything But Typical





Baskin, N.R. (2009). Anything but typical. New York: Simon & Schuster Books for Young People.

Summary:

This book is told in first person through the voice of Jason, a twelve year old boy with Autism.  The reader views Jason world as he views it, referring to non-autistic people as “neuro-typicals.”  Jason loves to write stories, often posting his stories on a storytelling website to share with others.  He enjoys the fact that people who read his stories cannot see him and his autistic characteristics.  The online storytelling  site is a type of escape for Jason.  Through the site, he ‘meets’ a girl, Rebecca,  his age and they begin to communicate.  At first they give feedback on their stories, and eventually begin to get know each other.  When Jason discovers that they will have the opportunity to meet in person at a conference for the website, he panics.  His greatest fear is that she will see his differences and reject him.  Despite some struggles at the conference, Jason leaves with his friendship with Rebecca intact.

My Impression:

I thought the author did a wonderful job portraying Jason as a twelve year old boy, who happens to have autism.  The reader is able to see Jason as more like themselves, than different.  He is struggling to fit in and avoid conflict, just as any twelve year old strives to do in middle school.  Having worked with autistic children, I could tell the author had done her research regarding characteristics of autism.  She also weaves into the story the ways that Jason’s parents are handling his autism, and the way in which it effects their lives.  Definitely a great book to recommend to those students who have autistic siblings.

Library Usage:

This is a great book to use for a lesson in author’s perspective.  The author chooses to tell the story through the voice of a twelve year old with autism.  Students can discuss how the story might be different if told through the voice of Jason’s mother, or through Rebecca.  They can then write a short story told through the voice of someone that is typically not heard.  Research may have to be done in order to produce a successful voice.

Review:

Gr 4-7. As if adolescence isn't difficult enough by itself, 12-year-old Jason Blake is not a "neurotypical" (NT), he's autistic and interprets the world differently from other children. As a result, kids at school make fun of him and no one seems to understand him, including his family. Writing stories is one of Jason's few escapes, the one place where he can really be himself. After Jason begins a tentative relationship with Rebecca (PhoenixBird) on Storyboard, an online writing forum, he struggles with the fear of meeting her in person. Simultaneously, he narrates his past, giving listeners a glimpse of what life is like growing up as an autistic child. Tom Parks gives a near perfect performance of this eye-opening novel (S & S, 2009) by Nora Raleigh Baskin told from Jason's viewpoint. Always using just the right tone, he liberates the story's apprehension and wit. Poignant and real, the novel's honesty will bring tears to listeners' eyes. Recommended to fans of the Joey Pigza series.

Lawler, T. (2009). Anything but typical. School Library Journal, 55(9), 61

Module 6 - The Relatives Came



Rylant, C. (1985). The relatives came. New York: Bradbury Press.

Summary

The Relatives Came is a story told in first person by a child who anticipates her relatives coming to visit from Virginia.  The relatives arrive and there is much hugging.  The book then describes the many things they do together, such as eating, fixing things, taking pictures, and making music.  One of the most humorous parts of the book is the description of where everyone sleeps, when there is obviously not enough room for the relatives.  The illustrations, by Stephen Gammell, add a great deal of humor and detail to the story.  This book won a Caldecott Honor Award in 1986 for the illustrations.  The story ends with the relatives leaving for home, but both families know they will see each other the next summer.

My Impressions

This book is a fun read, with pictures that add a great deal to the book.  It catches the essence of having family visit, both the togetherness and the occasional discomfort.  I think any child who has had relatives visit for a long period will relate to this story.   Many families live far apart, and children often experience company visiting.  The story manages to capture the joy of family togetherness, the sadness of separating again, and the anticipation of the next visit.

Review

When Gammell finished his art he called to say delightedly he'd bring it to New York; he wanted to watch me react-for this giddy, colored-penciled book marked a departure for him. For Rylant, a poet foremost, the large cast was the departure (note "all that new breathing in the house"--my favorite line) but the celebration of family was familiar. The appeal of the combination lies in its blend of over-the-top visual humor, sense of place, and down-to-earth human connection. Can you find the narrator? She's shown once only.

Jackson, R. (2005). Dick's Picks. School Library Journal, 51(9), 36-38.

Library Usage

This book is an excellent example of a narrative that is a personal experience.  Often, narratives are problem/solution based, and students need more examples of a personal experience narrative.  After reading aloud and discussing the various story elements used, students can brainstorm a personal experience they might write about.  Then each student can write a personal experience narrative on the topic of their choice. 

Module 5 - Talkin' About Bessie - The Story of Aviator Elizabeth Coleman

 

 Grimes, N. (2002). Talkin' about bessie: the story of aviator elizabeth coleman. New York:                 Orchard Company.

Summary 

 

This biography is written in an unique format.  Various people from Bessie Coleman's past tell about their experience with her.  The reader is informed at the beginning of the book that the facts are true, but the form is fictional.  In addition, each person tells about their experience with Bessie in a poetic, lyrical format.  The book begins with her childhood, told by her parents, teachers, and siblings.  The reader learns not only facts about her life, but also inside peeks to her personality.  The story continues as she travels to France to learn to fly, which includes stories from her fellow students and instructors.  The book shows how Bessie overcame discrimination due to her race and sex, to become the first African American female aviator.  

My Impression

I never read this book, even though I saw it often in the library.  I assumed it was a fact filled biography, and I was already familiar with Bessie Coleman.  What a wonderful surprise!  The format of this book is so unique.  The reader truly feels they are getting an inside look at Bessie Coleman.  One of my favorite parts is told by one of her laundry customers, a white woman who describes Bessie as 'unsettling' because she didn't look down.  Instead she looked her in the eyes, like they were equals.  This one part of the book shows the reader so much about Bessie, as well as the attitude of the world she was living in at that time.

Library Usage

After reading the book aloud, students will have become familiar with the format of the book.  They can then write a short paragraph about a part of their own lives, told through someone's perspective.  They could write from the perspective of a friend, relative, teacher, or even their school librarian!

Review

 

Grimes skillfully employs first-person testimonial verse to give young readers a fully realized portrait of African-American aviator Bessie Coleman. At Coleman's death, Grimes invites twenty individuals to a fictionalized wake and, in valedictory monologues, has each remember Bessie and the forces that shaped her life. Bessie's father tells about leaving the family when his daughter was "jus' a chile." Her mother recalls how she wanted Bessie to "first learn the wisdom of the Lawd, / and then, the wisdom of the world"; an older brother comments on her drive, how she "kept her focus fixed...to find a lifelong work of substance"; her flight instructor remembers how bravely Bessie flew a Nieuport 82 the day after witnessing one crash to the ground in flames; and a young fan reveres her idol: "I haven't made up my mind about being a pilot, / but Bessie made me believe I could be anything." E. B. Lewis personalizes the tributes (and a concluding testimonial from Bessie) with small photo-like, sepia-toned portraits of the speakers. Impressionistic watercolors on facing pages evoke each incident and often soften the harshness in Coleman's life. Taken as a whole, these illustrations portray a young woman yearning for and taking pride in that "lifelong work of substance." Although the assemblage of mourners is slightly contrived (would a field hand Coleman once worked alongside and a woman who once hired her to do laundry really be present at her wake?), their parts in Bessie's story are integral to her early life. Grimes separates fact from fiction through introductory comments on the historical period and the setting, concluding observations about Coleman, and source notes. Like Bessie, this tribute to her life soars.

Carter, B. (2003). Talkin' about Bessie. Horn Book Magazine, 79(1), 96-97.