Module 15: And Tango makes Three

Book summary: Three penguins come together to create a beautiful, inspiring, and non-traditional family in the Central Park Zoo, NY.

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

Impressions: This was such an endearing story with a thoughtful piece behind it. I loved the simplicity of the illustrations and how the text told the story of two penguins starting a non-traditional family. The characters were very expressive and evoked authentic emotions from the reader. I love that this story was inspired by true events and that the author invites the reader to learn more about Tango and his family at the Central Park Zoo. Happiness can come in many different forms, and this book certainly captures that spirit.

Professional Review: “Tango has two daddies in this heartwarming tale, inspired by actual events in New York's Central Park Zoo. Two male penguins, Roy and Silo, "did everything together. They bowed to each other.... They sang to each other. And swam together. Wherever Roy went, Silo went too.... Their keeper... thought to himself, 'They must be in love.' " Cole's (The Sissy Duckling ) endearing watercolors follow the twosome as they frolic affectionately in several vignettes and then try tirelessly to start a family—first they build a stone nest and then they comically attempt to hatch a rock. Their expressive eyes capture a range of moods within uncluttered, pastel-hued scenes dominated by pale blue. When the keeper discovers an egg that needs tending, he gives it to Roy and Silo, who hatch and raise the female. The keeper says, "We'll call her Tango,... because it takes two to make a Tango." Older readers will most appreciate the humor inherent in her name plus the larger theme of tolerance at work in this touching tale. Richardson and Parnell, making their children's book debut, ease into the theme from the start, mentioning that "families of all kinds" visit the zoo. This tender story can also serve as a gentle jumping-off point for discussions about same-sex partnerships in human society. Ages 4-8.”

Reference

[Review of the book And Tango makes three by J. Richardson et al]. (2005 June 16). Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-689-87845-9.

Library Uses: I would create a book display featuring alternative or non-traditional families with this in the center. Some adults may be hesitant to teach their children about same-sex couples raising children, but I think illustrating this concept using animals is a great alternative. This could also turn into a history lesson, as the book is inspired by true events. I would read this book as part of a “Rainbow Family” storytime session and I would highlight this book as part of a PRIDE Month display.

Module 14: Here in Harlem: Poems in Many Voices

Book summary: A collection of poetry from different community members during the heyday of Harlem, New York. Take a peek into the lives of different people from different backgrounds as they come together to share the story of their hometown.

APA Reference of book: Myers, W.D. (2004). Here in Harlem: Poems in many voices. New York, NY: Holiday House.

Impressions: I really enjoyed the concept of this collection: different community members of varying ages and jobs all share their experience about living in Harlem, NY. I especially loved “Clara Brown’s Testimony” sprinkled throughout the collection, and ending with her very own poem. Myers created such unique voices with each of his characters, and the historical photographs added authenticity to the overall tone of the book.

Professional Review: “In nearly 60 poems, Myers (145th Street) treats readers to a tour of Harlem's past and present, its hopes and fears, through the voices of narrators young and old. Together they create a pastiche of the community's fixtures, the church ("Wake up Lazurus! Wake up Paul! / Wake the congregation and lift their hearts"), the barber shop for men, the hairdresser for women ("My mouth is sealed, you don't even see a crack, / 'Cause I ain't the kind to talk behind nobody's back"), rent parties (where people gathered to eat, drink and to help the host pay the rent) and Sylvia's restaurant. "Clara Brown's Testimony," parts I-IV provides a continuity through the collected impressions, as she describes her love for Harlem, through heartbreak (when she and her sister do not make the Cotton Club chorus line, she's told it's because her skin is too dark: "That was the day I learned that being black wasn't no simple thing, even in Harlem") and more often joy. Myers offers differing perspectives on milestone events such as Jackie Robinson joining the Dodgers, as well as subjects closer to home, such as young love, or a pairing of poems by a father and his drug-addict daughter. Another especially moving cluster of poems rotates among three WWII vets from the 369th Infantry, known as the "Harlem Hellfighters," one of them blinded by a Southern sheriff after the war, on their way home. And Harlem is indeed home, to all of the people who give voice to its pains and pleasures. Readers will want to visit again and again. Ages 12-up.”

Reference

[Review of the book Here in Harlem: Poems in many voices by W.D. Myers]. (2004 November 15). Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-8234-1853-4.

Library Uses: I would feature this book as part of National Poetry Month (April) or as an introduction to a poetry unit at school. It demonstrates one author’s ability to create unique and individual voices for different characters and provides for a great discussion opportunity.

Module 13: Tales from Outer Suburbia

Book summary: A collection of illustrated short stories that expand the imagination and stir deep emotions.

APA Reference of book: Tan, S. (2008). Tales from outer suburbia. New York, NY: Arthur A. Levine Books.

Impressions: This book was shelved under regular Teen Fiction, not graphic novels, in my library with a “Short Stories” label on the spine. I was surprised that the book was a collection of illustrated short stories, but I was very pleased with its contents. Each story had its own mood and tone, and the illustrations matched that (whether it was gritty, hopeless, heartwarming, or brilliant). Themes such as family, being kind-hearted, imagination, and adventure are present in all of these short stories. The illustrations accurately capture the overall tone of the stories and there were a few stories which, after reading, I had to set the book down and ponder further.

Professional Review: “Nameless, ageless, genderless first-person narrators bring readers into offbeat yet recognizable places in this sparkling, mind-bending collection from the creator of The Arrival (2007). In “Our Expedition,” siblings set out to see if anything exists beyond the end of their father’s road map. Dysfunctional parents and the child they ignore are brought together when a dugong appears in their front lawn in “Undertow.” With these and other short stories, Tan brings magic to places where magic rarely happens in books. These are fairy tales for modern times, in which there is valor, love and wisdom—without dragons and castles. The accompanying illustrations vary widely in style, medium and palette, reflecting both the events and the mood of each story, while hewing to a unifying sense of the surreal. In some stories, Tan has replaced the sparse, atmospheric text entirely with pictures, leaving the reader to absorb the stunning visual impact of his imagined universe. Several poems—and a short story—told via collage are included. Graphic-novel and text enthusiasts alike will be drawn to this breathtaking combination of words and images. (Graphic anthology. 12 & up).”

Reference

[Review of the book Tales from Outer Suburbia]. (2009 February 1). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/shaun-tan/tales-from-outer-suburbia/.

Library Uses: This would be a selection for a teen book club, showing that book clubs can read non-traditional titles and still produce an in-depth and lively discussion. This book is a great introduction into graphic novels, so I would promote similar titles to the book group so they can experience more books within the genre.

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

Book summary: Elizabeth Blackwell was not an ordinary girl. She ventured far and was eager to learn about everything. A dying friends wish influenced Elizabeth to push the boundaries society had built and fought to pursue a new profession for women: a doctor. This is the story of her journey, hardships, and perseverance towards becoming the first female doctor.

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

Impressions: This book was an effective piece of storytelling. I felt like the text was written first then shared with the illustrator, who beautifully depicted significant events in the life of Elizabeth Blackwell. I enjoyed the different spreads of illustrations: some were small, unique snapshots of Blackwell’s life, while others were sweeping landscapes of her time traveling through town. The watercolor illustrations were vibrant, sharp, and exuded energy. I especially liked the rejection page spread (p.17-18) where Priceman included twenty-eight elegantly scripted “No” to truly encapsulate the overwhelming rejection felt by Blackwell.

Professional Review: “‘Women cannot be doctors. They should not be doctors.’ Elizabeth Blackwell received 28 rejections from medical schools before one accepted her.

Stone takes a lively and conversational approach to the life of the first female doctor in the United States. A tiny but adventurous girl, Elizabeth Blackwell once carried her brother over her head until he stopped fighting with her, and she got the idea to go to medical school from a sick friend who confided that she would much rather be examined by a woman. When Geneva Medical School in New York state accepted her, she didn’t know that the (male) student body had voted on her acceptance as a joke, but she graduated with the top grades in her class. Priceman’s swirly and vivid gouache-and–India ink artwork is an excellent foil for the text, which directly addresses young readers’ own experience while reminding them that in the 1840s, things were different, and that one very determined girl had changed that. The author’s note describes the difficulties Dr. Blackwell experienced setting up her practice and her career treating the poor women and children of New York City. It also notes that today, more than half of all students in U.S. medical schools are women.

A bracing, vivacious account of a pioneering woman. (Picture book/biography. 5-9).”

Reference

[Review of the book Who says women can’t be doctors? The story of Elizabeth Blackwell by T.L. Stone]. (2012 December 1). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/tanya-lee-stone/who-says-women-cant-be-doctors/.

Library Uses: I would organize a “Career Day for Kids” at the public library, where people from different professions would come in and speak to the audience about their job and answer questions. I would feature books from multiple professions so the audience can gain a greater understanding about what these professionals do on a regular basis.

Module 11: Things that Float and Things that Don't

Book summary: Two young kids (and their dog) learn about the properties of water and how things float. Things of various shapes, sizes, and weights are put to the test: Will they float?

APA Reference of book: Adler, D.A. & Raff, A. (2013). Things that float and things that don’t. New York, NY: Holiday House.

Impressions: What a fantastic book about science! I loved the expressive characters and simple illustrations. Adler was able to explain scientific terms (density, mass, etc.) in very accessible ways that even adults can benefit from. This is a great idea for a science fair project for children, as it teaches about making a hypothesis, experimenting, and analyzing the results. The book illustrated the multiple experiments performed by the characters while having supportive text that accurately narrated the pictures.

Professional Review: “A boy, a girl and a dog demonstrate that things float in water when they are less dense than the water around them. Adler, who has demystified math for young readers for years in titles ranging from Roman Numerals (1977) to Millions, Billions, and Trillions (2013) turns his attention to physics with this simple but effective explanation of principles of flotation and density. His clear, logical text invites readers to experiment with different objects, to shape boats, and to make both ice and salt water mixtures. Raff’s illustrations take this invitation further, showing a pair of children using toy boats, plastic bottles, pennies, aluminum foil, clay and ice to discover what things float and why. These digitally combined ink washes and drawings add interest and some humor, supporting and enriching the text, except on one page. There, a line showing the water level of a bottle to which salt has been added seems to show that the water level has risen though the author makes clear that the level should not change. Curiously, the series of experiments stops at that point rather than continuing with the denser salt water, as good teachers would encourage children to do. This appealing introduction can serve as a springboard for further investigations.”

[Review of the book Things that float and things that don’t by D.A. Adler & A. Raff]. (17 July 2013). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/david-a-adler/things-that-float-and-things-that-dont/.

Library Uses: This book would be the inspiration for a STEM/STEAM related program in the public library, especially with the 2017 Summer Reading theme of “Reading By Design.” It would provide for an interactive exercise for children to learn by doing.

Module 10: Goin' Someplace Special

Book summary: ‘Tricia Ann is excited with her new dress that she asks Mama Frances if she can visit her “Someplace Special” by herself today. This routine trip is haunted with the hardships of a southern town in the 1950s, but ‘Tricia Ann learns a valuable lesson from an acquaintance.  

APA Reference of book: McKissack, P.C. & Pinkney, J. (2001). Goin’ someplace special. New York, NY: Atheneum Books for Young Readers.

Impressions: This book is a beautiful and accurate illustration of the struggle of African-American life in the late 1950s. The illustrations were well-blended, with the background colors muted and secondary, allowing ‘Tricia Ann to be the focus of every set of pages. Her cheery disposition is captured by the yellow ribbon tied around her waist and the smile on her face for most of the book. The book illustrated the struggles experienced by African-Americans during segregation in the 1950s, with the separate sections on the bus and park benches. It was a wonderful surprise to learn what ‘Tricia Ann’s “someplace special” is, especially after reading the “Author’s Note” and understanding McKissack’s childhood experience.

Professional Review: “McKissack draws from her childhood in Nashville for this instructive picture book. "I don't know if I'm ready to turn you loose in the world," Mama Frances tells her granddaughter when she asks if she can go by herself to "Someplace Special" (the destination remains unidentified until the end of the story). 'Tricia Ann does obtain permission, and begins a bittersweet journey downtown, her pride battered by the indignities of Jim Crow laws. She's ejected from a hotel lobby and snubbed as she walks by a movie theater ("Colored people can't come in the front door," she hears a girl explaining to her brother. "They got to go 'round back and sit up in the Buzzard's Roost"). She almost gives up, but, buoyed by the encouragement of adult acquaintances ("Carry yo'self proud," one of her grandmother's friends tells her from the Colored section on the bus), she finally arrives at Someplace Special—a place Mama Frances calls "a doorway to freedom"—the public library. An afterword explains McKissack's connection to the tale, and by putting such a personal face on segregation she makes its injustices painfully real for her audience. Pinkney's (previously paired with McKissack for Mirandy and Brother Wind) luminescent watercolors evoke the '50s, from fashions to finned cars, and he captures every ounce of 'Tricia Ann's eagerness, humiliation and quiet triumph at the end. Ages 4-8.”

Reference

[Review of the book Goin’ someplace special, by P. McKissack & J. Pinkney]. (6 August 2001). Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-689-81885-1.

Library Uses: This book would be used as part of a book display during National Library Month to show the values of libraries within their community. I would also provide coloring sheets that allow kids and teens to illustrate and color their favorite library. After completion, they will be displayed in a public mural inside the building.

Module 9: Mojo

Book summary: Dylan wants a spark in his life; something that will make him stand out. He stumbles across the dead body of a classmate but instead of being heralded as a hero, he gets the unfortunate nickname of “Body Bag.” Dylan then learns of a missing rich girl from another school and decides to set his sights on finding her. But what he finds is an underground world of secrets and alliances that run deep in the privileged community.

APA Reference of book: Tharp, T. (2013). Mojo. New York, NY: Alfred A. Knopf.

Impressions: I was pleasantly surprised with this novel. The story flowed very well; Tharp is an excellent storyteller and he authentically captures the essence of teenage boys and their thought process. Action and intrigue were spread throughout the novel to keep the reader engaged with a plot-twisting ending I did not see coming at all. I think this is a great introduction to teen mysteries for those reluctant readers who enjoy friendship, adventure, and teenager dynamics.

Professional Review: “Overweight and unnoticed, Dylan badly wants to acquire “mojo,” that ineffable something that would make him popular. Accidentally discovering the dead body of a classmate named Hector doesn’t do it but, inspired by his love of a bad TV detective show, 16-year-old Dylan decides he’s going to try to find rich girl Ashton, who has gone missing. With fellow outsiders Audrey and Randy, Dylan makes new friends at the exclusive Hollister School that Ashton attended and joins the search party. As Dylan’s investigation continues, he suspects that Ashton’s kidnapping might be related to Hector’s death. In this tongue-in-cheek tribute to hardboiled detectives, Tharp (Badd) contrasts the book’s serious subjects—including drug use, statutory rape, and murder—with a stylized narrative in a way that recalls Sean Beaudoin’s You Killed Wesley Payne. In this case, though, Dylan’s extemporaneous past-tense narration (which often uses the slightly jarring present-tense phrase “I’m like” to introduce dialogue) makes the entire wild escapade read as though he’s recounting it over burgers at his favorite local joint, Topper’s. Ages 12–up.”

Reference

Kim, E.S. (11 March 2013). [Review of the book Mojo, by Tim Tharp]. Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-375-86445-2.

Library Uses: I would set up a scavenger hunt that highlights important parts of the collection that children and teens may not know about: mysteries and graphic novels at the least.

Module 8: Howl's Moving Castle

Book summary: As the eldest of three daughters, Sophie was never destined for greatest. So when she is visited, and cursed, by the Witch of the Waste, Sophie escapes to the dreaded moving castle of Wizard Howl. During this time, she must learn to live with the temperamental Wizard Howl, his young apprentice Michael, and the nasty fire demon Calcifer. As their time together progresses, Sophie embarks on a journey to self-discovery that reaps more benefits than she knows, learning that there is more to Howl than meets the eye.

APA Reference of book: Jones, D.W. (1986). Howl’s moving castle. New York, NY: HarperCollins Children’s Books.

Impressions: I was not particularly impressed with this book, mainly because I felt the characters differed from the Studio Ghibli movie version. The writing was very verbose without being descriptive, especially with the backgrounds, and I did not feel a connection to the characters. Howl was playboy-ish and manipulative, while Calcifer was conniving and rude. That being said, I did enjoy the premise of the story: a mysterious wizard who lives in a moving castle that is not well-known, or trusted, by anyone he meets. The unlikely grouping of naïve Michael, steadfast Sophie, flamboyant Howl, and sarcastic Calcifer make for an interesting core.

Professional Review: “Sophie is caught between a powerful witch and wizard who are terrorizing the magical land of Ingary. Living a humdrum life as a hatter till the malicious Witch of the Waste casts a spell turning her into an old woman, Sophie seeks refuge as cleaning woman to Wizard Howl (although he's rumored to eat the hearts of young girls) in his castle, which moves at will about the countryside. Actually, Howl is a brash young man whose only vice is womanizing. He is a gifted wizard but the despair of his inept apprentice and of Calcifer, a humorously petulant fire demon, because of such human faults as messiness and spending too long in the bath. As in her memorable Archer's Goon, Jones has a plethora of characters who are seldom what they seem and an intricate plot which may dazzle with its complexity or delight by the hilarious common-sense consequences of its preposterous premises. Sophie is a dauntless heroine; when she regains her youth and wins Howl, the odds are this is only the beginning of a tempestuous romance. Great fun.”

Reference

[Review of the book Howl’s moving castle, by D.W. Jones]. (1986 April 14). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/diana-wynne-jones/howls-moving-castle/.

Library Uses: This would be a selection for a “Book to Movie” book club. At the meeting, we would discuss our impressions of the book, watch the Studio Ghibli version of “Howl’s Moving Castle,” and then discuss similarities and differences between the two mediums.

Module 7: Clementine

Book summary: Clementine has NOT had a “good week.” Whether it is her visiting the principal’s office or disappointing adults, every day, something goes awry. Clementine experiences the ups and downs of third grade while trying to juggle her struggles at home. Just when everything seems to go bottoms up, Clementine gets the surprise of a lifetime.

APA Reference of book: Pennypacker, S., & Frazee, M. (2006). Clementine. New York, NY: Hyperion Books for Children.

Impressions: Clementine’s optimism and sense of self was very endearing, and I loved experiencing the daily events through her eyes. I especially loved the food names that she called her younger brother; no one name was ever the same. The illustrations were the perfect addition to a heart-warming and funny tale of a girl who just wants to please. They gave the characters life and were very expressive. I would share this book with any child who feels that they do not quite fit in to celebrate their individuality and quirkiness.

Professional Review: “I have had not so good of a week," begins the irrepressible narrator of this winning caper. Pennypacker (Stuart's Cape) then takes readers straight through that week, making clear that Clementine has an unfailing nose for trouble and a comical way with words. The eight-year-old proclaims herself lucky because "spectacularful ideas are always sproinging up in my brain." One of these ideas concerns her fourth-grade friend and neighbor Margaret getting glue in her hair, and Clementine's attempt to help; together they cut off nearly all of Margaret's long locks. Further strategies involve the use of permanent markers and Clementine undergoing a sympathy coif. Frazee's black-and-white illustrations of the close-cropped gals captures the mixed emotions of their shared fate. Her portraits of the heroine's three-year-old brother, "who didn't get stuck with a fruit name," and whom Clementine calls by various vegetable names, including "Spinach," "Lima Bean" and "Pea Pod," may remind readers of the charming star of Frazee's Walk On! Along with the humorous bits, Pennypacker seamlessly weaves into the narrative common third-grade themes, such as Clementine comparing Margaret's neatly dressed banker mother with her own overalls-clad artist mother, and envying Margaret her kitten from the litter of Clementine's own lately deceased cat, Polka Dottie. Luckily, Clementine ends her week on an up note. Fans of Judy Moody will welcome this portrait of another funny, independent third-grader. Ages 7-10.”

Reference

[Review of the book Clementine, by S. Pennypacker & M. Frazee]. Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-7868-3882-0.

Library Uses: This book offers a great opportunity to teach children about journaling. I would have students record significant events daily to promote awareness of their daily routines. Then, I would prompt them to illustrate one portion of their day that they choose to highlight. In the public library setting, I would invite program attendees to share the ups and downs of their week, even inviting them to illustrate them on a giant poster paper.

Module 6: Lilly's Purple Plastic Purse

Book Summary: Lilly is a studious mouse who loves school, her new teacher, and her purple plastic purse. She is eager to share her favorite things with her classmates and teacher, but her fervent insistence leads to an unexpected outcome. Lilly learns a lesson about patience, appreciation, and forgiveness.

APA Reference of book: Henkes, K. (1996). Lilly’s purple plastic purse. New York, NY: HarperCollins Children’s Books.

Impressions: I can see how Lilly resonates with people of all ages. Her likeability, positive energy, and overall peppy mood brighten the day of everyone she meets. I enjoyed the format of the illustrations: some occupied the entire page, others were in blocks similar to a comic strip, and some where stand-alone pictures surrounded by white space. I liked the repetition of the phrase, “ ‘Wow,’ said [a character]. That was just about all [they] could say. ‘Wow.’ ” (p.4, 6, 25). Even though it was repeated throughout the story, it meant something different each time a character spoke it.

Professional Review: “Lilly the mouse idolizes her teacher Mr. Slinger, but when she comes to school flaunting three jingly quarters, movie-star glasses and a purple plastic purse ""that played a jaunty tune when it was opened,"" she interrupts Mr. Slinger's lessons on ""Types of Cheese"" and words that rhyme with ""mice."" After one too many disruptions, he confiscates the purse until the day's end. Lilly, humiliated, takes revenge by slipping a mean drawing into Mr. Slinger's book bag--only to open her purse and find a conciliatory note from her hero. Caldecott honoree Henkes (Owen) understands Lilly's enthusiasm for her prize possessions, but astutely shows that Lilly goes too far when she acts up in class (""She's in trouble,"" whispers a classmate in a voice-bubble aside). The perfectionistic watercolor-and-ink illustrations, in vignettes and panels, are as sharp as the narration. Henkes communicates Lilly's emotions through her eyes, so that when she goes from ""sad"" to ""furious,"" her eyebrows shift from U-shaped dips to hard slants; he also enlivens his scenes with tiny details, like Mr. Slinger's copy of Stuart Little. The author/artist offers useful, timeless advice for apologizing to a friend and resolving a conflict. A sympathetic and wise treatment. Ages 4-up.”

Reference

[Review of the book Lilly’s purple plastic purse, by K. Henkes]. (1996 August 19). Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-688-12897-5.

Library Uses: This book is a little lengthy to be used for a storytime session, but I love the idea of letting kids create their own special purse and/or bag. I would provide small plastic, cellophane bags that the kids would decorate with markers, stickers, glitter, etc. Then, the kids could fill their special purses/bags with little trinkets: bookmarks, small erasers, stickers, chocolate coins, or pencils. 

Module 5: Monster

Book summary: Steve Harmon does not know how he got here. As he sits in the courtroom, watching events transpire that are beyond his control, he imagines this scene through the lens of his camera. The courtroom plays out like a movie while Steve’s diary entries are interspersed throughout, providing insight to this nightmare. Although the trial only lasted for two weeks, Steve (and the reader) embark on an all-consuming journey regarding personal choices, guilt and innocence, and the justice system.

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

Impressions: This book struck me with its character portrayals and relevancy, despite being published nearly twenty years earlier. The unique format in which it was written was very influential in my reading it in only a few days; it was very difficult to put down. The movie script held the reader at a distance, allowing them to experience the story without becoming closely invested in the characters. The reader essentially became another juror as Myers left Steve’s involvement (or lack of) in the robbery/murder entirely up to the reader to decide. Monster is a book that crosses many boundaries and is well-regarded, as seen by the numerous award stickers on the cover.

Professional Review: “In a riveting novel from Myers (At Her Majesty’s Request, 1999, etc.), a teenager who dreams of being a filmmaker writes the story of his trial for felony murder in the form of a movie script, with journal entries after each day’s action. Steve is accused of being an accomplice in the robbery and murder of a drug store owner. As he goes through his trial, returning each night to a prison where most nights he can hear other inmates being beaten and raped, he reviews the events leading to this point in his life. Although Steve is eventually acquitted, Myers leaves it up to readers to decide for themselves on his protagonist’s guilt or innocence. The format of this taut and moving drama forcefully regulates the pacing; breathless, edge-of-the-seat courtroom scenes written entirely in dialogue alternate with thoughtful, introspective journal entries that offer a sense of Steve’s terror and confusion, and that deftly demonstrate Myers’s point: the road from innocence to trouble is comprised of small, almost invisible steps, each involving an experience in which a “positive moral decision” was not made. (Fiction. 12-14).”

Reference

[Review of the book Monster, by W.D. Myers]. (1999 May 31). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/walter-dean-myers/monster-myers/.

Library Uses: This book would be used for multiple book displays: Black History Month to promote winners of the Coretta Scott King awards, Teen Read Week to promote the Michael L. Printz award for Excellence in Young Adult Literature, Banned Books Week for the content, and a “Current Events” themed display to show how although this book was written almost twenty years ago, the themes and events contained within are relevant in today’s world.

Module 4: Ginger Pye

Book summary: Jerry and Rachel Pye learn that hard work comes with reward, as their dollar buys them a very intelligent pup that they call Ginger. The ecstasy they experience with the newest family member implodes as their dearest pup goes missing. What follows is a story of resilience, adventure, perseverance, and hope as the brother and sister duo try to complete their family once again.

APA Reference of book: Estes, E. (1951). Ginger Pye. San Diego, CA: Odyssey/Harcourt Young Classic.

Impressions: Ginger Pye was a little difficult for me to read. The writing style was verbose with flashbacks that were not distinct from the present-day storyline. The illustrations were effective in breaking up the story, but they did not really contribute to the overall story telling. The relationships that the characters shared felt very authentic and realistic, especially for kids put in that unimaginable situation. The story tended to drag on in parts, but the conclusion was a real page-turner.

Professional Review: “The tragedy of losing the family pet and the joy of finding him again is a familiar experience of childhood, and this story is an absorbing one. Jerry and Rachel Pye were heartbroken when their puppy Ginger disappeared. Immediately the children begin to pick up clues, and by a yellow hat, luck, and the persistence of Uncle Benny, age three, the mystery is uncovered, and Ginger, now fully grown, escapes his captors. Some amusing incidents, indefatigable youngsters, and an ecstatic reunion. Sure to please.”

Reference

[Review of the book Ginger Pye, by E. Estes]. (1951 April 1). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/eleanor-estes/ginger-pye/.

Library Uses: I would attempt to assemble a group of certified therapy/help dogs for a “Read to a Dog” session at the local public library. It is a nonthreatening environment where reluctant readers can practice their literacy skills without the feeling of judgment, and it could lead to a recurring program for the community.

Module 3: The Adventures of Beekle

Book summary: Beekle waits patiently to be imagined and claimed by his special friend. But when the waiting becomes unbearable, Beekle journeys into the unknown to discover to true meaning of friendship.

APA Reference of book: Santat, D. (2014). The adventures of Beekle: the unimaginery friend. New York, NY: Little, Brown and Company.

Impressions: Beekle is an endearing character who captures the reader’s heart from the first few pages. The contrasting backgrounds from the first few sets of pages allow Beekle to be the focus of each page, with his gold shining crown sitting proudly upon his head. Beekle’s facial expressions provide a depth of character with even the smallest adjustment from page to page. My two favorite illustrations are when Beekle hands Alice back her first drawing and the second-to-last page where the reader sees all of Alice’s drawings scattered on the ground. The attention to detail, vivid color schemes, and expressive characters leave a lasting impact on the reader.

Professional Review: “PreS-Gr 2—How long would you wait and how far a journey would you make to find your truest friend? Born on an island for imaginary friends, Beekle waits to be “imagined by a real child.” He waits and he waits, but his turn never comes. Filled with impetuous courage, Beekle does the unimaginable and heads out across deep waters until he reaches the real world. He finds that life there is so harried that no one notices him. Eventually, as he waits at the top of a star-leafed tree, a small girl with a friendly face calls out to him with a picture in her hand. They learn to be friends, share adventures and snacks, joke, “and together they did the unimaginable.” Santat’s attention to detail in the mixed-media illustrations shares a child’s eye for laughter and movement on full-bleed spreads with strategically placed text. Gazes of wonderment, broad smiles, and changes in perspective ensure an easy transition from page to page. Beekle’s round white visage and taped orange paper crown are immediately identifiable in each scene, a sharp contrast to his surroundings against variations of dark neutrals on a city street or the brightly colored dragons of a child’s imagination. Like Beekle’s new friend, there’s something here that feels just right as an “unimaginary” friendship creates a joyous, recognizable bond. A terrific addition to any library.”

Reference

Elam, M. (2015 February 2). [Review of the book The adventures of Beekle: the unimaginery friend, by D. Santat]. School Library Journal. Retrieved from http://www.slj.com/2015/02/industry-news/slj-reviews-of-2015-youth-media-award-winning-and-honor-books/.

Library Uses: This book encourages the reader to imagine wild fantasies and the unique creatures that live within. I would have students create a character, in both words and illustrations, and progressively build the character’s story. The students will include story elements such as the character’s background, their interests, and their daily activities.

Module 2: How to Eat Fried Worms

Book summary: Taking place over the course of a few weeks, How to eat fried worms is the delightful tale of four friends, fifty dollars, and a ridiculous bet. It starts out harmlessly enough, with a conversation about what the boys would or would not eat for dinner, when Alan asks his friends if they would eat worms. With the competitive spirit on full display, Billy agrees to eat fifteen worms in fifteen days for fifty dollars (which Alan agrees to take out of his savings account, if Billy is successful). Sabotage, hijinks, and hilarity ensue as Billy courageously attempts this unprecedented task.

APA Reference of book: Rockwell, T. (1973). How to eat fried worms. New York, NY: Franklin Watts.

Impressions: While I see the appeal of young boys engaging in ridiculous one-upmanship, I was not that impressed with this book. The characters tended to blend together and the illustrations could have done more to capture the essence of the fried worm meals and the boys as individuals. While I did enjoy the chapter titles, the short chapters prevented me from really delving into the story. This may be a book that readers must re-read a few times before truly appreciating the storyline and antics of young boys, so I might revisit this book at a later time.

Professional Review: “Even fried with ketchup, mustard and horseradish sauce or baked as "Alsatian Smothered Worm" with onions and sour cream by Billy's supportive Mother, fifteen nightcrawlers are still a lot of worms to eat. Having made a fifty dollar bet, Billy persists in his one-a-day regimen much to the disgust of his friend Alan, who knows his father won't let him use his money this way in any case and tries all sorts of schemes to sabotage and psych Billy into quitting. The person who comes off best here is Billy's mother, who after a quick call to the doctor accepts the plan with perfect equanimity, but Rockwell's sensibilities (if that's the word) are so uncannily close to those of the average ten year-old boy that one begins to admire Billy as a really sharp operator.”

Reference

[Review of the book How to eat fried worms, by T. Rockwell]. (1973 September 1). Kirkus. Retrieved from https://www.kirkusreviews.com/book-reviews/thomas-rockwell/how-to-eat-fried-worms/.

Library Uses: If I were to read this title as a book club selection, I would create the “Dirt and Worms” treat as a snack for the kids to enjoy. I would also encourage them to bring family recipes so everyone can swap. In a school library setting, I would have students create their own worm dish, complete with ingredients list and illustration. 

Module 1: Little Red Writing

Book summary: In this reimagining of a classic fairytale, Little red writing is the tale of Little Red learning how to build an effective story. Her daily activities take a turn for the dramatic as she searches for the perfect ending to her story.

APA Reference of book: Holub, J. (2013). Little red writing. San Francisco, CA: Chronicle Books, LLC.

Impressions: Little red writing is an effective tale of how to draft a story while learning about the different parts of speech and grammar rules. The illustrations fill the entire book, end pages included, and the parts of speech had a plethora of examples on their featured pages. For example, the descriptive forest section had adjectives listed on the leaves and the Adverbs truck had the motto “We Deliver Speedily” emblazoned on the side. I enjoyed the homage to the classic fairytale, Little Red Riding Hood, and how each character had their own personality.

Professional Review: “Balanced gracefully on her point, Little Red is a courageous young pencil with a storytelling assignment from school. While the other young pencils choose to write about “Pencilvania” or themes based on their novelty erasers, Little Red decides to compose a heroic story. “Remember, it’s OK to wander a little, but stick to your basic story path so you don’t get lost,” warns her teacher, Ms. 2. Holub (Zero the Hero) cleverly combines two elementary-school formulas—the fairy tale and the writing exercise—as she shares the basics of storytelling and grammar. When Little Red activates her narrative with verbs, she “cartwheel[s] right off the page and into... a deep, dark, descriptive forest” where words like “verdant” and “bosky” decorate leaves. Sweet (River of Words) illustrates in a flurry of colored pencil, watercolor, and collage. On yellowed, heavily doodled composition notepaper, she playfully mingles calligraphy, classroom settings, and images of Red defeating a sharp-toothed foe, the Wolf 3000 pencil sharpener. With style, humor, and solid writing advice, Holub and Sweet point out the latent creative potential within any desk drawer or supply cabinet. Ages 5–8."

Reference

[Review of the book Little red writing, by J. Holub]. (2014 January 8). Publisher's Weekly. Retrieved from http://www.publishersweekly.com/978-0-8118-7869-2.

Library Uses: This book is a great teaching tool for parts of speech for the older elementary grades. It provides the opportunity for an interactive activities regarding grammar, sentence enhancers, and sentence structure. I would use this book over the course of a few weeks while helping students create a story of their own.