Module 15: The Adventures of Captain Underpants

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• Book Summary: George and Harold are two good friends with big imaginations and lots of energy. They create a comic-book hero, Captain Underpants, that helps them pull all kinds of shenanigans! Unfortunately, the principal of their school does not approve of their pranks so Captain Underpants comes to life to save the day!

• APA Reference of Book: Pilkey, D. (1997). The adventures of Captain Underpants. New York, NY: Scholastic, Inc.

• Impressions: The first thing that came to mind upon my initial reading of several titles in this series was the idea that this book could have been written by a 10 year-old boy. It was no surprise to me as I read about the author on his website that the idea for the series first came to him when he was in second grade. The popularity of this series clearly comes from the fact that the language used and the themes of the books are all completely relatable to its target audience. While critics have labeled the series as having crude language and promotion of disrespect to authority, reluctant readers are drawn to the series due to its comic book style of having short chapters and pages filled with more pictures than words. While this series does not contain the more common controversial issues of young adult literature, being well versed on the ALA’s statement on Intellectual Freedom will facilitate conversations with parents that may come up surrounding the circulation of this series. In addition, using the idea that positive learning can come from negative portrayals (Tunnel, Jacobs, Young, & Bryan, 2012, p.209), share with parents the scheduled lesson on character traits. Hopefully this will stop a complaint from turning into a challenge.

• Professional Review: Gr 2-4--Pilkey plays with words and pictures, providing great entertainment. The story is immediately engaging--two fourth-grade boys who write comic books and who love to pull pranks find themselves in big trouble. Mean Mr. Krupp, their principal, videotapes George and Harold setting up their stunts and threatens to expose them. The boys' luck changes when they send for a 3-D Hypno-Ring and hypnotize Krupp, turning him into Captain Underpants, their own superhero creation. Later, Pilkey includes several pages of flip-o-ramas that animate the action. The simple black-and-white illustrations on every page furnish comic-strip appeal. The cover features Captain Underpants, resplendent in white briefs, on top of a tall building. This book will fly off the shelves.

Hopf, M.M. (1997). [Review of the book The adventures of Captain Underpants, by D. Pilkey]. School library journal. 43(12). p.99.

• Library Uses: Engage students in a discussion of the qualities that define a superhero. Partner students up and provide each pair with a dictionary and a thesaurus. Have them draft up a list of character traits they feel would be essential for a superhero to possess. Using their list, have them invent an original superhero, assigning specific character traits to their superhero. Create a Venn diagram comparing and contrasting the character traits of Captain Underpants to the superhero they created. 

Reference:
Tunnell, M.O., Jacobs, J.S., Young, T.A., & Bryan, G.W. (2012). Children's literature, briefly. Boston, MA: Pearson, Education, Inc.

Module 14: Swirl by Swirl: Spirals in Nature

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• Book Summary: Written in bold-text, simple verse, this story presents ways spirals might be encountered in our world. From a snuggling shape, to a growing shape, to a strong shape, spirals serve many purposes. The scratchboard style illustrations create beautiful scenes in nature where spirals occur.   

• APA Reference of Book: Sidman, J. (2011). Swirl by swirl: Spirals in nature. New York, NY: Houghton Mifflin.

• Impressions: As an early childhood educator, I am always drawn to books that present information in a way that is both engaging as well as educational. This narrative poem title is a perfect example. While the youngest of listeners won’t realize the book is a style of poetry, teachers can add it to their collection to give exposure to a variety of literary styles. Children are in the process of developing an appreciation of poetry so the more they are exposed, the greater chance we have of nurturing a positive attitude towards it. With the short, simple sentences on each page, I can see my students encouraged to “hunt and seek” out the spirals being described within the illustrations. This book not only fits in the genre of Poetry, but also in the genres of Picture Book and Informational Book as well. The back of the book contains elaborations on each type of spiral introduced, which stretches the use of the book to older elementary students in addition to the younger students its simple design appeals to.

• Professional Review: “A spiral is a snuggling shape” is the somewhat homely observation that begins Sidman’s brief and graceful poem—she goes on to catalog and celebrate the ways that spirals manifest themselves in the physical and natural world in a way that will draw in the youngest listeners. Krommes’ dense and richly colored scratchboard illustrations, with their closely packed and neatly labeled creatures, plants and natural phenomena, create a feeling of abundance and profusion, with so many parts of the world nestled together in swirls and spirals—effectively demonstrating its fundamental nature. The author and illustrator examine spirals as coiled and protective (fiddlehead ferns, a curled hedgehog) as well as bold and releasing (curls on ocean waves, a spiral galaxy). They further offer observations on the ways that plants and animals use the spiral structure for strength or support (a monkey’s tail clinging to a branch, a spider’s web constructed between twigs). Two pages of notes at the end offer a definition (“Spiral: a shape that curls around a center point”), details that elaborate on the poem and explain some of the individual manifestations of spirals and a brief nod to the Fibonacci sequence. Exquisitely simple and memorable. (Informational picture book. 2-8

(2011). [Review of the book Swirl by swirl: Spirals in nature, by J. Sidman]. Kirkus review. Retrieved  from https://www.kirkusreviews.com/book-reviews/joyce-sidman/swirl-swirl/

Library Uses: Use the book as a read-aloud for Prek-2. Describe a spiral. Trace one in the air with your finger. Locate spirals on the front and back covers of the book, then discuss where students have seen spirals. Set up a spiral-mobile art project to complete and display by hanging from the ceiling. 

Module 13: Rapunzel's Revenge

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• Book Summary: Rapunzel’s Revenge tells the story of the main character of fairy tale fame in graphic novel style, with a twist. Instead of being a forlorn, helpless girl waiting to be rescued, the protagonist in this story takes matters into her own hands and not only saves herself but goes on a quest for justice set against the backdrop of the wild west. Using her long hair as a lasso and at times, a weapon, Rapunzel becomes a hero as she fights off the dangers she and her companion Jack, of Beanstalk fame, encounter.   

• APA Reference of Book: Hale, S., & Hale, D. (2008). Rapunzel’s revenge. New York, NY: Bloomsbury.

• Impressions: Although it took me awhile to get into the story, I eventually started recognizing characteristics that made this title a quality graphic novel. One example is how the sizes of the boxed pictures vary throughout the book. While some pages had many, smaller sized boxes, other pages had fewer, larger sized boxes. The visual sequence of the story included use of graphic art illustrations as well as use of onomatopoeia text. While this story did not deal with a controversial theme, some of the illustrations could be considered violent in nature and not appropriate for younger readers. Nathan Hale, the illustrator, adds diversity to the book by creating Hispanic, black and Asian characters, which is not commonly seen in “mainstream” comics.  

• Professional Review: Starred Review. Grade 5 Up–This is the tale as you've never seen it before. After using her hair to free herself from her prison tower, this Rapunzel ignores the pompous prince and teams up with Jack (of Beanstalk fame) in an attempt to free her birth mother and an entire kingdom from the evil witch who once moonlighted as her mother. Dogged by both the witch's henchman and Jack's outlaw past, the heroes travel across the map as they right wrongs, help the oppressed, and generally try to stay alive. Rapunzel is no damsel in distress–she wields her long braids as both rope and weapon–but she happily accepts Jack's teamwork and friendship. While the witch's castle is straight out of a fairy tale, the nearby mining camps and rugged surrounding countryside are a throwback to the Wild West and make sense in the world that the authors and illustrator have crafted. The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive. Knowing that there are more graphic novels to come from this writing team brings readers their own happily-ever-after.

Kinsey, C. vW. (2008). [Review of the book Rapunzel’s revenge, by S. Hale & D. Hale]. School library journal. Retrieved from http://www.amazon.com/Rapunzels-Revenge-Shannon-Hale/dp/1599902885.

• Library Uses: With 5^th grade students, make a list of fairy tale characters they know. As a group, choose one to reinvent a story about. Divide students into groups and have one group design an alternate setting, another group create characters, and yet another group create the plot line. Over a series of meetings, create a new story complete with illustrations. 

Module 12: America's Champion Swimmer: Gertrude Ederle

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• Book Summary: Gertrude Ederle, or Trudy as she was known, fell into a pond when she was seven years old and almost drowned. Her father was determined to teach her how to swim and as a result, swimming and being in the water became Trudy’s passion. By the time she was only nineteen years old, she had made the U.S. Olympic team, winning medals and setting U.S. and world records along the way. This bold-text picture book chronologies the events of Ederle’s journey to become the first woman to swim the English Channel, blazing a new trail for the way women were perceived in a male dominated era.

• APA Reference of Book: Adler, D. (2000). American’s champion swimmer: Gertrude Ederle. San Diego, CA: HMH Publishing.

• Impressions: This book could be placed into several different biography categories; sports personality, explorers/adventurers, people who overcame tremendous odds, and other interesting people. Adler did a great job bringing “life and meaning into people and events that are dead and gone” (Tunnell, Jacobs, Young & Bryan, 2012, p. 161). It is an authentic biography that can be used as a read-aloud for younger readers as well as a resource for information for older readers doing research. As I read the book, I could truly see the determination Ederle had as she did whatever it took to achieve her goal of swimming the English Channel. After reading the story, I wanted to know more about Ederle so I was excited to see that the book included a “Notes from the author” page with details of Ederle’s life after her accomplishment. The large illustrations added excitement to the story. Not only does this book do a great job of informing the reader with factual information as a biography, it also serves as an inspirational story with an empowering message, particularly for girls.      

• Professional Review:  K-Gr 4-This picture-book biography covers the life of Gertrude Ederle, highlighting her world-record breaking, long-distance swims. In 1926, women were thought to be the weaker sex, but this indomitable young athlete broke the men's record by two hours when she swam the English Channel. Fascinating tidbits about her 21-mile swim will entice readers: "She floated on her back and ate chicken and drank beef broth." For her victory, she was rewarded with a ticker-tape parade and a letter from President Coolidge calling her "America's Best Girl." More information about her life is appended. In the acrylic paintings, characters with large bodies and small heads, suggesting Depression era art, are set on impressionistic backgrounds. The pictures of the swirling, rough water add fluidity and motion, and the perspectives that show the small figure of the swimmer in the vast sea capture the immensity of Ederle's endeavor. Attractive formatting and large type make this story of achievement as effective and as inspiring to read aloud as this team's Lou Gehrig: The Luckiest Man (1997) and The Babe 6 I (1999, both Gulliver). 

Gaffney, J. (2000). [Review of the book America’s champion swimmer: Gertrude Ederle, by D. Adler]. School library journal, 46(6), p.128.

• Library Uses: Make a list of the most important events identified in the story. Using ipads, put students in groups and have them use an app such as Timeline Maker to create a chronological timeline of the events in Gertrude Ederle’s life.  

Reference: 
Tunnell, M.O., Jacobs, J.S., Young, T.A, & Bryan, G.W. (2012). Children’s literature, briefly. Boston, MA: Pearson Education, Inc. 

Module 11: George Washington's Teeth

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• Book Summary: Written in rollicking rhyme, this story dispels the myth that George Washington had a set of wooden teeth. From the time Washington was twenty-four years old, he started losing his teeth at an average of one a year. Based on actual letters and Washington's diaries, including an annotated timeline, readers learn the measures he took to hide his rotting teeth and the relentless pain he endured. 

• APA Reference of Book: Chandra, D., & Comora, M. (2003). George Washington's teeth.  New York, NY: Farrar Straus Giroux. 

• Impressions: This book was entertaining from beginning to end. What a delightful way to learn historical facts. With the author's use of rhyming verse, the reader is captivated by the story of what initially sounds like an uninteresting theme. This book would be great as a read-aloud for younger readers and older readers can use the annotated timeline in the back for research purposes. While informational books are not traditionally used for pleasure reading (Tunnell, Jacobs, Young, & Bryan, 2012), this book truly is a pleasure. As a picture book, the watercolor illustrations add humor to the story all the while giving historical depictions of  several events during the Revolutionary War. In an otherwise "boring", unappealing genre, the author's of this story hit a home-run with their creation. 

• Professional Review: Now It Can Be Told: that severe, square-jawed look that the Father of Our Country flashes in his portraits reveals not only strength of character, but also his struggle to hide the fact that he was nearly (entirely, later in life) toothless by keeping a succession of spring-loaded false teeth in place. Drawing information from Washington’s own writings, the authors deliver a double account of his dental tribulations: first in sprightly rhyme—Martha “fed him mush and pickled tripe, / But when guests came to dine, / He sneaked one of his favorite nuts. / Then he had only nine”—followed by a detailed, annotated timeline. Cole’s (Larky Mavis, 2001, etc.) freely drawn, rumpled-looking watercolors document the countdown as well, with scenes of the unhappy statesman at war and at home, surrounded by family, attendants (including dark-skinned ones), and would-be dentists, all in authentic 18th-century dress. Contrary to popular belief, Washington’s false teeth were made not of wood, but of real teeth and hippo ivory; a photo of his last set closes this breezy, sympathetic, carefully-researched vignette on a note that will have readers feeling the great man’s pain—and never looking at his painted visage the same way again. (source notes) (Picture book/nonfiction. 7-9)

(2002) [Review of the book George Washington's teeth, by D. Chandra & M. Comora]. Kirkus review. Retrieved from https://www.kirkusreviews.com/book-reviews/deborah-chandra/george-washingtons-teeth/.

• Library Use: Use the story with elementary aged students to introduce a lesson on non-fiction versus fiction. Make one list of information students have heard about George Washington. Have them do some quick research and then using a two column chart, divide the list into two categories, writing the non-fiction information on one side and the fiction statements on the other.

Reference: 

Tunnell, M.O., Jacobs, J.S., Young, T. A., & Bryan, G.W. (2012). Children's literature, briefly (5th ed.). Boston, MA: Pearson Education, Inc.

Module 10: The Book Thief

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• Book Summary: Liesel Meminger is a nine year old girl growing up with her adoptive family during World War II in Nazi occupied Germany. The story, narrated by Death, paints a picture of both the tragedies and the beauty Liesel endures as she comes of age in a world where things are not always as they seem. Liesel learns that fighting for what you believe in sometimes comes at a very high price but in the end, it's all that really matters

• APA Reference of Book: Zusak, M. (2005). The book thief. New York, NY: Knopf Publishing.

• Impressions: Although I found this book a "slow start", once I finished it, I was fascinated with the depth of the content. There were several dualities in the book. One being on the power of words. Between Liesel's lack of reading ability at the beginning of the story, and being made fun of for it, to how she later used her reading ability to comfort people. Another being the duality between kindness and cruelty. Liesel's adoptive father dislikes the regime and is harboring a Jew for protection, yet scolds Liesel publicly when she expresses the same disdain. The author's use of details, such as when he describes the march of the Jews through the town, gives readers a good depiction of what the historical period was like. While this book is suggested reading for 9th grade and up, I feel it would be best received by 11th and 12th graders. The true messages of the book may not be picked up on by younger readers without deep discussion and analyzation of the themes.   

• Professional Review: Starred Review. Grade 9 Up–Zusak has created a work that deserves the attention of sophisticated teen and adult readers. Death himself narrates the World War II-era story of Liesel Meminger from the time she is taken, at age nine, to live in Molching, Germany, with a foster family in a working-class neighborhood of tough kids, acid-tongued mothers, and loving fathers who earn their living by the work of their hands. The child arrives having just stolen her first book–although she has not yet learned how to read–and her foster father uses it, The Gravediggers Handbook, to lull her to sleep when shes roused by regular nightmares about her younger brothers death. Across the ensuing years of the late 1930s and into the 1940s, Liesel collects more stolen books as well as a peculiar set of friends: the boy Rudy, the Jewish refugee Max, the mayors reclusive wife (who has a whole library from which she allows Liesel to steal), and especially her foster parents. Zusak not only creates a mesmerizing and original story but also writes with poetic syntax, causing readers to deliberate over phrases and lines, even as the action impels them forward. Death is not a sentimental storyteller, but he does attend to an array of satisfying details, giving Liesels story all the nuances of chance, folly, and fulfilled expectation that it deserves. An extraordinary narrative.–Francisca Goldsmith, Berkeley Public Library, CA 

Goldsmith, F. (2005). [Review of the book The book thief, by M. Zusak]. Amazon.com. Retrieved from http://www.amazon.com/Book-Thief-Markus-Zusak/dp/0375842209?ie=UTF8&isInIframe=1&n=283155&redirect=true&ref_=dp_proddesc_0&s=books.

• Library Use: Use the story to have a class discussion on Literacy, past and present. The novel places an importance on literacy and on what a powerful tool it is. Ask students if they can remember the first book they owned. What was their favorite book as a child and did it have a profound impact on them? In today's society, literacy is being used as a communication tool in emails and texts. Discuss how literacy has changed in the 21st century. Is it taken for granted? Do the students think we disrespect language when we text and write emails with slang and/or poor grammar?  

Module 9: Chasing Vermeer

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• Book Summary: Petra and Calder, the main characters in this title, begin the story as strangers but soon become friends drawn together by the mystery surrounding the disappearance of a famous work of art. As the duo manuever through a series of discovering clues and solving puzzles, and as they get closer to solving the mystery, their lives become more in danger. Their courage and strong desire to solve the crime keeps them focused and along the way, the two must decide which clues are relevant and which events are just mere coincidences. The suspense builds all the way to the surprise ending that will leave readers pondering whether coincidences mean anything and wanting to study the art of Vermeer more closely.   

• APA Reference of Book: Balliett, B. (2004). Chasing vermeer. New York, NY: Scholastic Press.

• Impressions: This story is definitely a good choice for bright children that have higher level thinking skills. With the inclusion of the code hidden in the pages of the book, the reader is encouraged to solve the code alongside the main characters solving the mystery of the crime. While this title encourages reasoning and problem solving, two characteristics of a good mystery, it also has many characteristics of an adventure story. The characters are multidimensional and lifelike. Calder is an only child that wishes his parents gave him more freedom. Petra is shy, and like Calder, is intelligent and pays attention to detail. The plot is fast-moving and with two protagonists, one being male and one female, boys and girls alike can appreciate and enjoy this story. 

• Professional Review: Art, intrigue, and plenty of twists and turns make this art mystery a great read. Petra Andalee and Calder Pillay set out to find the connection between their teacher (a freewheeling constructivist teacher), the eccentric woman in their neighborhood, the bookstore owner, and an international art thief. Balliett intersperses fascinating information about Johannes Vermeer and his paintings throughout the two friends’ quest to solve the mystery—a mystery layered with pentominoes (a mathematical tool consisting of 12 pieces), puzzling clues, and suspicious strangers. Helquist’s detailed black-and-white chapter illustrations hold hidden messages, clues related to the pentominoes, and more puzzles. Fans of E.L. Konigsburg’s From the Mixed-Up Files of Mrs. Basil E. Frankweiler or Ellen Raskin’s The Westing Game will find equal pleasure in this debut by a talented writer. (Fiction. 11-14)

(2004). [Review of the book Chasing vermeer, by B. Balliett]. Kirkus review. Retrieved from https://www.kirkusreviews.com/book-reviews/blue-balliett/chasing-vermeer/.

• Library Use: Have students get into groups and solve pentomino puzzles together. Using a labeling scheme, have students create their own for other groups to solve. 

Module 8: The Miraculous Journey of Edward Tulane

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• Book Summary: Edward Tulane is a beautiful china rabbit doll that is well loved and well taken care of by Abilene, the little girl that he belongs to. Despite the adoration he receives, Edward thinks only of himself and is very pretentious. When a tragic event leads to Edward being separated from Abilene, he embarks on a long journey that includes coming in contact with many people, some mean and some nice. Edward learns many lessons along the way that slowly soften his heart with each new experience. The surprising twist at the end is sure to leave readers feeling warm and filled with thoughts on love and redemption.    

• APA Reference of Book: DiCamillo, K. (2009). The miraculous journey of edward tulane. Somerville, MA: Candlewick Press.

• Impressions: The first experience I had with this story was listening to the audiobook version about seven years ago with my then 5 and 11 year-old children. I thought it was such a poignant story and was excited to revisit it for the fantasy genre. This book contains all the characteristics of well written fantasy according to the textbook, Young Adult Literature (Bucher & Hinton, 2014, p. 200). While it has been compared to Velveteen Rabbit and Pinocchio, other stories of inanimate objects getting a "soul", it has an originality that makes it enjoyable as a read-aloud to younger children as much as for older children. I love how the story spanned so many years and with each interaction Edward had with each new character introduced, the reader sees transformation in Edward that builds up to the traits in his final character revealed at the end.   

• Professional Review: *Starred Review* Gr. 2-4. As she did in her Newbery Medal Book, The Tale of Despereaux (2004), DiCamillo tucks important messages into this story and once more plumbs the mystery of the heart--or, in this case, the heartless. Edward Tulane is a china rabbit with an extensive wardrobe. He belongs to 10-year-old Abilene, who thinks almost as highly of Edward as Edward does of himself. Even young children will soon realize that Edward is riding for a fall. And fall he does, into the sea, after mean boys rip him from Abilene's hands during an ocean voyage. Thus begins Edward's journey from watery grave to the gentle embrace of a fisherman's wife, to the care of a hobo and his dog, and into the hands of a dying girl. Then, pure meanness breaks Edward apart, and love and sacrifice put him back together--until just the right child finds him. With every person who touches him, Edward's heart grows a little bit softer and a little bit bigger. Bruised and battered, Edward is at his most beautiful, and beautiful is a fine word to describe the artwork. Ibatoulline outdoes himself; his precisely rendered sepia-tone drawings and color plates of high artistic merit are an integral part of this handsomely designed package. Yet even standing alone, the story soars because of DiCamillo's lyrical use of language and her understanding of universal yearnings. This will be a pleasure to read aloud.

Cooper, I. (2006). [Review of the book The miraculous journey of edward tulane, by K. DiCamillo]. Booklist Online. Retrieved from http://www.booklistonline.com/The-Miraculous-Journey-of-Edward-Tulane-Kate-DiCamillo/pid=1574791.

• Library Use: This book would be ideal to use to do a character study. Discussing how a character changes throughout a story; have groups of students make an anchor chart with beginning, middle, and end labeled. Identify the main character’s (Edward) strengths and weaknesses, events that occur that cause the character to think differently about life, and how the character shows growth.

Reference:
Bucher, K., & Hinton, K. (2014). Young adult literature: Exploration, evaluation, and appreciation (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Module 7: Paper Towns

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• Book Summary: Margo Roth Spiegelman and Quentin Jacobsen, 'Q', grow up neighbors in a suburb of Orlando, Florida. Although as young children, they experience an event that binds them, they grow apart through the years and it isn't until one month before high school graduation that the two reunite. Margo crawls into Q's bedroom window in the middle of the night to elicit his help in a plan she has devised to seek revenge on all of the people she feels have wronged her throughout her high school career. Once Margo's mission is completed, she disappears, leaving Q wondering if she committed suicide, wants to be found, or ran away to remain gone forever. He finds signs that he perceives as clues left by Margo that lead him on a journey to discover the truth. Along the way, his obsession with Margo becomes stronger but in the end, he learns that things aren't always as they seem. 

• APA Reference of Book: Green, J. (2008). Paper towns. New York, NY: Penguin Group. 

• Impressions: I can see how this story would be very popular with the high school crowd. The characters are relatable, the themes are recognizable and the plot has just enough mix of fantastical events and things that could actually happen that make it interesting and might make the reader wonder "what if"? The dialogue between the characters was quite humorous at times. Reading about Ben’s obsession with prom and reading the conversations he had with his friends about it were definitely entertaining. I read this story with my 18-year-old daughter and although she enjoyed it, she said it was kind of "cheesy". Overall, I think John Green knows the formula for YA literature and will continue to have books published successfully should he choose.

• Professional Review: Gr 9 Up-- Quentin has been in love with Margo for years, so when she includes him in a madcap night of escapades and then disappears, he feels compelled to search for her and to learn why she is so unhappy. This suspenseful and emotionally taut story of self-discovery and compassion is laced with smart-aleck humor and graceful prose.

Curriculum connections. (2009). [Review of the book Paper towns, by J. Green] School library  journal. page 56.

• Library Uses: Create a book trailer. Have students find real locations or create their own. 

Module 6: Lilly's Purple Plastic Purse

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• Book Summary: Lilly is a precocious little girl that loves school and especially loves her teacher, Mr. Slinger. She spends her days trying to emulate him and aiming to please him. One day, she brings a new purse to school and despite Mr. Slinger's directive to put it away until sharing time, Lilly can't help but keep it out and she ends up distracting the day's lessons to the point of having it taken away. She retaliates by composing a mean letter to her teacher and leaving it for him to find. Her decision, however, leads to an event that leaves her feeling remorseful and she quickly learns a lesson learned in forgiveness and kindness. 

• APA Reference of Book: Henkes, K. (1996). Lilly's purple plastic purse. New York, NY: Harper Collins. 

• Impressions: Kevin Henkes is one of my favorite authors because of his ability to create such relatable themes for the early childhood audience. This story in particular captures the attention of readers with an exhuberant talking mouse character illustrated in great detail. Henkes' style of writing from a child's perspective makes the story not only enjoyable to hear, but enjoyable to read as a teacher. His use of onomotapeaia and speech bubbles lends itself to using lots of expression while reading. I love using this book at the beginning of the year while setting routines and procedures for the class. Children in my class are always so excited to bring things to school that using this story is a perfect springboard to talk about our policy for sharing items from home.

• Professional Review: PreS-Gr 2- Lilly loves everything about school-even the squeaky chalk and cafeteria food. But most of all, she loves her teacher, Mr. Slinger, who is a sharp dresser and greets his students with an uncharacteristic "Howdy." The little mouse will do anything for him-until he refuses to allow her to interrupt lessons to show the class her new movie-star sunglasses, three shiny quarters, and purple plastic purse. Seething with anger, she writes a mean story about him and places it in his book bag at the end of the day. But when she looks in her purse, she discovers that he has written her a kind note and even left her a bag of treats. Filled with remorse, Lilly sets out to make amends. Rich vocabulary and just the right amount of repetition fuse perfectly with the watercolor and black-pen illustrations. With a few deft strokes, Henkes changes Lilly's facial expressions and body langauge to reveal a full range of emotions. When she realizes how unfair she has been, Lilly shrinks smaller and smaller. When all ends well, she leaps for joy in her familiar red boots right out of the picture's frame. Clever dialogue and other funny details will keep readers looking good and laughing. As the cover and end papers attest, Lilly emerges once again a star.   

Saccardi, M. (1996). Preschool and primary [Review of the book Lilly's purple plastic purse, by K. Henkes]. School library journal, 42(8), p122.

• Library Uses: Perfect read-aloud to introduce Keven Henkes as an author study.  His writing style, characters, and themes can all be compared and anchor charts can be created to illustrate observations. 

Module 5: The Crossover

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• Book Summary: Author Kwame Alexander tells the story of JB and Josh Bell, twin brothers that both excel on the basketball court. The story is written in verse from the perspective of Josh. Their father, Chuck, a retired player from the international circuit, shares their passion for the game and to the dismay of their mother, gets too passionate at times. When JB becomes interested in a girl, Josh has to learn how to navigate his life without his brother being the same constant presence he has been accustomed to. Tack on the declining health of Chuck, and it's impact on the brothers and the story has the reader on the edge of his seat until the very last page.  

• APA Reference of Book: Alexander, K. (2014). The crossover. New York, NY: Houghton Mifflin.

• Impressions: An engaging and fast moving story, this book would appeal to middle school aged boys, particularly athletes. With the use of verse, reluctant readers might find it easier to read and finish compared to traditionally written chapter books. Some of the pages are shape poems that allow the reader to almost see the ball bouncing or passing across the court while reading. The relationship between Josh, Jordan and their dad is beautifully detailed through Josh's narration. Although written with very few words, the author does a fantastic job of creating dynamic characters that adolescents can relate to and understand. More than just a sports theme, the story has a strong family theme and does a magnificent job of revealing the message that through all of life's perils, siblings should stick together.  

• Professional Review: Basketball-playing twins find challenges to their relationship on and off the court as they cope with changes in their lives. Josh Bell and his twin, Jordan, aka JB, are stars of their school basketball team. They are also successful students, since their educator mother will stand for nothing else. As the two middle schoolers move to a successful season, readers can see their differences despite the sibling connection. After all, Josh has dreadlocks and is quiet on court, and JB is bald and a trash talker. Their love of the sport comes from their father, who had also excelled in the game, though his championship was achieved overseas. Now, however, he does not have a job and seems to have health problems the parents do not fully divulge to the boys. The twins experience their first major rift when JB is attracted to a new girl in their school, and Josh finds himself without his brother. This novel in verse is rich in character and relationships. Most interesting is the family dynamic that informs so much of the narrative, which always reveals, never tells. While Josh relates the story, readers get a full picture of major and minor players. The basketball action provides energy and rhythm for a moving story. Poet Alexander deftly reveals the power of the format to pack an emotional punch. (Verse fiction. 9-12)

(2013). [Review of the book The crossover, by K. Alexander], Kirkus Review. Retrieved from https://www.kirkusreviews.com/book-reviews/kwame-alexander/the-crossover/. 

• Library uses: When new vocabulary is introduced, the author dedicates an entire page to the new word, including pronunciation, meaning, and examples of how to use the word in a sentence; all tied to the plot of the story. This would be perfect way to introduce dictionary skills to a class. 

Module 4: Number the Stars

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• Book Summary: Annemarie Johansen is a young girl growing up in German occupied Denmark during World War II. When her parents decide to help the Jews, including her best friend's family, Annemarie has an opportunity to show bravery to assist in leading them to safety. She aides in a mission to get their family, among others, to a boat that will take them to Sweden. It is not until near the end of the story that Annemarie fully realizes just how courageous and wonderful the achievement was.   

• APA Reference of Book: Lowry, L. (1989). Number the stars. Boston, MA: Houghton Mifflin 

• Impressions: From Annemarie's point of view, this story gives young readers a realistic account of what it was like living in Nazi occupied territories during WWII. It is written appropriately for the developmental level of the audience, not getting too graphic with the true horrors that were experienced during the holocaust. I think many upper elementary aged students are curious about the events, yet are not mature enough to handle the gruesome details. Lowry does an excellent job of describing the setting in a way that readers get a sense of the the fear that was experienced yet won't have lasting haunting visuals. This book is a great complement to a history unit on WWII.  By having students read and be able to connect with a child from that era, I think the historical events from their history text would be more meaningful. 

• Professional Review:The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Reader's are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.

     [Review of the book Number the stars, by L. Lowry]. (1989). School library journal. 35(16). p39

• Library Uses: Set up centers around the library and divide the students into groups, with each group using an ipad. Each center will have a QR code to scan with different information given at each station. One center will have a Google map showing where Denmark is located with geographic questions to answer about the country. Another center will have information about the Holocaust and a form with questions for the students to fill out by reading the information provided. The third center will have the book The Diary of Anne Frank, with information for the students to compare and contrast about the two stories. 

Module 3: The Snowy Day

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• Book Summary: The Snowy Day follows the story of Peter, a boy that wakes up one morning to discover that his world is covered in snow. He spends the day exploring and discovering all the wonders that snow brings; watching his feet make tracks in the snow, hitting a tree and watching the snow fall from the branches and making a snowman and snow angels. Peter ends his day telling his mother all about his adventures and then reminiscing about the day. 

• APA reference of Book: Keats, E.J. (1962). The snowy day. New York, NY: Viking Press.

• Impressions: Keats inclusion of an African-American character was an historical event in the history of multicultural literature. No books prior to this one featured an African-American character. How exciting it must have been in the 1960's for students in the African-American community to have a character to relate to in the books they were exposed to. I have always loved including this book in my winter themed units not just for the multicultural aspect but for the unique illustrative style that Keats used to complement the story.     

• Professional Review: The author brought bold, bright color and collage to the forefront of children's literature, winning the Caldecott Medal and introducing children to a young African American protagonist named Peter who romps in the snow in this first book and who appears in subsequent stories set in an urban neighborhood.             

Munsen-Benson, C. (2006). [Review of the book A snowy day, by E.J. Keats]. Book Links, 15, page 68. Retrieved from http://search.proquest.com/docview/197205143?accountid=7113.

• Library Uses: Set up centers around the library where students learn more about the illustrative style of collage. One center has art books about collage on display for them to read. Another center has paper out for them to create their own collages. Another center has photos of snow scenes for them to study.  

Module 2: The Very Busy Spider

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• Book Summary: The Very Busy Spider tells the story of a spider that decides to spin her web near a farm. The illustration of the web is made with a texture that the reader can feel raised from the page. All of the farm animals try to engage her with suggestions to participate in their favorite past-times but she ignores each of them as she continues to busily spin her web. The web becomes more and more complex as the story unfolds and the day progresses.  Finally, a rooster asks the spider if she would like to catch a pesky fly, which she does and then falls asleep before being able to answer the Owl's request to know who built the beautiful web.

• APA Reference of Book: Carle, E. (1984). The very busy spider. London: Penguin Group USA. 

• Impressions: I have always loved this book for the many concepts it can introduce. It can be used in October, during a science unit on spiders or it can be used in the spring, during a unit on farm animals.  Both language arts and science lessons can be enhanced with the addition of this book to the lesson. With the author's use of repetition on every other page, "The spider didn't answer. She was very busy spinning her web.", the book can be used with younger, or newer, readers to help them gain confidence in their reading ability. The illustrations are tactilely engaging and encourage the reader to want to read the story over and over again. With each repeat reading, there are new concepts to explore. From the rhythmic language of the farm animals, to the labeling of the action words (verbs) that each animal introduces into the plot, this book can be enjoyed by multiple age groups.  

• Professional Review: Preschool-Gr. 1. The farm animals approach a spider as she's spinning her web and ask if she'd like to play. The spider doesn't answer, continuing to spin her web until it's finished. This is a good title to use when first starting to play stories. Playing Tip: The child playing the spider can use a long piece of string or yarn to spin a web on the floor.                                                                

Locke, J., & Ossont, S. (2007) Books that Play Well. [Review of the book The very busy spider, by E. Carle]. Book Links, 16. page 44. Retrieved from http://search.proquest.com/docview/197217160?accountid=7113.

• Library Uses: The book can be used to teach students where to find non-fiction books about spiders, using the Dewey Decimal system. 

Module 1: The Rainbow Fish

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• Book Summary: The Rainbow Fish is a story about a fish that has scales envied by the other fish that live with him in the ocean due to their shimmery, colorful appearance. Although he wants to be honored and adored for this difference, the other fish are turned off by his resistance to share them and in turn, leave him feeling lonely and unadmired. After receiving advice by a wise octopus to give away his scales to the other fish in the ocean, the rainbow fish learns that it makes him happy to share his most prized possessions. Even though he is not different or "special" anymore, he gains a sense of acceptance that is far more appreciated.

• APA Reference of Book: Pfister, M. (1992). The rainbow fish. New York: North-South Books

• Impressions: I have personally owned this book for almost twenty years and have always found it very touching and thought provoking. There are so many lessons that can be taught from a read-aloud of this story. Embracing differences, modesty, and the act of giving to name the most obvious. The illustrations are as beautiful as the story and I, for one, am glad there were sequels published. My students are mesmerized by this book and often request repeat reads.  

• Professional Review: Children will be immediately drawn to this book that features an iridescent, metallic-looking main character whose scales were "every shade of blue and green and purple, with sparkling silver scales among them." Adult suspicions of the gimmick overwhelming the story quickly fade as the plot unfolds: none of the other fish will have anything to do with the Rainbow Fish, who always swims by superciliously and refuses to give away any of his special garb. He is lonely and without admirers until a wise female octopus advises him to give away his scales. Rainbow Fish then discovers that sharing brings happiness and acceptance. The delicate watercolors of underwater scenes are a perfect foil to the glittering scales that eventually form a part of each fishes exterior. This is certainly a story written to convey a message, but in it's simplicity, it recalls the best of Lionni. Besides, what three-year-old doesn't need reinforcement about sharing?

Fader, E.(1992)Book review: Preschool and primary [Review of the book The rainbow fish, by M. Pfister]. School library journal, 38(11), 75-76. 

• Library Uses:  This book would be great to use with PreK-Grade 1 during a Friendship unit at the beginning of the school year. Use the book to introduce the concept of what makes a good friend and then have the children brainstorm and discuss qualities of good friends. Make an anchor chart together of all of the qualities that make a good friend to display in the library for the year. The qualities can be written on pre-made fish die cuts to add to the chart.