Genre 6 - Young Adult Fiction - Monster

1. BIBLIOGRAPHY
Myers, Walter Dean. 1999. MONSTER. New York, NY: Harper Collins. ISBN: 0060280778

2. PLOT SUMMARY
While on trial as an accomplice to a murder, sixteen-year-old Steve Harmon records his experiences in prison and in the courtroom in the form of a film script as he tries to come to terms with the course his life has taken.

3. CRITICAL ANALYSIS
Main character, Steve Harmon, must face an increasingly difficult situation. On trial for murder, Steve must come to grips with the choices he’s made. Myers creates a believable character in Steve. The emotions he goes through while in prison seem realistic and credible. The character struggles with thinking that these events aren’t really happening to him and young adult readers will be able to relate to those feelings.
The plot is gritty and true-to-life. As Steve spends time in jail he reflects on what a life term would feel like. Subject matter such as sodomy is discussed candidly. Steve’s relationship with his attorney, Ms. O’Brien, is also well designed. Even after Steve’s not guilty verdict she still looks at him like a monster. This realistic ending can show young adults that all is not forgiven in the real world.
Myers’ writing technique writes this novel in the form of a film script. It is a little choppy at the beginning but it quickly becomes easier. The style is creative and it allows the reader to get a better sense of who Steve is. Could someone who is so talented also be a monster? It is a question that readers will grapple with for a long time.

4. REVIEW EXCERPT(S)
BOOKLIST: ”Script and journal together create a fascinating portrait of a terrified young man wrestling with his conscience. The tense drama of the courtroom scenes will enthrall readers, but it is the thorny moral questions raised in Steve's journal that will endure in readers' memories. Although descriptions of the robbery and prison life are realistic and not overly graphic, the subject matter is more appropriate for high-school-age than younger readers. A powerful and provacative novel.”

SCHOOL LIBRARY JOURNAL: “Monster will challenge readers with difficult questions, to which there are no definitive answers. In some respects, the novel is reminiscent of Virginia Walter's Making Up Megaboy (DK Ink, 1998), another book enriched by its ambiguity. Like it, Monster lends itself well to classroom or group discussion. It's an emotionally charged story that readers will find compelling and disturbing.”

5. CONNECTIONS
* Discuss the modern-day legal system. Are lawyers seeking the truth? Which witness in the trial were telling the truth and which were not?
* Discuss the screenplay format. Was it an effective way to tell this story?

Genre 6 - Newbery Award - Tale of Desperaux

1. BIBLIOGRAPHY

DiCamillo, Kate. 2003. THE TALE OF DESPEREAUX. Ill. by Timothy Basil Ering. Cambridge, MA: Candlewick Press. ISBN: 0763617229

2. PLOT SUMMARY
The adventures of Despereaux Tilling, a small mouse of unusual talents, the princess he loves, the servant girl who longs to be a princess, and a devious rat determined to bring them all to ruin.

3. CRITICAL ANALYSIS
Besides making the reader hungry for soup, this book left me feeling a little empty. Ms. DiCamillo tries telling three stories that are intertwined but fail to let the reader understand any story completely. Despereaux Tilling is a brave mouse determined to conquer his obstacles and ignores the traditional mouse way of doing things. Independent thinkers will cheer for Despereaux when he challenges the mouse status quo by talking to humans and even falling in love with one. The book takes a heartbreaking turn when Despereaux’s own family leads him to his supposed desmise in the dungeon. Young readers might take this darkness too seriously.
DiCamillo’s writing of specific characters left readers feeling unsatisfied. For example, Miggery Sow, the servant maid really made the book fall apart. Readers can’t tell whether they should like Miggery or hate her. She makes stupid decisions that seem contrived and hokey. Even young readers will feel frustrated by her actions.
The author’s writing style of addressing the reader in some places was choppy and disjointed. These asides were probably meant to add humor to the story but did not seem to do the job.
Mr. Basil’s pencil illustrations do an adequate job of depicting scenes from the story. They are not especially compelling and do not persuade a reader to pick up the book. The back cover does have an especially gloomy picture of the tunnel to the dungeon.
The conclusion that these characters can bond over soup seemed the most ridiculous. If someone wanted to kill someone, soup probably wouldn’t solve the problems. It felt like Ms. DiCamillo needed to wrap everything up quickly and this was the easiest way to do it. Overall, Ms. DiCamillo has much stronger literature like BECAUSE OF WINN-DIXIE and EDWARD TULANE.

4. REVIEW EXCERPT(S)
Winner of the 2004 Newbery Award

Starred review in BOOKLIST: ”Forgiveness, light, love, and soup. These essential ingredients combine into a tale that is as soul stirring as it is delicious.”

SCHOOL LIBRARY JOURNAL: “A charming story of unlikely heroes whose destinies entwine to bring about a joyful resolution. This expanded fairy tale is entertaining, heartening, and, above all, great fun.”

5. CONNECTIONS
Discuss the vocabulary in the book, like “perfidy”.
Discuss other foods that are comforting to readers, like soup was to these characters.

Genre 6 - Fantasy - The Giver

1. BIBLIOGRAPHY

Lowry, Lois. 1993. THE GIVER. New York, NY: Random House. ISBN: 0440237688

2. PLOT SUMMARY
Given his lifetime assignment at the Ceremony of Twelve, Jonas becomes the receiver of memories shared by only one other in his community and discovers the terrible truth about the society in which he lives.

3. CRITICAL ANALYSIS
Lowry gives her audience a credible, futuristic book in THE GIVER. The main character, Jonas, is a realistic character struggling to make hard decisions. Young readers and adults will be able to relate to his challenges. Jonas is revealed to the reader through his thoughts and actions. His opinions about his community change as he learns more about his community. Readers will feel his loneliness as he begins to stand apart from his beloved community and family.
The plot moves along swiftly as Jonas is given the important job as Giver in his community. Readers will be as curious as he is to know more about his new job duties. The futuristic setting is also believable. The community has been able to eradicate hurt and pain but has lost out on things as a result.
Readers will be able to relate to the community’s desire of wanting to eliminate hardship and Jonas’ feelings of betrayal. Lowry examines the side effects of these decisions so readers can also relate to those as well. A well organized book that can lead to many worthwhile discussions.

4. REVIEW EXCERPT(S)
Winner of the 1994 Newbery Award

NEW YORK TIMES: ”A powerful and provacative novel.”

SCHOOL LIBRARY JOURNAL: “In a complete departure from her other novels, Lowry has written an intriguing story set in a society that is uniformly run by a Committee of Elders. The author makes real abstract concepts, such as the meaning of a life in which there are virtually no choices to be made and no experiences with deep feelings. This tightly plotted story and its believable characters will stay with readers for a long time.”

5. CONNECTIONS
*Read CITY OF EMBERS and compare the two communities.
*Discuss how life would be in this community and find pros and cons.
*Write a sequel to tell what happens to Jonas after he escapes.
*Read GATHERING BLUE and MESSENGER and see how these stories relate.

Genre 5 - Biography - Michelangelo

1. BIBLIOGRAPHY
Stanley, Diane. 2000. MICHELANGELO. New York, NY: Harper Collins, Inc. ISBN 0688150861

2. PLOT SUMMARY
A biography of the Renaissance sculptor, painter, architect, and poet, well known for his work on the Sistine Chapel in Rome's St. Peter's Cathedral.

3. CRITICAL ANALYSIS
Stanley’s attention detail is evident from the beginning of the story. The author’s note and bibliography are further evidence of her research. Students will enjoy reading about Michelangelo cutting up bodies to study anatomy and seeing the morgue picture. The history of the famous Medici family is intriguing and Stanley presents it in a captivating manner.
The book’s design is eye catching. Stanley uses computer images of Michelangelo’s sculptures to integrate them into her sketches. The technique will provoke conversations because students will be excited to find out that these are the actual sculptures.
The book is organized chronologically as it follows Michelangelo’s life. Stanley does an excellent job portraying Michelangelo’s ego as he becomes famous. Incorporating direct quotes like, “Painting and sculpture have ruined me…It would have been better if in my youth I had hired myself out to make sulfur matches!” makes the book feel personal. Information on the Sistine Chapel is also very interesting because it dispels the myth of Michelangelo painting lying down. Stanley’s presentation will allow readers to understand much more about a complex man.

4. REVIEW EXCERPT(S)

Starred review in BOOKLIST: “Stanley continues her series of outstanding biographies, but this time she puts a new twist on some venerable art by using computer images. One of the most pleasing things about Stanley's books is the way her sturdy texts stand up to her strong artwork. That's particularly evident here, as she tells the story of Michelangelo's turbulent life in a style that is so readable, and occasionally so colloquial, that even children not readily interested in the subject will be drawn in. Readers will be intrigued to learn, for instance, that Michelangelo's art was not shaped by his own creative desires but by the popes and patrons who demanded the tombs, sculptures, and decorations that Michelangelo created.”

SCHOOL LIBRARY JOURNAL: “As Michelangelo breathed life into stone, Stanley chisels three-dimensionality out of documents. Her bibliography lists original material as well as respected scholarship; from these sources she has crafted a picture-book biography that is as readable as it is useful. She approaches her subject chronologically, from the artist's early childhood with a wet nurse in a household of stonecutters through his long history of papal commissions to his deathbed musings. In addition to the direct (although uncited) quotes and delineation of his life's journey and major works, she provides an unobtrusive explanation of the style, technique, and meaning of Michelangelo's sculptures, architecture, and paintings. She includes an iconography of the Sistine Chapel, shown in all its restored glory.”

5. CONNECTIONS
· Research famous art pieces made by Michelangelo.
· Read other biographies by Diane Stanley and make some comparisons.

· Make a timeline incorporating important events in Michelangelo’s life.

Genre 5 - Historical Fiction - Bud, Not Buddy

1. BIBLIOGRAPHY
Curtis, Christopher Paul. 1999. BUD, NOT BUDDY. New York, NY: Scholastic, Inc. ISBN0439221889

2. PLOT SUMMARY
Ten-year-old Bud, a motherless boy living in Flint, Michigan, during the Great Depression, escapes a bad foster home and sets out in search of the man he believes to be his father--the renowned bandleader, H.E. Calloway of Grand Rapids.

3. CRITICAL ANALYSIS
Christopher Paul Curtis crafts a memorable character of Bud Caldwell. Readers will be able to identify with Bud’s desire to belong and have a family. As the story opens at the orphanage, readers understand this book will be about his quest to find a place where he belongs. Bud is a strong and smart character. Readers will want to root for him to make his way.
Set in economically depressed Michigan during the Great Depression, readers will be able to grasp the historic implications of this setting. Times are tough and Bud experiences this when he’s at the orphanage and living in the shanty town.
Curtis’ style is easy to read and Bud has a memorable voice. Young readers will be hooked by page twelve, when Bud gets the pencil shoved up his nose by Todd. “Wow! You got all the way to R.” Readers will cheer when Bud gets his revenge. Curtis obviously did research when writing this book because there are mentions of appropriate jazz artists.


4. REVIEW EXCERPT(S)
BOOKLIST: “Told in the boy's naive, desperate voice, with lots of examples of his survival tactics ("Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself"), this will make a great read-aloud. Curtis says in an afterword that some of the characters are based on real people, including his own grandfathers, so it's not surprising that the rich blend of tall tale, slapstick, sorrow, and sweetness has the wry, teasing warmth of family folklore.”

SCHOOL LIBRARY JOURNAL: “In a Victorian ending, Bud uses the rocks he has treasured from his childhood to prove his surprising relationship with Mr. Calloway. The lively humor contrasts with the grim details of the Depression-era setting and the particular difficulties faced by African Americans at that time. Bud is a plucky, engaging protagonist. Other characters are exaggerations: the good ones (the librarian and Pullman car porter who help him on his journey and the band members who embrace him) are totally open and supportive, while the villainous foster family finds particularly imaginative ways to torture their charge. However, readers will be so caught up in the adventure that they won't mind. Curtis has given a fresh, new look to a traditional orphan-finds-a-home story that would be a crackerjack read-aloud.”

5. CONNECTIONS
· Create an author study of Curtis by reading other books, like THE WATSONS GO TO BIRMINGHAM and ELIJAH OF BUXTON.
· Read other books set in the Great Depression and compare those situations to Bud’s.
· Investigate the Great Depression by looking at nonfiction materials and photographs of the time period.
· Research Christopher Paul Curtis' background. Discuss what influences led him to write BUD, NOT BUDDY.

Genre 5 - Historical Fiction - The Land

1. BIBLIOGRAPHY

Taylor, Mildred. 2001. THE LAND. New York, NY: Random House. ISBN 0803719507

2. PLOT SUMMARY

Mildred Taylor’s prequel to ROLL OF THUNDER HEAR MY CRY focuses on the life of Paul-Edward Logan. Paul-Edward grew up torn between the two sides of his family. The son of a slave and wealthy land owner, Paul-Edward has never fit in. After a family disagreement, Paul-Edward runs away vowing to never return to the land he loved. His friendship with the son of a sharecropper, Mitchell, is the only thing that connects him to his past. Together, Paul-Edward and Mitchell work together to create a new life for themselves on land they can call their own.

3. CRITICAL ANALYSIS
THE LAND begins slowly as the reader is introduced to the main character, Paul-Edward Logan. Taylor wants the reader to be keenly aware of the insecurities Paul-Edward feels being of mixed race. Readers of all races will be able to relate in some way because we all have our own insecurities. The friendship between Paul-Edward and Mitchell also slowly develops. Although this technique can be frustrating to the reader at times, it is realistic of a friendship that evolves over the years. The deep friendship that eventually develops was carefully crafted by Taylor and the reader appreciates it more. When Paul-Edward sits with Mitchell on his deathbed, the reader will deeply reflect on their years of friendship. The emotion of the moment was very strong.
Taylor crafts another excellent character by creating Paul-Edward’s love interest, Caroline Perry. When Paul-Edward is introduced to the strong-willed character, Caroline, the reader will feel the energy change. Caroline is a ball of energy and is able to keep up with Paul-Edward and Mitchell. Even when Mitchell and Caroline marry, the reader can sense the fondness between Paul-Edward and Caroline. It was not surprising that those characters ended up together after Mitchell’s death.
THE LAND is an excellent book to share with students learning about Reconstruction and the trials of sharecropping. Taylor definitely doesn’t sugarcoat the past. Her use of the “n” word is common but used appropriately in the setting. Teachers can use this book to start meaningful discussions about racism and race in America.

4. REVIEW EXCERPT(S)

Starred review in BOOKLIST: “Gr. 7-12. Like Taylor's Newbery Medal book, ROLL OF THUNDER HEAR MY CRY (1976), this powerful historical novel, a prequel to ROLL OF THUNDER, refuses to "whitewash" history. As the author notes in her afterword, the language was painful and life was painful for many African Americans, including her family. Drawing directly on her family history, especially what she knows about her great-grandfather, she goes back to the time of Reconstruction to tell a searing story of cruelty, racism, and betrayal. She also tells a thrilling coming-of-age story about friendship, hope, and family strength.
Taylor's characters are drawn without sentimentality. Not all whites are demonized; some whites help Paul. But many are vicious racists, like the farmers who don't want blacks owning land nearby. The "n" word hits like a blow each time it's used. But, as the author writes, that's what her grandfather endured. Let's hope that the historical truth, the words, and the violence don't cause adult censors to keep this landmark book from young adults who will want to read it and talk about it.”

SCHOOL LIBRARY JOURNAL: “The Land by Mildred Taylor (Putnam, 2001) is a wonderful novel of close friendship, harsh prejudices, and deep yearning. Fans of the author's Roll of Thunder, Hear My Cry (Dial, 1976) saga will enjoy learning how the love of the land was instilled into the family through the story of Paul-Edward Logan, Cassie's grandfather.”

5. CONNECTIONS
· Read ROLL OF THUNDER, HEAR MY CRY and draw parallels between the main characters.
· Students should be allowed to have thoughtful conversations after tense racial moments in the book.
· Tie together with THE GLORY FIELD by Walter Dean Myers to examine the struggle of African Americans over the years.

Genre 4 - Informational Books - Animals Nobody Loves

1. BIBLIOGRAPHY

Simon, Seymour. 2001. ANIMALS NOBODY LOVES. New York, NY: Sea Star Books. ISBN 1587171554

2. PLOT SUMMARY

Seymour Simon reveals the truth about nature’s most misunderstood animals and lets the reader decide what to really think about nature’s grossest, fiercest, and most fascinating survivors.

3. CRITICAL ANALYSIS
ANIMALS NOBODY LOVES is an attractive and well designed book that will get readers’ attention by the title alone. There are definitely animals that are not loved by the general public. Simon reports on these animals in a factual manner. The book is organized by a helpful table of contents. Each animal’s page has similar information giving the reasons why it is not a favorite animal. Simon dispels rumors about animals, for example, bats. “People have many strange ideas about bats. Bats do not attack people. They do not get stuck in people’s hair.” This information might help young readers not be afraid of these types of animals.
The large color photographs contribute to the book’s overall appeal. Most of these are unattractive animals and these pictures will allow young reader to squeal with disgust. The vulture picture is especially appealing since it is picking on a dead carcass.
Simon asks the reader at the end of the book to question their opinions on certain animals. Most readers will probably feel differently after reading his book. These might not be animals you buy at pet stores, but they can be appreciated for their unique talents.

4. REVIEW EXCERPT

BOOKLIST: “Simon puts forward some interesting facts and dispels a few myths about these 20 unlovable subjects, but report writers won't find enough material here, nor are there notes to lead curious kids on to more information. There's no question this will look great on display, but it will serve kids best when it's presented with more fact-rich natural histories.”

5. CONNECTIONS
· Integrate this book into an animal studies unit.
· Discuss this book while studying predator vs. prey as scientific concepts.
· Before reading, make a classroom list of animals nobody loves and at the end of reading the book, see if opinions have changed.

Genre 4 - Informational Books - Actual Size

1. BIBLIOGRAPHY

Jenkins, Steve. 2004. ACTUAL SIZE. Boston, MA: Houghton Mifflin. ISBN 0618375945

2. PLOT SUMMARY

Discusses and gives examples of the size and weight of various animals and parts of animals.

3. CRITICAL ANALYSIS
Using paper animals, Jenkins creates effective illustrations of the world around us. By allowing the reader to see the animal part up close and personal, the reader will view the animal in a new light. Facts like, “The giant squid lives deep in the ocean, where its enormous eyes help it see in the dim light” are written direct and to the point. The book’s style is definitely unique and eye catching. The pull-out pages of the saltwater crocodile and Goliath frog are especially fun. Children of all ages will enjoy putting their hands next to the gorillas for a real comparison.
Jenkins’ organization seemed a little haphazard. The animals were not listed in a table of contents, nor put into any categories. It would have helped to have all carnivores, etc. together. Readers would have to read the whole book to find information they were looking for.
More detailed information is given about each animal on the back pages. Here, Jenkins’ writing style is somewhat choppy. He just lists some facts about each animal but it is not written in a very compelling or organized way.

4. REVIEW EXCERPT(S)

Starred review in BOOKLIST: “An unusual, unusually effective tool for connecting children to nature's astonishing variety."

SCHOOL LIBRARY JOURNAL: “Mixing deceptive simplicity with absolute clarity, this beautiful book is an enticing way to introduce children to the glorious diversity of our natural world, or to illustrate to budding scientists the importance of comparison, measurement, observation, and record keeping. A thoroughly engaging read-aloud and a must-have for any collection.”

5. CONNECTIONS
· Integrate this book into an animal studies unit.
· Using statistics given, use rulers to measure out some of these animals.
· Read Jenkins’ other books, What Do You Do with a Tail Like This?, and compare.

Genre 4 - Informational Books - Secrets of a Civil War Submarine

1. BIBLIOGRAPHY

Walker, Sally. 2005. Secrets of a Civil War Submarine: Solving the Mysteries of the H.L. Hunley. Minneapolis, MN: Carolrhoda Books. ISBN 1575058308

2. PLOT SUMMARY

The background history and excavation of the Civil War Submarine, H.L. Hunley.

3. CRITICAL ANALYSIS
A thoroughly researched book about a past era. The history of the H.L. Hunley deserves all the attention Ms. Walker has given it. Readers will be impressed with the personal details in the book. Many soldiers gave their life to H.L. Hunley and Walker treats the fallen soldiers with respect and dignity.
The information presented about the excavation of the ship is the strongest section. Walker discusses the technical details in a manner that’s easy to read and comprehend. “After cleaning and microscopic study, the next step was to stabilize each artifact to prevent further deterioration. Different materials require different methods of stabilization. For example, organic artifacts – a belt, a wallet, canteens – were stored in containers of water in a large walk-in refrigerated compartment.” By giving specific examples, the reader is able to understand exactly what the forensic scientists are doing. Overall, the science responsible for the excavation is extremely high-tech. An ordinary reader would be lost if it wasn’t for Ms. Walker’s easy-to-read style. The note from the author and the list of sources are further evidence of her comprehensive research.
The book’s design is attractive from the cover picture. A hazy, dim cover picture intrigues the reader and you can sense a mystery immediately. Children will like the magnified photographs of the retrieved objects. The pictures detailing the work of the scientists helps the reader understand some of the more complex tasks.

4. REVIEW EXCERPT(S)
Starred review in BOOKLIST: “Thoroughly researched, nicely designed, and well illustrated with clear, color photos, the book will serve as an informative guide to anyone interested in the Hunley or intrigued by archaeology.”

Starred review in SCHOOL LIBRARY JOURNAL: “Walker brings a little-known story of the Civil War to life in this fascinating book. The archaeological process is well documented in both words and pictures, and the conclusions are interesting and even surprising.”

5. CONNECTIONS
· Integrate book into unit of Civil War history.
· Browse book when discussing the scientific concepts of buoyancy and thrust.
· Visit H.L. Hunley website, http://www.hunley.org/, for more information.

Genre 3 - Poetry - The Frog Wore Red Suspenders

1. BIBLIOGRAPHY

Prelutsky, Jack. 2002. THE FROG WORE RED SUSPENDERS. Ill. by Petra Mathers. New York, NY: Harper Childrens. ISBN 0688167195

2. PLOT SUMMARY
A collection of rhyming poems, including “Red Horse, White Horse, Black Horse, Gray,” “I’m a Little Brown Toad,” and “Seven Snails and Seven Snakes.”

3. CRITICAL ANALYSIS
Jack Prelutsky is at his best with this collection of twenty eight fanciful humorous poems. The writing is fun and students will enjoy this collection for years to come. Prelutsky uses rhyme extensively, but still crafts passages that don’t sound forced. “In Tuscaloosa, after dark, the donkeys gathered in the park. The ducks and chickens came along, and an old-time band played an old-time song.”
Prelutsky also masters using onomatopoeia with pigs squealing, ducks quacking and donkeys braying in the poem “In Tuscaloosa”. Repetition is used effectively throughout the collection. For example, in “There Was a Tiny Baker,” the word tiny describes everything. Students will enjoy hearing the familiar word “tiny” used many times. Teachers could change their tone for even more drama.
Mathers’ illustrations will persuade young readers to pick up this book. Her pictures are big and bold. They complement the text but don’t overpower it.

4. REVIEW EXCERPT(S)

BOOKLIST: " The large-size book is spacious in design, great for reading aloud, and Mathers is at her best with double-page watercolors that combine farce and silliness with clear, precise characters and landscapes that range from one small hen's awe-inspiring view of the Grand Canyon to a tender close-up of an old owl in a silent forest.”

SCHOOL LIBRARY JOURNAL: “The prolific poet is back with an illustrator who matches him in freshness and simplicity. The poems offer vivid glimpses of life; have a beginning, middle, and end; and have a clear underlying music and flow.”

5. CONNECTIONS
* Read other Prelutsky collections, like THE NEW KID ON THE BLOCK and IT’S RAINING PIGS and NOODLES.
* Perform a line-around activity with “I Went to the Store.” Each student volunteer can take a line to read-aloud.

Genre 3 - Poetry - Shoe Magic

1. BIBLIOGRAPHY

Grimes, Nikki. 2000. SHOE MAGIC. Ill. by Terry Widener. New York, NY: Orchard Books. ISBN 0531302865

2. PLOT SUMMARY
A collection of poems all describing different shoes children wear and the dreams that go with them.

3. CRITICAL ANALYSIS
Grimes’ collection of poetry is ambitious but she succeeds in making the reader feel personally connected to an inanimate object, shoes. She is challenging to readers to be inspired by their choices. “…what you do, where you go, who you grow up to be, depends on the steps you take.” The distinctive message can be discussed in a poetry sharetime to include a conversation about making choices.
Distinctive language is also used in “When Devin and Dina Go Hiking.” “Before it’s dark, we’ll scale the peak, Ring God’s doorbell, and stay a week.” Quite a majestic way to describe a hike. Rhyme is also used effectively. “But wait till we are on our own. We’ll climb a mountain. We’ll go alone.”
Grimes’ verses also challenges gender stereotyping nicely. The football cleat poem has a female heroine and the nurse is a male. Students will hopefully appreciate these differences.
Widener’s illustrations use exaggerated shoes to keep the theme alive. The bright acrylic paintings of multicultural characters capture the action and emotion of the scene. The children depicted seem happy and confident.

4. REVIEW EXCERPT(S)

BOOKLIST: "The poetry is uneven, mixing tightly rhymed couplets and loosened rhythm and rhyme with occasionally forced results; many poems work better out loud. But the voices convey a joyful purpose as they describe the hard work of the present and dreams about the future.”

SCHOOL LIBRARY JOURNAL: “Using their footwear as points of departure, Grimes presents a cycle of poems about kids' everyday lives and dreams for the future.”

5. CONNECTIONS
* Put out a variety of shoes and have students share their wishes and dreams.
* Kids can write their own poem using their shoes for inspiration.

Genre 3 - Poetry - Out of the Dust

1. BIBLIOGRAPHY

Hesse, Karen. 1997. OUT OF THE DUST. New York, NY: Scholastic. ISBN 0590360809

2. PLOT SUMMARY
In free verse poetry, fifteen-year-old Billie Jo narrates her family’s hardships during the dust bowl years in Oklahoma.

3. CRITICAL ANALYSIS
Hesse does a magnificent job telling the tale of Billie Jo. The story is narrated by Billie Jo and exposes the reader to the hardships of the Depression and dust bowl. Like the title says, Billie Jo longs to get out of the dust and leave Oklahoma behind. Sadly, leaving the past behind is harder than Billie Jo realizes. Readers will feel Billie’s pain when a tragic accident takes her mother's life. Hesse creates a distinctive voice in Billie Joe to describe the pain her mother is experiencing. “She can’t open her eyes, she cries out when the baby moves inside her, otherwise she moans, day and night. I wish the dust would plug my ears so I couldn’t hear her.” The words are simple, but the pain is real.
Hesse uses sense imagery to allow the reader to experience some of the dust bowl. When Billie Jo grits the sand in her teeth and blows brown mucus, every reader can feel the dust too.
The relationship between Billie Jo and her father is awkward and strained. Young adult readers will have no problem relating to this because many of them have tense relationships with their parents.
As realistic as the black and white picture on the front cover is of depicting conditions during the Depression, it will not entice students to pick up this book. Librarians are going to have to sell this book on its literary merit. Fortunately, the book will give readers a personal glimpse inside the Depression. Hesse makes references to President Franklin D. Roosevelt and the Civilian Conservation Corps (CCC), which add authenticity to the book. It could also make an excellent tie-in with an earth science lesson on overgrazing and the use of pesticides and chemicals.

4. REVIEW EXCERPT(S)

1998 Newberry Award Winner

Starred review in PUBLISHERS WEEKLY: "This intimate novel, written in stanza form, poetically conveys the heat, dust and wind of Oklahoma. With each meticulously arranged entry Hesse paints a vivid picture of her heroine's emotions."

SCHOOL LIBRARY JOURNAL: “After facing loss after loss during the Oklahoma Dust Bowl, Billie Jo begins to reconstruct her life. A triumphant story, eloquently told through prose-poetry.”

5. CONNECTIONS
* Show Great Depression photographs by Dorothea Lange, like MIGRANT MOTHER. Do the words in Hesse’s book look and feel like these photos?
* Read BUD, NOT BUDDY and discuss how Bud survived the Great Depression. Even though Bud is African American and Billie Jo is Caucasian, there are similarities in their struggles.
* Research Civilian Conservation Corps and Works Project Administration. Find out if there are any projects in your community that were built by these groups.
* Have students write their own free verse poetry. They should try to convey emotions and develop characters in the simple framework.
* Research the science behind what created the Oklahoma dust bowl. Could the dust bowl happen again?

Genre 2 - Traditional Literature Pio Peep! Traditional Spanish Nursery Rhymes

1. BIBLIOGRAPHY

Ada, Alma Flor and F. Isabel Campoy. Selectors. 2003. PĺO PEEP! TRADITIONAL SPANISH NURSERY RHYMES. Ill. by Viví Escrivá. New York, NY: Harper Collins. ISBN 0688180190

2. PLOT SUMMARY
A collection of twenty-nine Spanish folktales with English translations or close “re-creations”.

3. CRITICAL ANALYSIS
The author’s intent of this book was to “stimulate children to read” and that’s exactly what it will do. The poems are fun and whimsical and children will gravitate towards them. Because these poems are from an oral folktale background, the rhyming “bounce” to them will keep children and adults entertained. Some of them should also be easy for young readers to tackle independently.
The authors collected these rhymes and songs from all the nineteen Spanish-speaking countries in Latin America. They purposely selected well known rhymes so many generations can share the book together. The authors also note the selections are personal to them because they selected rhymes that they cherished in their own childhood.
The book contains an informative author’s note, table of contents and introduction page. The author’s note and introduction should definitely be read because they explain the purpose of the book. The authors chose to create a “poetic re-creation” and not just translate the Spanish rhyme into English. Their explanation is helpful and guides the reader into deeper appreciation of the dual language rhyme sets.
“Here the Bird Laid the Egg / Aqui puso la pajarita el huevo” (pg 18-19) will be a favorite for students. The plot is simple and easy to understand. The sequence of events is laid out in a timely fashion. With the ending, “and this fat rascal gobbled it up!” kids will cheer because of the simple joke. Students will be able to relate to Escrivá’s watercolor illustrations because the faces look like they do. Like the small nest on page 19, the little details added will delight young readers.
“The Elephants / Los elefantes” (pg 32-35) involves simple actions and easily understood humor. Students will quickly grasp that elephants can’t swing from a spider’s web and that there will be some kind of consequence. The anticipation will build and students will have fun deciding what exactly happens next. Escrivá’s large illustrations will appeal to children because the elephants look playful and childlike.

4. REVIEW EXCERPT(S)

SCHOOL LIBRARY JOURNAL: “Deeply rhythmic verses, compelling rhyme schemes, and words that "play trippingly on the tongue" characterize every verse. Schertle's excellent English adaptations are not literal translations but poetic re-creations. They retain the rhythm, meter, and general meaning of the originals, making the rhymes as memorable and memorizable in English as they are in Spanish.”

BOOKLIST: “Even adult readers with a rudimentary knowledge of Spanish will see some of the differences, but both versions have a sweet, rhythmic simplicity that will get children singing, clapping, and perhaps making some forays into a new language.”

5. CONNECTIONS
* Read along with other nursery rhyme books, like THE NEIGHBORHOOD MOTHER GOOSE by Nina Crews and compare.
* Have bilingual classes read the Spanish folktale and the “re-creation” and see if they can find the differences between the original rhyme and the “re-creation”.
* Have adults share any personal stories of using these rhymes when they were young with students.

Genre 2 - The Greatest of All: A Japanese Folktale

1. BIBLIOGRAPHY

Kimmel, Eric. Adaptor. 1991. THE GREATEST OF ALL: A JAPANESE FOLKTALE. Ill. by Giora Carmi. New York, NY: Holiday House. ISBN 0823412032

2. PLOT SUMMARY
A mouse father searches for the greatest husband for his daughter. He approaches the emperor, the sun, the clouds, the wind and a stone wall before realizing the perfect candidate was a lowly field mouse.

3. CRITICAL ANALYSIS
Kimmel’s retelling of the Japanese traditional tale, THE WEDDING MOUSE, is told with kindness and understanding. The story’s simple plot revolves around a protective father, Father Mouse, seeking the best for his daughter. Many adult readers will be able to relate to that feeling of wanting only the best for their children. Kimmel says, “Because he lived in an emperor’s palace, and dined off crumbs from the emperor’s table, and dressed in silk from the emperor’s wardrobe, he thought himself a splendid mouse indeed!” Readers might be turned off by Father Mouse because he appears to be snobby and stuck up. Carmi’s excellent illustration showing Father’s fine attire and large piece of cheese are further evidence to this fact.
The personification of the sun, cloud, wind and wall are incorporated nicely into the story. Carmi’s friendly faces of these objects make the reader feel like they are kind characters. It is easy to see why Father Mouse takes their advice.
The plot involves a traditional quest when Father Mouse travels to see the various suitors. Illustrations showing Father Mouse in the plains and on the mountains help describe the long journey. An especially vivid illustration is when Father Mouse is hanging onto the branch to talk to the wind.
Very few traditional Japanese cultural elements are included in the story. Besides the mentioning of an emperor and haiku, this story could be set anywhere. More cultural elements should be added for students to have specific cultural connections with the material.

4. REVIEW EXCERPT(S)
PUBLISHERS WEEKLY: “Kimmel concisely retells this pleasant if low-key tale of a self-important mouse who lives in the emperor’s palace and dresses in fine silk. Warm colors and distinctive texture mark Carmi’s illustrations, which include effective renderings of the anthropomorphic natural elements. ”

KIRKUS REVIEWS: "Carmi uses tall frames and details of dress to suggest a Japanese setting; her style is lively and accessible but undistinguished, the illustrations’ muted tomato-soup borders more distracting than harmonious. Still, an acceptable setting for a good story.”

5. CONNECTIONS
*Read THE WEDDING MOUSE in Yochiko Uchida’s collection of Japanese stories, THE DANCING KETTLE. This was Kimmel’s source for THE GREATEST OF ALL. Make comparisons between the two stories.
*As recommended in the author’s note, read STONECUTTER by Gerald McDermott to see more similarities and differences.

Genre 2 - Little Gold Star

1. BIBLIOGRAPHY
San Souci, Robert. 2000. LITTLE GOLD STAR. Ill. by Sergio Martinez. New York, NY: Harper Collins. ISBN 0688147801

2. PLOT SUMMARY
The Spanish American retelling of the traditional Cinderella tale. In this version, the Virgin Mary replaces the traditional fairy godmother and the gold star replaces the glass slipper.

3. CRITICAL ANALYSIS
San Souci writes the tale of Cinderella with a Southwestern flair. The book’s heroine, Teresa, has the traditional mean stepmother and stepsisters and is asked to do chores for the family. When Teresa meets and helps a stranger woman in blue, many of her problems are over. The woman turns out to be Blessed Mary and Teresa is rewarded for her generosity with a gold star on her forehead. The magical star helps Teresa against her mean stepfamily.
Students will enjoy making predictions about the Blessed Mary character after seeing Martinez’s initial illustration on page five. The curses that fall on the stepsisters will also be enjoyed by young students. The pictures of the stepsisters twisting their horns and hiding their donkey ears are whimsical and encourage the reader to cheer for Teresa.
Traditional magical elements are included in this version. Animals perform heroic deeds to help Teresa in her time of need. In addition, the gold star on Teresa’s forehead also performs magic. Finally, the family cat helps Don Miguel identify Teresa by talking to him.
The story also includes the traditional use of the number three. In addition to there being three stepfamily members, Teresa is also made to do three chores.
Some Hispanic cultural elements are included in the story. For example, the stepsisters wear traditional mantillas to cover their heads and the traditional ball is a fiesta for the town’s patron saint. Some lines of dialogue are also said in Spanish.
Like many traditional tales, the ending comes quickly. “Realizing that Teresa had been blessed, the woman sent Miguel a letter agreeing to the marriage,” sums up all the problems between Teresa and her stepmother. Adults might sense the abruptness in this transition but children will always cheer for Teresa.

4. REVIEW EXCERPT(S)
BOOKLIST: “In Sergio Martinez's elegant Hispanic settings, Teresa and her beau, Don Miguel, are slender, graceful figures, comically juxtaposed against Teresa's lumpish, elaborately dressed stepmother and stepsisters, who are portrayed with exaggerated expressions of dismay or annoyance. Mary reappears to help Teresa secure her stepmother's permission to marry, and by the unalloyed happy ending, horns and hairy ears have vanished, too. Cinderella fans have to be rapid readers to keep up with the steady stream of new renditions, but this consolidation of old and new published versions mixes laughter and romance in pleasing proportion--and features an unusual (to say the least) fairy godmother.”

LIBRARY SCHOOL JOURNAL: “San Souci's telling is smooth and fluid. Martinez's lovely, luminous watercolor illustrations are a perfect match for the text. His accomplished sense of extended line gives all of his figures a romantic, elongated look, and his command of expression is exceptional. A noteworthy addition to an already impressive crop of Southwestern "Cinderella" stories.”

5. CONNECTIONS
· Share other versions of Cinderella and find similarities and differences.
· Share other picture books by San Souci, like CINDRILLON and CINDERELLA SKELETON and give opinions.
· With younger students, discuss vocabulary. For example, haughty, vain, and penance are great words to discuss.
· Students can write their own version of Cinderella and design its setting using their own cultural influences.

Genre 1- Picture Books A Caldecott Celebration: Six Artists and Their Paths to the Caldecott Medal

1. BIBLIOGRAPHY

Marcus, Leonard S. 1998. A CALDECOTT CELEBRATION: SIX ARTISTS AND THEIR PATHS TO THE CALDECOTT MEDAL. New York, NY: Walker and Company. ISBN 0802786561

2. PLOT SUMMARY

Profiles six Caldecott award-winning books and their authors, including Robert McCloskey’s MAKE WAY FOR DUCKLINGS, Marcia Brown’s CINDERELLA, Maurice Sendak’s WHERE THE WILD THINGS ARE, William Steig’s SYLVESTER AND THE MAGIC PEBBLE, Chris Van Allsburg’s JUMANJI, and David Wiesner’s TUESDAY.

3. CRITICAL ANALYSIS
Mr. Marcus does a superb job describing the steps these Caldecott award recipients went through to create their winning picture books. All of the authors describe their unwavering focus and attention to detail. For example, McCloskey’s thoroughness required him to own sixteen ducks for live models. Young readers will appreciate the hard work their authors went through to create these beloved books.
The level of revision and drafting will impress even the most seasoned professional. Pen and pencil sketches help illustrate the many changes that occurred. A larger lesson about not giving up can be applied here too. It took Ms. Brown six times as a Caldecott runner-up to finally win the grand prize. No reader will be able to walk away from this book thinking picture books are just children’s business.

4. REVIEW EXCERPT(S)

Starred review in PUBLISHER’S WEEKLY: ““Filled with witty anecdotes and pithy observations, Marcus’s approach to examining the works of six Caldecott Medalists will be of as much interest to adults as to picture book readers.”

Starred review in BOOKLIST: ““A lively, informative introduction to each book and its maker. A beautifully made book, this will serve as a fine resource for children interested in illustration and for teachers researching author/ illustrator studies.”

5. CONNECTIONS
*Read this book while students are drafting and revising their own written pieces for inspiration. *Share the picture books that are mentioned in the story and ask for opinions.
*Use the book to encourage kids to write about what they know, like McCloskey, or to use their imagination, like Sendak.
*Read the most recent Caldecott winner and research the author.

Genre 1 - Picture Books Big Jabe

1. BIBLIOGRAPHY
Nolen, Jerdine. 2000. BIG JABE. Ill. by Kadir Nelson. New York, NY: Lothrop, Lee and Shepard Books. ISBN 0688136621

2. PLOT SUMMARY

A tale of a larger-than-life slave, Jabe, who helps other slaves on the Plenty Plantation. Jabe does not have an ordinary man’s strength or heart. When slaves disappear from the plantation some begin to wonder if Jabe is responsible.

3. CRITICAL ANALYSIS
BIG JABE is an original tall tale about a slave with a heart of gold and the strength of Paul Bunyan or John Henry. Jabe arrives in dramatic fashion in a wicker basket floating down the river. This Moses-like entrance quickly introduces the reader to the overall tone of the book. As Jabe gets older, his strength increases and his admirers believe he is responsible for helping slaves disappear. Besides the Moses reference, examples of Abraham Lincoln and Harriet Tubman also come to mind with this character. Jabe’s uplifting attitude lifted the spirits of slaves and inspires readers to hope for goodness in people.
Nelson’s watercolor-and-gouache illustrations are vivid and dramatic. When the overseer’s body fills the doorway, the mood of the story grows somber. As Jabe hunches over the trees, the reader gets an idea of his hulking size. The proportions between animal and man are unusual. For example, the corn rises higher than the horses and heads are not in proportion to the rest of the body. This technique allows the reader to focus on Jabe and makes all the other scenery fade into the background.

4. REVIEW EXCERPT(S)
HORN BOOK: “Part magical savior, part tall-tale hero, Big Jabe personifies the triumph of African Americans who (miraculously it must sometimes have seemed) escaped from slavery. Kadir Nelson's gouache-and- watercolor illustrations are lovely: full-bleed spreads pull readers into a lush summer when every plant and creature is vibrant with health. Yet he also effectively conveys the rigorous life of the slaves via their leanness, their clothing, and even in the way he depicts a meal when, thanks to Jabe, there is enough fish for all: dark earth tones predominate in the firelit scene while heaps of well-cleaned fish bones bespeak the hunger that usually prevailed.”

SCHOOL LIBRARY JOURNAL: “The author uses traditional folklore motifs to good effect in creating this larger-than-life hero. Nelson's watercolor-and-gouache paintings bring the characters fully to life and provide a realistic and historically accurate setting for the fantastic events. The illustrations, particularly the cover of Jabe striding tall above the trees and the scenes around the plantation, highlight the fantasy even as they make the story real.”

5. CONNECTIONS
*Discuss the concept of inference. Why would Jabe’s actions anger the overseer, Mr. Sorenson?
*Discuss the concept of symbolism. Is there more meaning behind the pear tree or the fact that Jabe arrived in river basket?
*Discuss why slaves would tell tall tales and stories like this. Would this story provide hope to slaves?

*Compare story with other books written by Nolen and illustrated by Nelson. Use THUNDER ROSE to discuss similarities and differences between the main characters in these tall tales.

Genre 1 - Picture Books Kitten's First Full Moon

1. BIBLIOGRAPHY
Henkes, Kevin. 2005. KITTEN’S FIRST FULL MOON. New York, NY: Greenwillow Books. ISBN 0060588284

2. PLOT SUMMARY
Kitten has a night of adventure when she sees the moon up in the sky. Thinking it is a bowl of milk, she jumps and reaches for it only to end up tired, wet and hungry.

3. CRITICAL ANALYSIS
Henkes’ writing is simple and sounds like the voice of a small kitten or young child: “There’s a little bowl of milk in the sky and she wanted it.” The challenges the kitten goes through are playful and daring. Henkes ends each misguided attempt with an easy repetitive line, “Poor kitten!” This is an easy line for children to join in saying aloud.
Henkes’ illustrations are very straightforward. He used only black charcoal for the night sky and white for the kitten, milk and moon. Many of the pictures are large and take up the majority of the page. This adds to the feeling of action and adventure. As the kitten leaps, the reader can sense the action. The use of shadowing also enhances the feeling of nighttime. The reader can feel that kitten is scared when she is stuck up in the tree by looking at the size of her eyes. Young readers’ eyes also open up wide while reading this page. Students are relieved when kitten arrives home to find a bowl of milk sitting on the porch. Readers will agree that the kitten is indeed a lucky kitten.

4. REVIEW EXCERPT(S)
Starred review in BOOKLIST: “Henkes creates another winner in this simple, charming story about a naive little kitten who mistakes a round, shining moon for a bowl of milk.”
SCHOOL LIBRARY JOURNAL: “The rhythmic text and delightful artwork ensure storytime success. Kids will surely applaud this cat's irrepressible spirit.”

5. CONNECTIONS
*For older students, highlight the use of action verbs Henkes uses. The cat does not just walk, she wiggles, tumbles and springs. This book could inspire students to use better descriptive verbs in their writing.
*Show a large picture of a full moon. Discuss theories early scientists believed about the moon.
*Have students write the next chapter of Kitten’s adventure. If she thought the moon was a bowl of milk, can other household things easily confuse her?