Module 15: The Hunger Games by Suzanne Collins

BOOK SUMMARY: 

The Hunger Games is the story of Katniss Everdeen, who resides in District 13, an entity of what is now the United States,                  

APA REFERENCE OF BOOK: 

Collins, S. (2008).  The hunger games. New York, NY: Scholastic.

IMPRESSIONS: 

              

PROFESSIONAL REVIEW: 

"Gr 7 Up-In a not-too-distant future, the United States of America has collapsed, weakened by drought, fire, famine, and war, to be replaced by Panem, a country divided into the Capitol and 12 districts. Each year, two young representatives from each district are selected by lottery to participate in The Hunger Cames. Part entertainment, part brutal intimidation of the subjugated districts, the televised games are broadcasted throughout Panem as the 14 participants are forced to eliminate their competitors, literally, with all citizens required to watch. When 16-year-old Katniss's young sister. Prim, is selected as the mining district's female representative, Katniss volunteers to take her place. She and her male counterpart, Peeta, the son of the town baker who seems to have all the fighting skills of a lump of bread dough, will be pitted against bigger, stronger representatives who have trained for this their whole lives. Collins's eharaeters are completely realistie and sympathetie as they form alliances and friendships in the faee of overwhelming odds; the plot is tense, dramatie, and engrossing. This book will definitely resonate with the generation raised on reality shows like "Survivor" and "American Gladiator." Book one of a planned trilogy" - Jane Henriksen Baird


Reference:

Baird, J.H. (2008). [Review of the book The hunger games by Suzanne Collins]. School Library Journal, 54(9), 176-177.  

LIBRARY USES: 

              

Module 14: Scranimals by Jack Prelutsky

BOOK SUMMARY: 

Scranimals by Jack Prelutsky provides poetry for children about a place called Scranimal Island, where the animals are a blend of animals and ether another animal/fruit/object such as the Potatoad or the Bananaconda.  The animals are a blend of both descriptors and live in a nonsense island.                

APA REFERENCE OF BOOK: 

Prelutsky, J. (2002).  Scranimals. New York, NY: Greenwillow.

IMPRESSIONS: 

By far, the Broccolions are my favoriate and a fun poem to read because they prey on Antelopetunia.  Prelutsky is able to show children the true descriptors of each animal in a very playful way.  It makes it easier for children to hear that broccolions are preying on the Antelopetunia, especially when trying to explain to children the nature of animals.  This is a very fun book for children of young ages and the images help to to make the imaginative world Prelutsky describes, come to life.  It is clever that the illustrator Peter Sis included a map of Scranimal Island, with an accompanying number of where each animal resides.  An excellent story to engage young readers in poetry.           

PROFESSIONAL REVIEW: 

"Gr. 2–4, younger for reading aloud. Prelutsky and Sís follow previous titles such as The Gargoyle on the Roof (1999) with another beautifully illustrated collection of nonsense verse that celebrates creatures of the imagination who, described in singsong verse, are “sailing to Scranimal Island.” Each spread features a different “scrambled” creature that is often a hybrid of animal and vegetable. There is the “sleek,” snakelike Bananconda; a pride of green Broccolions; and a fierce Radishark, whose enormous, red fishhead comes complete with a radish-root snout. Prelutsky’s language is uneven, and despite the humor and some delicious rhymes, many selections are stilted and slightly forced. It is Sís’ fantastical illustrations that will generate the most excitement. His beasts shine with seemingly irrepressible personalities, and he creates a layered story in the scenes of a boy and girl who travel through the enchanted, slightly prehistoric otherworld. Read this aloud to small groups so that children can crowd up close and take in the jokes and the fantasy in the glorious images" - Gillian Engberg


Reference:

Engberg, G. (2002). [Review of the book Scranimals by Gillian Engberg]. Booklist, 99(2), 237.  

LIBRARY USES: 

This book is a great way to have students branch into various groups where each group conducts a fact sheet on the animals mentioned, comparing their real traits with those in the poems.              

Module 13: Knights of the Lunch Table by Frank Cammuso

BOOK SUMMARY: 

Frank Cammuso adapts the story of King Arthur and the Knights of the Round Table in Knights of the lunch table: The battling bands, where Artie and his friends workout a plan to win a band contest against the Joe the bully and his cronies.  Unbeknownst to Artie, he is also up against Mrs. Dagger, the school principal who is tired of the competition and is trying to end it by hiding the Singing Sword Trophy so that the money can be redirected towards school uniforms.  Along the way, Artie receives advice and help from his science teacher Mr. Merlyn and Gwendolyn, his friend, as well as Melody, the new girl.  The story is full of references to King Arthur, with a modern day twist on how a young boy learns to become a leader.                   

APA REFERENCE OF BOOK: 

Cammuso, F. (2011).  Knights of the lunch table: The battling bands. New York, NY: Graphix.

IMPRESSIONS: 

I think the story is clever, with its King Arthur references and the names of the characters such as Gwendolyn and Mr. Merlyn, or objects just as the Singing Sword Trophy.  However, parts of the story seem trite and awkward such as the conversation between mom and Artie on the drive to school; Considering the age group, however, Knights would be a funny, feel-good story for children while providing visuals and a moving plot.          

PROFESSIONAL REVIEW: 

"Knights of the Lunch Table series, our guy Artie takes up his dad’s old guitar, forms a rock band, and—in spite of the hazards of school bullies, a nasty principal, and having to solve a mystery to find the Singing Sword—triumphs over some personal issues as well as musical challenges. As ever, science teacher Mr. Merlyn and the crusty school custodian offer advice without coming across as know-it-all adults. Artie enhances his band’s prospects by accepting a singer in spite of her apparent romantic interest in him, and he bests the bullies in a game of Rock, Paper, Scissors. " - Francisca Goldsmith


Reference:

Goldsmith, F. (2011). [Review of the book The battling bands by Frank 
       Cammuso]. Booklist, 108(4), 37.  

LIBRARY USES: 

This book can be used as an introduction to allusions and showing students that classics have been adapted.  Then the librarian could recommend modern books that have been adapted from classical literature such as The Lightening Thief.               

Module 12: Me...Jane by Patrick McDonnell

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BOOK SUMMARY: 

Me...Jane by Patrick McDonnell is a biography of Jane Goodall but focuses on her childhood passion.  From the very beginning, Jane had a passion for nature and animals.  She allowed her curiosity to guide her observations of various animals such as chickens and their eggs.  The book is very short, ending by Jane going to bed, longing to be in Africa, awaking as an adult, with her dream realized.                

APA REFERENCE OF BOOK: 

McDonnell, P. (2011).  Me...Jane. New York, NY: Little Brown and Company.

IMPRESSIONS: 

A wonderful story for children, illustrated with watercolors to highlight the childhood of Jane Goodall, when her passion for nature was first formed.  McDonnell paints a very different view of Jane, one of a young girl who longed to be in a different world, among the nature and animals she read about.  While readers will learn that Jane was diligent in her observations, recording the natural world around her, we are instantly taken to her adulthood after one night's sleep.  McDonnell's illustrations up to this point are all in watercolor images, and then adult Jane is shown in a photograph, among a primate.  A great story about dreaming, using the life of primatologist Jane Goodall.              

PROFESSIONAL REVIEW: 

"Where Jeanette Winter’s The Watcher (rev. p. 144) devotes just five of its forty-eight pages to Jane Goodall’s childhood, Me…Jane devotes all but two spreads to the great primatologist’s formative years. And despite its rather cheeky title (justified by the young Jane’s devotion to Edgar Rice Burroughs), McDonnell’s book is the more inspirational. His Jane, along with her stuffed toy chimp Jubilee, studies nature wherever and however she can; as with Winter’s book, Jane’s observation of a hen laying an egg is highlighted as a key moment. But study is only part of the picture, as Jane rejoices in the simple activity of just being outdoors: “It was a magical world full of joy and wonder, and Jane felt very much a part of it.” Jane dreams of traveling to Africa and, in a wonderful sequence of page turns, goes to sleep [page turn], wakes up an adult in her tent [page turn], and is living her “dream come true.” And here McDonnell’s homey, earth-toned pen and watercolor pictures give way to that most famous of all Goodall photographs, where the young scientist and an even younger chimp reach across their worlds to touch hands. The simple and intimate paintings are accented with casually arrayed stamped motifs and some of Goodall’s childhood drawings; a note about Goodall’s current projects and “A Message from Jane” are appended." - Roger Sutton


Reference:

Sutton, R. (2011). [Review of the book Me...Jane by Patrick McDonnell]. Horn Book Magazine, 87(2), 140-141.  

LIBRARY USES: 

A library idea for this book would be to have students discuss their dreams, their deepest passion and have them write it on a piece of paper.  Then those papers can be glued onto a bulletin board with an image of a bed on it.  Explain to students that these are their dreams and one day, they will wake up to have them come true, just like Jane.              

Module 11: Things That Float and Things That Don't by David A. Adler

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BOOK SUMMARY: 

The book begins with discussing how the earth is majority water and discussing how people's main form of transportation since the beginning of time has been moving across water.  Then it describes how a boat can hold a large amount of people and not sink, while a small pebble does not float.  From here on out, the book highlights how anyone can have fun guessing on things that will and will not float, such as water bottles, apples, leaves, etc.  Then it encourages one to conduct the experiment by filling a sink with water.  It continues to discuss terms such as density and cubic feet, demonstrating how they play a role in floating and sinking.  We can even see how rolled up clay will sink but when shaped into a boat, will float.  It ends by explaining that the type of water will also have an affect on the buoyancy of an object, such as salt water versus fresh water.            

APA REFERENCE OF BOOK: 

Adler, D.A. (2013).  Things that float and thing's that don't. New York, NY: Holiday House.

IMPRESSIONS: 

Even though this book is covered with delightful illustrations of children, the content is factual but written so that young students can follow along easily.  The book gives a lot of information and is very instructional, guiding students to re-create their own experiments and telling them what to look for.  The information from the book is very accurate, and using terminology that is appropriate, however, it is very dense and includes a large amount of examples of things that float and don't, which means this book should be used with students in 1st-3rd grade.              

PROFESSIONAL REVIEW: 

"Adler expertly teaches the concept of density, moving beyond the classic floating and sinking experiments to a carefully constructed lesson that helps young thinkers appreciate both scienti fic explanations and practices. e treatment of density is masterful: Adler introduces the fundamental physical relationship with terms familiar to readers (weight relative to size), then gradually builds to the scientifi c de finition through examples and ideas that draw on intuitive, everyday experiences. By the end of the book, the term density is employed accurately and easily within sentences that fully summarize its meaning. Although hands-on experimentation is encouraged, equal time and e ffort is appropriately spent on scientifi c reasoning and thought experiments triggered by perfectly targeted questions. e concepts are kept simple and age appropriate, yet without shying away from the more abstract dimensions of science. is takes readers well beyond vocabulary memorization into true science comprehension. Cartoonlike illustrations portray two children and their scienti fically curious dog happily doing science." - Danielle J. Ford


Reference:

Ford, D.J. (2013). [Review of the book Thing's that float and thing's that don't by David A. Adler]. Horn Book Magazine, 89(6), 113.  

LIBRARY USES: 

Create library stations of items on a table to have kids discuss whether they will float or not.  The items could be either the same ones from the book or new items for kids to brainstorm.      

Module 10: Amelia and Eleanor Go for a Ride by Pam Munoz Ryan

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BOOK SUMMARY: 

This story is a historical fiction text based on a real situation that occurred between of Amelia Earhart and Eleanor Roosevelt.  The two women have a conversation about flying during a dinner at the White House in which Amelia and her husband were guests.  They formulate a plan to take a plane ride at night to see the city and the stars.  During the flight, Amelia lets Eleanor take the wheel for just a little bit.  When they return, Eleanor decides to take Amelia on a card ride, which was Eleanor's favorite thing to do.  They sneak away and enjoy a night cruising the streets of the city.  Amelia and Eleanor return once again to share their adventure.             

APA REFERENCE OF BOOK: 

Munoz, P.R. (1999).  Amelia and Eleanor go for  a ride. New York: Scholastic.

IMPRESSIONS: 

What stands out the most are the black and white images and the jovial faces of the two women, which contribute to the adventurous mood of the book.  The book is set in the evening and the black and white photos illustrate the contrast between the darkness and bright lights of the city.  The story itself cleverly incorporates the confidence of both women by showing how the women would have behaved if it weren't for the secret service.  Both were strong and independent, however, the actual situation was that the plane ride was handled by a pilot other than Amelia.  This book shows readers that these two women were ahead of their time.            

PROFESSIONAL REVIEW: 

"Gr 1-4 --Ryan imaginatively expands on a true historical event in this intriguing picture book. While dining at the White House in 1933, Amelia Earhart convinces Eleanor Roosevelt to join her on a night flight to Baltimore. The two women marvel at the sights and the excitement from the air. After landing, they sneak away for one more adventure, as this time, the First Lady treats her friend to a fast ride in her new car. The fictionalized tale is lively and compelling, and the courage and sense of adventure that these individuals shared will be evident even to children who know nothing about their lives. Without belaboring the message, the author clearly conveys how the "feeling of independence" that both women treasured was a crucial part of their personalities. Selznick's larger-than-life pencil drawings add considerably to the spirit of the tale. He captures the glorious beauty of the night flight and the beauty of the city below. Varied perspectives and background details consistently draw readers' eyes. An author's note clearly defines which elements of the story are factual. The women were actually accompanied by two I male pilots, but the author decided that it made it "much more exciting" to imagine that they were alone. "Almost all" of the dialogue comes from historical accounts. The title stands well on its own, but will also work as an excellent inspiration for further reading about the lives of Eleanor Roosevelt and Amelia Earhart." - Steven Engelfried

Reference:

Engelfried, S. (1999). Amelia and Eleanor go for a ride [Review of the book Amelia and Eleanor go for a ride]. School Library Journal, 45(9), 202.  

LIBRARY USES: 

After reading this book, the librarian can have images of people from history, including Amelia and Eleanor and ask students who they would like to meet and what question would they ask?               

Assignment B: Option 3

Module 9: The Great Pig Search by Eileen Christelow

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BOOK SUMMARY: 

The Great Pig Search begins with Bert and Ethel perplexed over their runaway pigs.  While Ethel understands the pigs' desire to escape the possibility of becoming bacon, Bert is unable to accept their absence.  One day, Bert and Ethel receive a postcard from Florida that says, "OINK!" which sets them on their path to solve the mystery of their missing pigs.  Ethel is adamant that their trip is a vacation, however, Bert does not enjoy his time as much as Ethel does, spending every second convinced he sees pigs instead of Floridians.  One evening, while enjoying dinner and dancing, Bert makes the mistake of grabbing a woman, whom he mistook for a pig.  Bert is escorted to the police station, where he has a lot of explaining to do.  The next morning, Bert and Ethel go fishing, where Bert almost drowns, trying to capture a fish.  A brave individual saves Bert, and together they have their photo taken for the daily news.  Before heading home, Ethel reads the paper and discovers that the Bert's hero is a pig.  She waits to show the paper to Bert until they arrive back home.    

APA REFERENCE OF BOOK: 

Christelow, E. (2001).  The great pig search. New York: Clarion Books.

IMPRESSIONS: 

The illustrations by Cristelow contribute to the mystery of identifying disguised pigs from the humans in the story because the watercolored images blend certain features together, requiring the eye to closely examine the pages.  This is a great introduction to solving a puzzle and children will be delighted to distinguish the pigs from among the people.  The story provides a guideline for the process in which to solve a mystery such as Bert and Ethel's posing questions and and being constantly on the lookout for clues.  Overall, a great introduction to mystery's.             

PROFESSIONAL REVIEW: 

"PreS-Gr 3 --This story continues the adventures of Bert, Ethel, and their pigs, which began in The Great Pig Escape (Clarion, 1994), but it can be enjoyed independently. Ethel understands why the animals ran away--"Beats being bacon any day"--but Bert, a farmer, just can't let their disappearance go, especially after a postcard arrives with the message, "Oink!" He and Ethel take a trip to Florida, she to vacation, he to look for his missing animals. Readers see pigs everywhere, but he does not, no matter how hard he looks. Bert searching for and missing what is right under his nose will have readers rolling with laughter. Christelow's watercolor and pen-and-India-ink cartoonlike illustrations do a fabulous job of reinforcing the mood and action of the text. They begin "telling" the story on the cover, move to the front endpapers and title-page spread, then blend with and extend the text throughout the book. Some spreads are fully illustrated. In others, the text is on white with the illustrations above, below, or next to it. Some drawings are framed and placed over others or on the white background. Because the illustrations play such an integral role in this comical adventure, it is best suited to independent reading as well as small-group sharing. A sure hit." - Kathleen Simonetta
Reference:
Simonetta, K. (2001). The great pig search [Review of the book The great pig search]. School Library Journal, 47(9), 185.  

LIBRARY USES: 

The Great Pig Search can be used to create a mystery in the library or introduce a mystery to solve.  Photos of pigs can be placed around the library, mingled with pictures of people and students can be guided by foot prints to a location where the mystery will be revealed.               

Module 8: Earwig and the Witch by Diana Wynne Jones

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BOOK SUMMARY: 

This is a story about an orphan named Erica Wigg, whom everyone calls Eagwig.  She has just been adopted by a very unusual couple, but as Earwig said herself, the people who adopt her would have to be strange in some way.  As it turns out, Earwig has been adopted by Bella, a Witch and her husband, The Mandrake, who is never to be disturbed.  Earwig is somewhat excited by this new arrangement as it means she could learn magic.  However, she soon discovers that Bella only intends to use Earwig as her personal slave and to help the witch create potions and concoctions to be sold to paying customers.  Afraid of retaliation from Bella, Earwig complies with her orders even though the witch refuses to teach her magic.  One night, while drawing on her bed, Thomas the cat begins to speak and warns Earwig that she  needs to stop drawing ugly pictures of the Mandrake because it is upsetting him.  Earwig is surprised and delighted that Thomas can speak and she forms a new friend, albeit strange.  It is through Thomas that she learns how to make a special potion which will ward off any magic that Bella might pose on her or Thomas.  Thomas is especially tired of being given worms by Bella, so he is all to eager to help.  The spend an entire night creating a the special mixture and rub it all over their bodies as instructed by the recipe.  Unsure if it has worked, the two are still cautious around Bella.  However, Earwig becomes irritated due to lack of sleep and becomes disobedient.  Bella sends her and Thomas to the bedroom and "gives them worms," but to Earwig's delight, the worms are not in their bodies and they are certain the magic has worked.  In an attempt to hide the worms, Earwig fits them through a small hole in the bathroom but forgets that the hole leads to the Mandrake's den.  Soon, the Mandrake is running through but not towards Earwig; instead, he reprimands Bella and commands that she teach Earwig properly.  The Mandrake, it seems, is actually a very nice man and begins to treat Earwig like a real child.  Earwig's wish has come true and she begins to learn magic and begins to feel wanted.        

APA REFERENCE OF BOOK: 

Jones, D.W. (2012).  Earwig and the Witch. New York: Harper Collins.

IMPRESSIONS: 

This is a science-fiction story that has a deeper theme, involving orphans and adoptions and the issues involved when a family selects a child for the wrong reason.  However, the light-heartedness of Earwig and the witches involved make for a fun read.  Earwig is not a highly sensitive child and therefore, she is able to deal with witches for parents very easily, even accepting it the first time she learns of their peculiarities.  A pleasant surprise is that the Mandrake turns out to be a good parent to Earwig, understanding that she must be taught  things and even punishing Bella for not being more patient and sensitive to Earwig's needs.  It's nice to know that Earwig's adoption ends pleasantly and that she learns magic in the process.         

PROFESSIONAL REVIEW: 

"From the start, readers of this early chapter book fantasy will know that Earwig is not your average orphan in distress. With her “very strong personality,” she is perfectly happy at St. Morwald’s, mostly because “everyone, from Mrs. Briggs the Matron to the newest and smallest children, did exactly what Earwig wanted.” So when she is adopted by an unpleasant witch named Bella Yaga (whose only interest in Earwig, it turns out, is as slave labor) and her horned, nine-foot-tall, fire-demon companion, we’re not as worried as we might be. And indeed in very short order Earwig has made a friend in the witch’s familiar, a talking cat, and has teamed up with him to get her own back. This little fillip of a novel is over almost before it begins, but while it lasts readers are treated to a nonstop plot, memorable characters, and signature DWJ touches: a bungalow that is much bigger on the inside than it is on the outside; demons who enjoy prosaic pub food. An accessible page design incorporates Zelinsky’s plentiful line illustrations, the best of which (Bella Yaga pinching herself with the two extra hands Earwig has magicked her with, the fire-demon walking through a wall) are showstoppers. For younger readers, a worthy introduction to the delights of the late, lamented master fantasist - Martha V. Parravano 


Reference:

Parravano, M.V. (2012). Earwig and the witch [Review of the book Earwig and the Witch]. Horn Book Magazine, 88(2), 110-111.  

    

LIBRARY USES: 

This children's novel can be used in a book display on the topic of witches.  It is not as known as the Harry Potter series and could be a good book to recommend for children seeking additional books on the topic.             

Module 7: Because of Winn-Dixie by Kate DiCamillo

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BOOK SUMMARY: 

India Opal Buloni is a 10 year old girl who has just moved to Naomi, Florida with her father, the preacher.  Opal has a difficult time making friends but all that changes when she meets and adopts Winn-Dixie, a stray dog she found inside the store of his namesake.  After she convinces her father to allow Winn-Dixie to stay, Opal begins her summer adventures, meeting new friends, forming a relationship with her father and most of all, learning about her absent mother.  The Preacher tells Opal 10 things about her mother, two of them revealing reasons she may have left: she drank a lot and hated being a preacher's wife.  Opal writes the 10 descriptors and reads them to Winn-Dixie in hopes of never forgetting and as a way of remembering her mother should she return.  Despite her sadness, Opal meets new friends such as Miss Franny Block, the librarian of the Herman W. Block Memorial Library and Gloria Dump, the "town witch" who turns out to be a wonderful old lady.  If Winn-Dixie hadn't run into Gloria's garden, then Opal would never have met the woman that listened to all that Opal had to say about their recent move and her mother's abandonment.  Even Otis who works at Gertrude's Pet store, shows Opal that people are not always what they seem.  All of her newly-found family makes Opal want to throw a party, just like in the book she is reading to Gloria Dump, Gone with the Wind.  The party, held in Gloria's backyard, gets rained out, which causes Winn-Dixie to go missing.  Opal and her father search everywhere and it is during this moment when emotions are high, that Opal accuses the preacher of quitting, just like when the mom left.  This is the first time Opal sees her father cry and they both realize that they have each other.  Opal learns that she is not alone and her pain is slowly healing through the many friendships she has made.       

APA REFERENCE OF BOOK: 

DiCamillo, K. (2000).  Because of Winn-Dixie. Somerville, Massachusetts: Candlewick      
     Press.

IMPRESSIONS: 

It is difficult to read this book and not cry; so much of what Opal experiences tugs at the heart.  The idea of a young child mourning the loss of her mother who is still very much alive, is a difficult concept to grasp, yet very much realistic.  Kate DiCamillo accomplishes the task of writing about abandonment and isolation, which is never easy to discuss and balances it well with friendship and hope.  Opal learns a valuable lesson about family coming all shapes and forms.  She realizes that she is not alone and begins to love her father again because she understands that he is still around, unlike her mother.  All that happens to Opal seems possible because of her new companion, Winn-Dixie.  Winn-Dixie forces conversations between Opal and the Preacher and he even causes Opal to venture into place she would never have before, such as Gloria Dump's back yard.  This is a wonderful story about loss and hope that every child should read.              

PROFESSIONAL REVIEW: 

"According to Miss Franny Block, the town librarian in Naomi, Florida, her great-grandfather made his fortune after the Civil War by manufacturing a candy "that tasted sweet and sad at the same time." Ten-year-old India Opal Buloni (called Opal) thinks this description of the candy sounds a lot like life, where "the sweet and the sad were all mixed up together," too. It's also a pretty apt description of this engaging Southern-style first-person novel, featuring a girl and dog with a lot to offer each other. Children's literature is full of animal-to-the-rescue stories, but rarely does salvation come in the form of a creature with as much personality as Winn-Dixie. When Opal, who has just moved to town with her preacher father, discovers him cheerfully knocking over produce in the Winn-Dixie supermarket one day, it's obvious he's a stray. "Mostly, he looked like a big piece of old brown carpet that had been left out in the rain." His friendly manner, which involves pulling back his lips into what appears to be a smile, wins her over and, luckily, wins her father over as well. As if in gratitude for giving him a good home, Winn-Dixie immediately begins easing Opal's troubles, helping her make friends, who in turn help her come to terms with the fact that her mother abandoned her and probably won't be back. The story teeters on the edge of sentimentality and sometimes topples right in, but the characters are so likable, so genuine, it's an easy flaw to forgive. All in all, this is a gentle book about good people coming together to combat loneliness and heartache--with a little canine assistance.'" - Christine M. Hepperman   


Reference:

Hepperman, C.M. (2000). Because of Winn-Dixie [Review of the book Because of Winn-Dixie]. Horn Book Magazine, 76(4), 455-456.  

    

LIBRARY USES: 

Since there is a movie version of this book, a great activity would be to compare/contrast some of the text with scenes from the film and have students discuss adaptation and whether directors are true to the text and whether or not that matters.             

Module 6: Time to Pray by Maha Addasi

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BOOK SUMMARY: 

Time to Pray follows Yasmin on a journey to visit her grandmother in the middle east.  Yasmin is curious about her grandma's prayer habits and is so intrigued that she attempts to mimic the same behavior but has difficulty adapting.  Grandma is patient with the child and helps her by making Yasmin special clothes needed for prayer, through the purchase of a mat for the kneeling and even setting a clock that reminds Yasmin when to pray.  Since the Muslim religion requires prayer 4 times throughout the day, Yasmin depends on this support as she adjusts to the regularity of prayer.  She is successful and as she returns to the Untied States, tries to hold in all the wonderful things she will miss such as the food, the smells, the call to prayer and most of all, her grandmother.          

APA REFERENCE OF BOOK: 

Addasi, M., (2010).  Time to pray. Honesdale, Pennsylvania: Boyds Mills Press.

IMPRESSIONS: 

This is a well-written book that presents the aspects of the Muslim community in a simple and delicate matter.  Looking at the Muslim faith through the young girl's perspective allows the reader to understand the same way a child would understand.  I think it is clever to have the Grandmother simply teaching her granddaughter about the ways of her faith by slowly introducing the clothing, the mat and the clock.  It is similar to the way a parent would prepare a child for learning a new custom, making the story all the more believable.  Written in both English and Arabic, let's readers truly delve into the entire culture.  Addasi even includes a glossary and additional information that answers questions a child or even adult may ask regarding the religion or culture, which is extremely helpful to the learner.  The images add to the atmosphere of the story with it's shades of pink and orange hues, mimicking the scenery of a dessert, which is the location of the Middle East.  A wonderful book all around.                        

PROFESSIONAL REVIEW: 

"Maha Addasi's Time to Pray is a beautifully illustrated, contemporary fiction picture book that tells the story of Yasmin, a young girl who is visiting her grandmother somehwere in the Middle East...Translated into arabic beneath and beside the English text, Time to Pray give children an insightful glimpse into an intergenerational relationship between a Muslim child and her grandmother.  Child will identify with Yasmin in many respects; many of the things Yasmin does with her grandmother are ordinary--making cinnamon rolls, shopping, eating rice for lunch, etc. Yasmin's introduction to the Muslim prayer traditions is gradual we learn about the custom with the character.  The book ends with more detailed explanation of the prayer times and rituals.  The specific content of the prayers is not addressed.  The more children know and understand cultures and faiths different from their own, the better they can understand and work well with people of all types of faiths and customs.  Recommended for children in grades 1-4.  Ages 7-10." - Kristine Wildner

Reference

Widner, K., (2011).  Time to Pray [Review of the 
       book Time to Pray, by Maha Addasi]. Catholic Library World, 82(1), 73-74.  

LIBRARY USES: 

This book can be used to demonstrate the differences among religions or cultures across the glove.  While it is probably better suited for older students such as middle school, it can definitely be used as lesson with elementary students as a way to highlight differences and similarities among groups of people.         

Module 5: Chato's Kitchen by Gary Soto

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BOOK SUMMARY: 

"Chato's Kitchen" by Gary Soto involves a sly cat named Chato, living in the barrio, who formulates a plan to invite a new family of rats over for dinner.  Unbeknownst to the rodents, Chato intends to eat the family for his dinner.  Despite his concoction, he and his friend, Novio Boy, cook up a feast made of tortillas, guacamole and frijoles.  The family asks if they can bring their friend Chorizo as well, to which, Chato is all to eager as it means an additional piece of meal.  When the mice arrive on Chorizo, Chato and Novio Boy are terrified because Chorizo is a dog.  A change of plans, ends the story with all sitting down for a wonderful dinner.    

APA REFERENCE OF BOOK: 

Soto, G., (1995).  Chato's kitchen. New York: G.P. Putnam's Sons.

IMPRESSIONS: 

A former barrio resident, I am familiar with Gary Soto's text because it is the language of my childhood.  Chato's Kitchen reminds me of many residents of my neighborhood, with their Spanglish accents and need to be "cool."  This book is true to the kind of conversations one would hear should they venture into any barrio across the United States.  Soto's use of vivid details like the tortillas and guacamole both paint a beautiful image of the kitchen as well as brings rumbles to the belly.  Accompanied by Susan Guevara's illustrations, which depict the colorful scenes of a culturally diverse neighborhood. While I do not find the memories of my childhood home particularly pleasant, Soto captures a typical day in the barrio even through his fictional plot of cats and mice at dinner; for it is customary to cook large meals, invite guests over and enjoy the work accomplished in the kitchen.            

PROFESSIONAL REVIEW: 

"K-Gr 3-Chato, the coolest low-riding cat in East L.A., invites his new neighbors, a family of 'tasty' mice, to dinner, but his intentions aren't at all neighborly.  His friend Novio Boy, 'a cat with soft green eyes, sleek fur, and the loveliest growl in the barrio,' drops by and stays to share in the feast.  The mice family arrives with their friend, Chorizo, and that's when the fun begins!  Soto adeptly captures the flavor of life in el barrio in this amusing tale.  The animal characters have distinct personalities, and their language, sprinkled with Spanish phrases and expressions, credibly brings them to life.  Best of all, though, are Guevara's striking illustrations that enrich the text with delightful, witty details.  Each page exudes 'East L.A. culture,' creating vivid scenes in which bold colors and shapes combine ot increase the humor and tension in the narrative.  The characters' expressions exhibit intense emotions, drawing readers into the plot beyond the reach of the written word.  A really cool book." - Graciela Italiano

Reference

Italiano, G., and Jones, T.E., (11995).  Soto, Gary. Chato's Kitchen [Review of the 
       book Chato's Kitchen, by Gary Soto]. School Library Journal, 41(7), 69.  

LIBRARY USES: 

This is a book that I would have on display because of it's catchy title and colorful images.  Children would be drawn to the animal characters immediately.        

Module 4: A Wrinkle in Time by Madeleine L'Engle

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BOOK SUMMARY: 

Madeleine L'Engle's novel A Wrinkle in Time is a science fiction novel whose main character, Meg Murry constantly questions her place in the world.  Meg, who is one of four children from the brilliant Murry family, feels like the black sheep.  Her mother is beautiful and brilliant, her twin brothers are popular and only her younger brother Charles Wallace, a five year old, is one of few who understands Meg.  The most difficult problem in Meg's life is the absence of her father; he is a scientist who was working for the government and has not been heard from in several years.  Perhaps if rumors circulating around town that the father has left out of his own free will, would cease, then Meg would find it an easier topic to discuss.  It is the very absence of Dr. Murry that takes Meg, Charles Wallace and a new friend Calvin on an adventure with 3 creatures: Mrs. Whatsit, Mrs. Who and Mrs. Which.  Disguised as elderly women while on earth, the 3 utilize the tesseract, a science term that describes the ability to move throughout the universe in shorter distances.  As explained by Mrs. Whatsit to Meg, the creatures use this fifth dimension.  Once in the universe, the Mrs. W's change into their true form and take the children to Uriel to explain the circumstances and what must be done, which is to save her father from IT, a darkness that has taken over the planet of Camzotz.  The Mrs. W's leave the children on this planet to fight the evil that has imprisoned Dr. Murry.  With only a pair of glasses and a few words of wisdom, the children must figure out a way to save their father and in turn, the universe.  It is in the center of the city, where they discover IT, an evil brain along with Dr. Murry.  Before they can escape, IT has taken over Charles Wallace's mind, forcing Dr. Murry to abandon his youngest child.  Despite his best efforts, Dr. Murry is inexperienced with tessering and Meg suffers physically and emotionally.  She resents her fathers inability to fix everything and after some time and discussions with the Mrs. W's, she realizes it is up to her to rescue Charles Wallace.  It is through love that Meg is able to remove Charles from the grips of IT, because as it inferred, love conquers all.  The novel ends with the missing Murry's back on earth, along with Calvin, who all greet the twins and Mrs. Murry.          

APA REFERENCE OF BOOK: 

L'Engle, M. (1962).  A Wrinkle in Time. New York: Farrar, Straus and Giroux.

IMPRESSIONS: 

This is the best children's book I have ever read.  It is truly wonderful to have a science fiction novel where the awkward girl is the heroine.  Meg encompasses the difficult years that most adolescent girls experience, even if for a moment.  The Murry's are a wonderful role-model family that love learning and love each other, which makes this novel highly suitable for all.  Additionally refreshing is the idea that love is the driving force against all evil; that we are better as a human race if we all remain unique.  IT represents the darkness that often times takes over our lives and quite possibly, forces us to be like one another rather than embrace our individuality, which can have a greater impact on the world.  This novel covers many topics from science fiction to love to evil and even identity issues.  It is an uplifting story of facing our fears and conquering the worst task that could possibly be set in front of anyone; evil, which can come in many forms.  This is a novel that should be read by all children.         

PROFESSIONAL REVIEW: 

"One need only look at lists of Newbery Medal winners in the decades prior to Madeleine L'Engle's A Wrinkle in Time to recognize the novelty of the 1963 committee's choice.  Even today, the relative scarcity of youth science fiction is reflected in more recent crops of medalists; how much more surprising, then, that the historical and realistic stories dominating the pre-1963 Newbery Medalists came to be joined by a book involving tesseracts, theoretical physics, and, perhaps most startling of all, a heroine at a time when male characters like Tom Swift were most strongly associated with children's sf...Not surprising, given the book's central message about preserving intellectual and creative freedom over 'totalitarian, absolutist, and fundamentalist thinking on a level' (Voiklis' words.)  Indeed, in an era of No Child Left Behind controversy, L'Engle's comments in her Newbery acceptance speech have the same timeless resonance as her fiction: 'There are forces working in the world as never before in the history of mankind for standardization, for the regimentation of us all, or what I like to call making muffins of us, muffins all like very other muffin in the muffin tin.'" - Jennifer Mattson   

Reference:

Mattson, J., (2007). Another look at: A wrinkle in time [Review of the book A Wrinkle in Time, by Madeleine L'Engle]. Booklist, 103(18), 58-59.  

    

LIBRARY USES: 

L'Engle's book is lends itself to the making of a book trailer because of the many science fiction and physics concepts that could be displayed on a video.  The descriptions from the text are visually stimulating such as when describing the transformations of the Mrs. W's. The trailer could be played as part of morning announcements or in the background in the library or linked from the library homepage.