Byars, Betsy. Keeper of the Doves. (by Julie Linneman)
Cooney, Doug. The Beloved Dearly. (by Theresa Love)
Creech, Sharon. Ruby Holler. (by Lou Brewer)
Fuqua, Jonathan Scott. Darby. (by Lou Brewer)
Giff, Patricia Reilly. Pictures of Hollis Woods. (by Julie Linneman)
Hopkinson, Deborah. Pioneer Summer. (by Arlene Wiler)
Kinsey-Warnock, Natalie. Lumber Camp Library. (by Jennifer Bergen)
Kochenderfer, Lee. The Victory Garden. (by Marj Lloyd)
Levy, Constance. Splash! Poems of Our Watery World. (by Judy Druse)
Lisle, Janet Taylor. How I Became a Writer and Oggie Learned to Drive. (by Lou Brewer)
Pretlusky, Jack. Scranimals. (by Jennifer Bergen)
Ryan, Pam Munoz. When Marian Sang. (By Marj Lloyd)
Spinelli, Jerry. Loser. (by Natalie Lindsay)
Whipple, Laura. If the Shoe
Fits: Voices From Cinderella. (by Julie Tomlianovich)
Keeper of the Doves. Betsy Byars
Gr. 3-6
ISBN: 0-670-03576-9
COST: $14.99
SYNOPSIS:
Amie McBee, a budding poet and word-lover, is told by her older twin
sisters that Mr. Tominski, a Polish immigrant and recluse who lives in
the chapel behind their home, is a monster to be feared and avoided. Amie
learns, however, that Mr. Tominski, who saved her father's life, is a master
dove keeper and trainer who is afraid of people and dogs. When their family
dog turns up dead, the twins blame Mr. Tominski, and Amie must decide if
he is truly harmless or a murderer.
GENERAL REVIEW:
Set in the 1890s, this novel is narrated by Amie (Amen) McBee and primarily
focuses upon her eighth year, when the family is graced with the birth
of a son and the death of their beloved dog, Scout. The cause of the dog's
death remains ambiguous, but Amie must decide whether Scout's death is
murder or accident. Throughout her life, Amie is torn between the warnings
of her sisters, the Bellas, about the sinister nature of Mr. Tominski,
and her father's compassion for this non-English speaking hermit who saved
his life. When the accusations of murder by the Bellas become shrill and
demanding, Mr. Tominski overhears their words and runs away. His death
while hopping a train is left purposely ambiguous as to whether it was
accident or suicide, but Amie concludes that the words spoken by the twins
led to his death.
Betsy Byars creates a character in Amie who has a gentle, poetic sensitivity and who does not quickly jump to conclusions in spite of what she sees and hears. Amie's interest in words is reflected in the chapter titles, which follow the letters of the alphabet, and which chapter titles are then mirrored in the first line of the chapter. The story is laced with snippets of poetry and Amie's hunger for more words to be able to better express her depth of feeling. There is a homespun feel to the novel, and it captures well the atmosphere of the Victorian era. The story will stimulate discussion on accepting people who are different, even those whose lives are outside the range of normal behavior. In addition, the fact that Amie learns after his death about Mr. Tominski's fugitive status, and the admission by her father that he may have kicked the dog which resulted in the dog's death, will challenge readers to accept the idea that even those who are "good" may do bad things, and those who are "bad" may have good qualities-ulimately showing us that people are complex and cannot be labeled as wholly good or bad.
THEMES:
Acceptance; Differences; Fear; Responsibility for others; Death; Kindness;
Poetry
AUTHOR INFORMATION:
. Something About the Author, vol. 80, pp. 29-36.
. Something About the Author, "Autobiography Feature," vol. 108, pp.
23-39.
. Third Book of Junior Authors, p. 55.
. www.betsybyars.com
. www.carolhurst.com/authors/byars.html
. www.carolhurst.com/titles/keeperofthedoves.html
. http://falcon.jmu.edu/%7Eramseyil/byars.htm
. http://www.randomhouse.com/author/results.pperl?authorid=3960
DISCUSSION QUESTIONS: (3 TO 5) Standard 3, Benchmark 3
1. How would you describe Mr. Tominski? On page 115, Amie notes that
Mr. Tominski has been called a hero, a drifter, a friend, a hobo, a dove
magician, and a harmless old man and asks if a person can be all these
things, to which her father answers, "All these things and more." What
do you think he meant by that?
2. Why does Amie believe that the words spoken by the Bellas ("Mr.
Tominski is a murderer!"-p. 101) caused Mr. Tominski's death? What effect
does fear have on a person? What things do you believe Mr. Tominski feared?
3. In chapter 14, Aunt Pauline tells her nightmare before breakfast,
which she believes causes nightmares to come true. Later in the story,
someone dies, just as she dreamed would happen. What are superstitions?
How easy is it to find a cause-and-effect relationship between two unrelated
events? At the beginning of chapter 14, several of Aunt Pauline's superstitions
are shared. Can you name any other superstitions people believe today?
4. At the beginning of chapter 17, the girls get cameras. Amie says,
"The camera.gave me a feeling of power. It was the way pen and paper made
me feel." What kind of power does creativity give a person? What things
does Amie do in this novel to develop her own creativity? Are there any
similarities between photography and poetry?
5. On page 29, Amie states, "We were girls waiting for something to
happen, girls whose lives were about to be changed in a way we could not
imagine." In what way is Amie's life changed in this novel? What lessons
does she learn from her experiences with Mr. Tominski? Can you think of
ways that these lessons might help her in the future?
SUGGESTED ACTIVITIES: (3 TO 5)
1. Word Play: The A to Z of Poetry (Standard 5, Benchmark 3)
Have students try using the alphabet in their poetry in one of the
following ways:
(a) Write a 26-line poem such that each line begins with a different
letter of the alphabet.
(b) Write an anacrostic poem, in which the first letters of each line
spell out a word vertically.
(c) Have each student take a different letter of the alphabet and write
a poem in which that letter features prominently, then combine all the
poems into a book.
(d) In the same way that Augusta recites a list of flowers which each
begin with a different letter of the alphabet, see if students can create
their own "category list" of 26 items, one for each letter of the alphabet,
that are related by a particular category (color names, games, tools, places,
animals). Books like Alison's Zinnia and Z is for Zamboni: A Hockey Alphabet
may give inspiration.
2. First Impressions: Every Picture Tells a Story (Standard 6, Benchmark
1)
Find two photographs which show people engaged in an activity which
could be interpreted in different ways (for example, a person who is hiding
in a doorway and a person who is laughing and pointing). Then, begin by
describing to students a very bad, very scary person and then describe
a very nice, good person. After you have set the stage, show them the two
photographs and ask them to decide which of the two persons you described
belongs with which photograph. Then allow students time to write about
what is happening in each picture. After they write their stories, see
if the students were more likely to describe the actions taken by their
"bad" character in a negative way and the actions taken by their "good"
character in a positive way. Discuss with students how our words can color
someone's perception of someone else before they have even met that person,
much as the Bella's warnings about Mr. Tominski predisposed Amie to fear
him.
3. Camera Work: In the Eye of the Creator (Standard 5, Benchmark 3)
The grandmother gave each of her granddaughters a camera so that they
could learn to view their world in new ways. Amie chose to take pictures
of her sister's grave and Mr. Tominski. If students have individual access
to a camera, ask them to take a picture of something that is important
or meaningful to them and bring the photo to share with the class what
they chose to shoot and why. If students need to share a camera, use a
disposal camera or a digital camera and allow each student in turn to shoot
a specific number of frames, followed by a discussion after the film is
developed of what each picture shows and what it means to the student who
shot it.
The Beloved Dearly. Doug Cooney;
Simon & Shuster Books for Young Readers, 2002.
Grade Level: 3-5
ISBN & Cost: 0-689-83127-7 $16.00
Synopsis: Ernie, a twelve-year-old entrepreneur, has money on his mind. Although Ernie is used to going it on his own - his most lucrative money making scheme (a pet funeral business) involves employees. This proves to cause a few disagreements as Ernie learns that money isn't everything.
General Review: Doug Cooney is an accomplished playwright. His story The Beloved Dearly is a play that was adapted as a novel for Simon & Shuster Books for Young Readers. This story is an easy read that has likeable characters. Ernie's "used car salesman" tactics are a little quirky, but kids will enjoy the light humor.
Themes: pets, death, funerals, moneymaking scams, friendship
Author Information:
www.dougcooney.com
Discussion Questions: Standard 3, Benchmark 3
1. Why were the neighborhood kids leery of Cat Lady? Was
Ernie brave in going to see her? What did Cat Lady think about Ernie? Did
Cat Lady help Ernie? If so, how?
2. How did Swimming Pool feel about her brother Rick? Describe their
relationship.
3. What would you have done if you were Swimming Pool and Ernie did
not give you the raise he promised? Do you think that Swimming Pool deserved
a raise? Did Ernie make a good business decision? Why or why not?
4. Dusty was a neutral friend of Ernie and Swimming Pool. Is there
anything that he could have done differently to help the relationship between
the two? Do you think that Ernie treated Dusty fair for his share of work
in the in the business? Why or why not?
5. Was Ernie a good businessman or does he take advantage of people?
Explain.
Activity Suggestions:
1. Design your own theme for a pet funeral. Plan entire
funeral including schedule, program, and any props to enhance your theme.
Standard 5, Benchmark 3
2. Write an obituary for a pet. Standard 5, Benchmark 2
3. Write an advertisement for one of the jobs in the story. Standard
5, Benchmark 3
4. Choose a character and write a persuasive letter asking your boss
for a raise. Standard 5, Benchmark 2
5. Research salaries of interesting jobs. Standard 4, Benchmark 1
6. Create a 3D tombstone for one of the pet funerals. Research to find
out what information is included on a tombstone. Standard 5, Benchmark
3
Ruby Holler, Sharon Creech; HarperCollins, 2002.
Grade Level: 3rd-5th
ISBN Number and Cost: 0060277327; $16.99
Synopsis: Dallas and Florida have been dubbed the "trouble
twins." They have been shuffled between foster families and orphanages
all their lives, longing only for a loving place to call home, though mistrustful
that one exists for the likes of them. Tiller and Sairy are an eccentric,
older couple whose children are grown and long gone, and they're each restless
for one more big adventure while their bodies are still spry enough to
paddle a river or climb a mountain. Ruby Holler is the beautiful, mysterious
place that changes all of their lives forever. When Tiller and Sairy invite
Dallas and Florida to stay with them and keep them company on their adventures,
the magic of the Holler takes over, and the two kids begin to think that
maybe, just maybe the old folks aren't so bad.... Filled with humor, poignancy,
cookies, and treasure maps, Newbery Medal winner Sharon Creech's Ruby Holler
is a delightful book about a special place where it's never too late to
be love.
General Review: Orphaned twins Dallas and Florida have resigned themselves
to living within the confines of the Boxton Creek Home for Children. It's
a loveless existence. The Trepids, owners and "rule enforcers" of the home,
target the brother and sister at every opportunity and all of the prospective
adoptive parents have returned them to the orphanage. Eventually the children
are sent to act as temporary companions to an eccentric older couple who
live in Ruby Holler, and there they find love and acceptance. While the
plot is predictable, the story weaves in an interesting mix of mystery,
adventure, and humor, along with age-old and modern problems. Creech does
a fine job of developing the unique personalities and the sibling relationship,
and the children's defense mechanisms (Dallas's dreamy escapism and Florida's
aggression) figure prominently in the interplay among the characters. The
text is lively and descriptive with an authentic, if somewhat mystical,
rural ambience. This entertaining read from a first-rate author will not
disappoint Creech's many fans. From School Library Journal
Themes: Orphans, Tall tales, Family
Discussion Questions: Standard 9, Benchmark 1
1. Write these lines from Ruby Holler on the board and invite students
to comment on them. What do these quotations suggest about the story? the
author?
. A silver bird, Dallas thought. A magical silver bird.
. "We've got some amazing secret recipes," Sairy said. "Beat-the-blues
broccoli and anti-cranky crumpets and ---"
. "You are now entering Ruby Holler, the one and only Ruby Holler!
Your lives are never going to be the same---"
2. Do you think the author has a good sense of humor? Why?
How would you describe the author's imagination? What examples from the
novel can you give?
3. There are a lot of descriptions of a holler in the novel. Have a
class discussion about what a holler is and in what part of the country
they might be found. Ask students if they'd like to live in a holler; why
or why not?
Activities:
1. Knowing that family stories were the inspiration for
Sharon Creech when she wrote Ruby Holler (check Creech's web site www.sharoncreech.com),
have students write short stories based on their own family stories. Standard
4 Benchmark 2
2. As students read the novel, have them use their notebooks to make
predictions about how the characters will develop and unfold. Standard
3 Benchmark 3
3. Have students draw a picture of what they think the holler looks
like or have them draw a map of all the places in the holler that Dallas
and Florida visit. Standard 5 Benchmark 3
Darby. Jonathon Scott Fuqua; Candlewick Press, 2002.
Grade Level: 3rd-5th
ISBN Number & Cost: 0744590566; $15.99
Synopsis: Darby Carmichael thinks her best friend is probably the smartest person she knows, even though, as Mama says, Evette's school uses worn-out books and crumbly chalk. Whenever they can, Darby and Evette shoot off into the woods beyond the farm to play at being fancy ladies and schoolteachers. One thing Darby has never dreamed of being - not until Evette suggests it - is a newspaper girl who writes down the truth for all to read. In no time, and with more than a little assistance from Evette, Darby and her column in the Bennettsville Times are famous in town and beyond. But is Marlboro County, South Carolina, circa 1926, ready for the racial firestorm its youngest reporter unintentionally creates?
General Review:
From School Library Journal: In a small town in Marlboro County, SC,
in 1926, nine-year-old Darby Carmichael, the daughter of a white farmer
and storekeeper, loves to play out in the woods with her friend Evette
Robinson, the daughter of a black sharecropper. When Evette declares her
ambition to write newspaper articles, she inspires Darby to follow suit.
At first, the girl's efforts merely amuse the readers of the Bennettsville
Times, but after lots of editorial help from Evette, Darby writes observant,
thought-provoking columns. However, when the girl responds to a racially
motivated murder by writing an article urging whites to treat blacks as
equals, her family becomes the target of hatred and violence. The author's
research, drawn from oral interviews, provides a balanced portrayal of
an early-20th-century Southern community. Darby's first-person narration
conveys self-awareness uncanny for a nine-year-old, and evokes the mood
of a memoir. Darby's friends are not as fully developed as some of the
adults, such as the newspaper editor and her parents, who, despite their
apprehensions, ultimately make courageous choices. Darby herself is an
admirable heroine who radiates confidence while maintaining humility.
Themes: Racism, Discrimination, Journalism, Friendship, Education
Discussion Questions: Standard 9 Benchmark 1
1. Jonathon Scott Fuqua had a rough time in school, according
to his biographical info. It was only after he was in college that he found
out he suffered from dyslexia. Discuss Fuqua's life with your students
and how it must have been difficult for him in school and even later on
as a writer.
2. Set in the late 1920s in the American South when the Ku Klux Klan
was forming this book has a strong story line that captures the reader's
attention and allows them to experience life within a society where racism
and discrimination are accepted. Discuss with students how Darby and Evette
lived in such a society where this racism and discrimination were accepted
ways of life. Would this way of life be "accepted" today in the community
in which your students live?
Activities:
1. After being told by Evette that newspaper writers always write the
truth, Darby writes a simple little essay on the truth about frogs - that
they don't give you warts. Have students write a similar essay based on
a truth that they have have uncovered. Standard 5 Benchmark 3
2. According to the Author's Note at the end of the book, Fuqua has
been involved in an oral history project in Marlboro County, interviewing
retired members of the community. Have students interview a retired member
of their community or family about his/her childhood and events that he/she
remembers that made an impact on his/her life. Students can share the information
they learn through a short story or an oral report to their class. Standard
5 Benchmark 3
3. Darby was a nine-year-old girl who made a difference in her community.
Have students research real-life young people who have made a difference
in their community or state. Standard 1 Benchmark 4
Web Sites:
http://www.jonathonscottfuqua.com/ - author web site
Pictures of Hollis Woods
Patricia Reilly Giff
Gr. 5-7
ISBN: 0-385-32655-6
COST: $15.95
SYNOPSIS:
Hollis Woods is an orphan who desperately wishes she could live in
a family. After a tragic accident ruins her chance to be happy with the
only family she has ever had, she lands in the home of Josie Cahill, a
woman whose needs change Hollis's life forever.
GENERAL REVIEW:
Hollis Woods was orphaned at birth and has spent years in foster care.
She doesn't get along with her teachers, her foster parents, or her social
workers, and wants nothing more than to fit in with a family. When she
is placed with the Regan family at the age of 12, it seems that Hollis
has finally realized her greatest dream. That dream is shattered, however,
in one afternoon. When Hollis runs away, she is placed in the care of Josie,
an elderly woman who is becoming more and more forgetful. Hollis and Josie
share a love of art. As Josie becomes increasingly frail and forgetful,
Hollis learns what it means to care for someone else, and what she must
do to protect Josie-and help herself.
The novel has been written in an unusual style, with chapters alternating between the past and the present. Hollis's past is encapsulated in chapters of italicized text describing the pictures she has drawn over the years which represent the memories of her life, in particular the time she spent with the Regans. Hollis's present is shared in chapters titled "The Time with Josie," her current foster mother. The author incorporates suspense into the story by alluding to a terrible accident that caused her to leave the Regan family, but without giving details until near the end of the book. Although not a long book, there is a great deal of growth which happens in Hollis during the course of the story. Characters are well drawn and the novel creates a strong sense of place, from the oceans of Long Island to the Delaware River bank.
THEMES: Foster care/orphans; Family/belonging; Drawing; Aging/dementia; Running away
AUTHOR INFORMATION:
. Something About the Author, vol. 70, pp. 71-72.
. Fifth Book of Junior Authors and Illustrators, pp. 132-133.
. Publisher's Weekly, April 18, 1994, pp. 26-27.
. http://www.randomhouse.com/author/results.pperl?authorid=10018
. http://falcon.jmu.edu/%7Eramseyil/giff.htm
. http://www.bcplonline.org/kidspage/kids_pgiff.html
. http://www.lib.usm.edu/%7Edegrum/html/research/findaids/giff,pr.htm
. http://www.kidsreads.com/authors/au-giff-patricia-reilly.asp
DISCUSSION QUESTIONS: (3 TO 5) Standard 3, Benchmark 3
1. If Hollis Woods wants a family as much as she does, why does she
decide to run away from the Regans, the first real family she's ever had?
What causes her to decide to go back with them?
2. What is Hollis's first impression of Josie? How does that impression
change as she gets to know her? What makes Hollis want to stay with Josie?
Does knowing Josie cause Hollis to change her behavior? If so, how and
why does she change?
3. What is it that makes Hollis such a "mountain of trouble?" Does
Hollis's anger help her in any way?
4. Would you say that Hollis did a good job of taking care of Josie
and planning for their time away? Why or why not?
5. After the truck accident, Hollis tells the Old Man that she is to
blame for the crash, and Steven says it's his fault? Who is right?
6. According to Beatrice, "Drawing is what you see of the world, truly
see..and sometimes what you see is so deep in your head you're not even
sure of what you're seeing." Have you ever seen a picture that shows you
more each time you look at it? Have you ever drawn a picture and showed
it to someone else who noticed something in it that you hadn't noticed
yourself? What does Hollis finally see in the pictures she has drawn of
the Regans that she didn't realize she had drawn?
SUGGESTED ACTIVITIES: (3 TO 5)
1. Learning about Alzheimer's (Standard 1, Benchmark 5)
Have students study Alzheimer's and senile dementia to learn more about
how aging affects memory. Some possible resources include:
Nonfiction:
- Check, William. Alzheimer's Disease. Chelsea, 1989.
- Hinnefeld, Joyce. Everything You Need to Know When Someone You Love
Has Alzheimer's Disease. Rosen, 1994.
- Landau, Elaine. Alzheimer's Disease. Watts, 1996.
- Weitzman, Elizabeth. Let's Talk about When Someone You Love Has Alzheimer's
Disease. Rosen, 1996.
- Wilkinson, Beth. Coping When a Grandmother Has Alzheimer's Disease.
Rosen, 1992.
Fictional portrayals:
- Bauer, Joan. An Early Winter. Clarion, 1999.
- Shawver, Margaret. What's Wrong with Grandma? Prometheus Books, 1996.
- Whitelaw, Nancy. A Beautiful Pearl. A. Whitman, 1991.
Websites:
- Kids Health: Alzheimer's Disease
http://kidshealth.org/kid/grownup/conditions/alzheimers.html
- Neuroscience for Kids: Alzheimer's Disease
http://faculty.washington.edu/chudler/alz.html
As a part of this study, it may be helpful to invite a health professional
from a
county health department or a local senior center to talk with students
about Alzheimer's Disease and how to help someone who has the disease.
2. Essay: What Is a Family Like? (Standard 5, Benchmark
3)
Several times in the book, Steven alludes to the fact that Hollis doesn't
yet know about how families are because she's never had one. Have students
write an essay about what they have learned about families by being a part
of one. If someone were to join their family, what would that person need
to know and what would they learn over time as they got to know family
life.
3. Re-create Hollis's Pictures Using Her Descriptions (Standard
5, Benchmark 3)
In alternating chapters (the italicized ones), Hollis Woods shares
descriptions of the pictures that she has drawn and kept and remembered
throughout her life. Have students select one of these pictures and recreate
it using colored pencils (Hollis Woods's favorite choice of media). Have
plenty of blues and greens available, including Hollis's very favorite
color, French Blue.
4. Oceans or Rivers: Which is Best? (Standard 1, Benchmark
5)
Have students compare and contrast the river environment that Hollis
is so fond of with the ocean environment that Josie loves. If students
are so inclined, have them select which one they prefer (or another physical
environment-mountains, deserts--that they are drawn to) and write a poem
about the beauties of that place. What emotions do students associate with
their chosen environment? Be sure to have them include how their environment
makes them feel.
Pioneer Summer
Deborah Hopkinson, Publisher Aladdin Paperbacks, 2002
Grade level: 3-5
ISBN 068984350X
$11.89
Synopsis: This is the first book of a trilogy telling the story of eight year old Charlie Keller and his abolitionist family as they move to the Kansas Territory in 1855. This book covers the initial trip by railroad, steamboat and wagon to a plot of prairie near Lawrence.
General Review: This beginning chapter book gives a glimpse of life as a New England immigrant to Kansas during this difficult period in our state history. Charlie doesn't want to leave Massachusetts, his grandfather and his old dog Danny. During this trip Charlie slowly changes his perspective as he meets some Southerners, sees some slaves, warns his family of a prairie fire and finds a new dog. As Charlie learns more about the slavery issue and the struggle of creating a new farm on the prairie the reader gains an understanding of that time.
Themes: Frontier life, Kansas, family
Author information: Deborah Hopkinson was born in Lowell,
Massachusetts. She is the author of picture books such as Sweet Clara and
the Freedom Quilt and Birdie's Lighthouse, nonfiction Pearl Harbor and
historical fiction such as this trilogy. She is the Director for Development
for Whitman College and is married with two children.
SATA 108; e-mail hopkinda@whitman.edu
Discussion Questions: Standard 3 Benchmark 3
a. What would it mean to leave everything you know and go to a new
place? What would you miss the most? What would you want to find in your
new home?
b. What is an abolitionist? How could moving to the new territory support this belief? What else might an abolitionist do to support their cause?
c. What did Charlie learn during the trip to Kansas that he didn't know before?
d. Why is a prairie fire so dangerous? How did starting another fire help stop the prairie fire? What would be others ways of fighting a prairie fire?
Suggested Activities:
a. Look at an historic map of the United States and a current map of
the United States to trace Charlie's journey to Kansas. If you were moving
from Massachusetts to Kansas now how much of your journey would be similar
to Charlie's and how much would be different. Standard 5 Benchmark 2
b. Charlie started a nature journal to record the insects, birds, flowers and animals he saw in Kansas in 1855. Start your own journal to record the wildlife and plants that you see in Kansas now. Standard 3 Benchmark 4
c. Make a model of Charlie's new home in Kansas. Include Spring Creek, the new cabin his father is building, the prairie and timber surrounding the new home and other details from the story. Standard 5 Benchmark 3
Lumber Camp Library
Natalie Kinsey-Warnock
HarperCollins, 2002.
Synopsis:
In 1920's northern Vermont, Ruby Sawyer is the first born of 11 children
who live with their Ma and Pa on a lumber camp. Ruby follows her Pa everywhere,
dreaming of being a lumberjack herself someday, until her parents decide
it is time for her to attend school. When Pa dies tragically in a logjam
as he saves his co-worker Jim Reilly, the family is forced to move to town.
Ruby, who now must stay home with the youngest children, is befriended
by an elderly blind woman, Mrs. Graham, who shares her love for books.
In the evenings, Ruby teaches Jim and other loggers how to read. Eventually,
Jim tells Ruby that he would like to marry her Ma, but Ruby steals the
engagement ring in hopes of keeping Jim from taking her pa's place. Ruby's
mother becomes ill and the family moves in with Mrs. Graham. When a bird
mysteriously shows up with the missing wedding ring, Ruby knows she must
return it to Jim and make things right.
General Review:
Natalie Kinsey-Warnock packs a lot into this short novel. Ruby Sawyer
is a spunky tomboy who readers will admire for her ability to balance on
logs just like a lumberjack as well as teach a group of grown men how to
read and write. Ruby's first real trial is the shocking news that her father
has drowned in a logging accident. Ruby's courage and determination in
the face of sorrow and loneliness lead her to a special friendship with
Mrs. Graham, who lends Ruby books, and a job as a night teacher at the
lumber camp. Readers may be upset with Ruby's poor judgment when she decides
to steal Jim's ring, but they will understand and sympathize with her as
she struggles with a guilty conscience and finally owns up to her dishonesty.
Crazy exploits performed by Ruby's 10 younger siblings add humor and lighten
the heaviness of the plot. Lumberjack lore, such as the superstitious belief
that moosebird jays are "the souls of dead lumberjacks," adds a mystical
aspect to the story that children will find awe-inspiring.
Themes:
lumber camp life; death of a parent; female independence; historical
social divides; teaching; books and reading; adult literacy; blindness;
rural Vermont; single parent families; stealing/lying; poverty; large families.
Author Information:
www.kinsey-warnock.com; SATA vol. 116 and 71; www.penguinputnam.com/Author/AuthorFrame?0000014214
Activities:
1. Emotions: Discuss the many feelings Ruby experiences throughout
this story: happiness, sorrow, grief, determination, jealousy, excitement,
anger, joy, loneliness, regret, pride, worry, confidence, trust, etc. With
students divided into pairs or small groups, assign each group 1-2 emotions
and ask them to locate places in the book when Ruby feels that way. Ask
students how they felt about Ruby when she was in those situations. Experiment
with facial expressions - whisper an emotion to a child and have them make
a face to go with it. Let other students guess the emotion. Students can
make an "emotions" scrapbook by cutting out pictures from magazines or
drawing pictures that illustrate certain emotions. They can make up stories
or tell about their own experiences to go with each emotion. Standard 5,
Benchmark 1.
2. Blindness: When Ruby sees Mrs. Graham for the first time on page 38, she forms a first impression that is quickly proved wrong. What does she think about the woman and her "big fancy house"? What does Ruby discover about Mrs. Graham? What do you think it would be like to be blind? Pair students and allow them to take turns blindfolding each other. Discuss issues of trust and ask students to lead their blindfolded partners around the room or gym. Look at a Braille book and discuss why this system of reading is important. If someone in your school or community is blind, ask if they would be willing to visit class and talk about things that are the same for them and things that are different. If possible, discuss stereotypes or misconceptions people have about blindness. Standard 3, Benchmark 2.
3. Books: Work with your school librarian on a project
to increase your library's collection. One option is for your class to
host a bake sale at a school event. Advertise ahead of time that book donations
(or monetary donations for the library) will be accepted in exchange for
the baked goods. Make signs similar to Ruby's: "Trade your old books for
fresh raspberry pie!" Standard 5, Benchmark 3.
(If your librarian would rather choose the books that the school needs,
you can create an "Adopt a Book" project. This option also works for public
libraries. Post a wish list of titles and the cost of each book. Parents
or students can "adopt" a specific book by donating that amount to the
library. To recognize donors, allow them to have their name, or the person
of their choice, listed on a bookplate inside the book cover when it is
added to the collection. )
Discussion questions:
1. How would you feel if you didn't know how to read? Some of the men
at the lumber camp were never taught how to read. Why do you think Ruby
went there to teach them? How would you feel about teaching people who
were much older than you? Discuss the different things children or adults
need to be able to read besides books, such as signs, newspapers, warning
labels, instructions, etc. Read Patricia Polacco's Pink and Say or Aunt
Chip and the Triple Creek Dam Affair to add to your discussion of the importance
of literacy.
2. On page 58, Ruby overhears Mrs. Graham tell her mother that Jim likes her. Ruby is alarmed, and when Jim shows her the engagement ring he wants to give to Ma, Ruby vows to herself that she won't let it happen. What does Ruby do to stop Jim from marrying her mother? How do you feel about her actions? Do you think Ruby is sorry for stealing the ring? How does Ruby get the ring back? Do you think she is glad to have the chance to make things right?
3. The logging industry is often looked down on in our current society because of the environmental hazards of cutting down our forests. Before your discussion on logging, you may want to read a book such as Kathryn Lasky's Marven of the Great North Woods or William Jasperoshn's Timber! to give students a visual sense of the setting. Ask students to list things they use that are made of wood. Then ask what they have heard about cutting down trees or saving the wilderness. Let them come up with ideas for ways to reduce the use of trees, such as recycling, planting new trees, or using other kinds of materials in place of wood. Students interested in this topic may enjoy Jean Craighead George's book There's an Owl in the Shower.
The Victory Garden.
Lee Kochenderfer;
Delacorte, 2003.
Grade Level: 3-5
ISBN 0385327889
$14.95
Synopsis: Teresa Marks lives in small town Kansas during World War II. Her brother is a bomber pilot. She plants a victory garden and joins in the town contest to grow the biggest and best tomato. When her neighbor is ill, she rallies her friends to keep his garden growing.
General Review: "This studiously sunny first novel offers a slice of WWII Americana in relating the trials and triumphs of its 11-year-old narrator." (Publishers Weekly) "Told in a child's voice with lively dialogue and occasional letters, this novel offers a fresh picture of the home front. Budding gardeners will find lots of information and tips, while airplane enthusiasts will appreciate the brief history of aviation and military aircraft presented in one of Jeff's school papers that his sister finds in his room." (School Library Journal)
Author Information:
http://www.leekochenderfer.com/
Lee grew up in Kansas, graduated from Wichita State and moved to California. She is retired from teaching elementary school and community college. This is her first novel.
Discussion Questions: (Standard 1, Benchmark 1)
1. What were some activities of Teresa and her friends
in support of the war effort?
2. What might happen in a sequel to this book?
3. Read some passages from non-fiction books on World War II and do
a comparison of the narrative and expository texts.
Activities:
1. Draw a plan for a victory garden. (Standard 3, Benchmark
4)
2. Make a map of Teresa's town. (Standard 5, Benchmark 3)
3. Write a newspaper article detailing the work Teresa and her friends
did for her neighbor. (Standard 5, Benchmark 3)
4. Do some research on airplanes used in World War II.(Standard 1,
Benchmark 1)
SPLASH!: Poems of Our Watery World
Constance Levy; Orchard Books, 2002
Grade Level: 3-5
ISBN & cost: 0439293189 $16.95
Synopsis: Award-winning poet Constance Levy invites young readers to splash through our watery world in thirty-four poems that celebrate the mystery and magic of water in all its various forms. In a variety of voices and moods, the poems explore our most precious natural resource and encourage young readers to see the wonder of the everyday world through new lenses.
General Review: Levy uses simple words, short lines, repetition, and line breaks to great effect. She effectively uses ordinary language to create vivid images. The strength of this collection lies in the wide range of water-related subject matter and the use of kid-friendly poetic styles.
Themes: Water, Nature
Author Information:
. SATA Vol. 140
Discussion Questions:
. Ask students to think about water using all of their senses - sight,
taste, smell, hearing, and touch. How does it look on the outside? How
does it look on the inside? What does it feel like? How does it smell?
What does it taste like? Poets use sensory details to appeal to the senses.
Ask the students to find sensory details in the poems that help them experience
it for themselves. Which sensory details do you find most effective? Why?
. How did the poem make you feel? Explain how the poem made you see
something in a different way. What words helped you to see pictures in
your mind? What part of the poem surprised you? Explain why you liked or
disliked a part of the poem.
. Review alliteration, consonance, assonance, and onomatopoeia, the
sound effects of poetry. Ask students to find examples of these sound effects
in the poems that they particularly like. Ask students to explain why they
chose each. How do the sound effects influence the mood of the poem?
. Explain that in personification an animal, object, or idea speaks
or acts as if it were a person; it is given human qualities. Using "Iceberg"
on page 13 and "Bathwater Remembers" on page 34, ask what words in the
poems give a quality of a person.
. Using "To a Salmon at the Falls" on page 28, ask, "What impression
do you form of the salmon?"
Suggested Activities:
. A list poem is made up of a list of items or events, can be of any
length, and may be rhymed or unrhymed. Ask students to list words associated
with the sound of water, such as splash, gurgle, ripple, etc. Using the
words suggested, work with the class to write a list poem together. Use
"Water Wizard" on page 27 or "The Sound of Water" by Mary O'Neill as models.
Ask students to list words associated with a different state of water,
such as ice or mist, and write a list poem of their own. Standard 5, Indicator
3
. Ask students to imagine dipping their finger into a basin of water
and bringing a small glistening drop out of the water. Ask them to imagine
where that drop of water has been. What changes has it undergone and what
work has it been doing during all the long ages water has lain on the face
of the earth? Ask the students to write a haiku about the travels of this
drop of water. Standard 5, Indicator 3
. A Drop of Water: a Book of Science and Wonder by Walter Wick is an
excellent companion book to Splash! Photographs stop the action and magnify
it so that all the amazing states of water can be observed molecule by
molecule. Ask students to write a poem influenced by one of the photographs
in A Drop of Water. Standard 5, Indicator 2
How I Became A Writer and Oggie Learned to Drive
How I Became a Writer and Oggie Learned to Drive. Janet
Taylor Lisle; Philomel, 2002.
Grade Level: 3rd -5th
ISBN Number & Cost: : 0399233946; $16.99
Synopsis:
As sixth-grader Archie and his six-year-old brother Oggie shuttle back
and forth between their separated parents' two homes, Archie tries desperately
to take care of Oggie and to pretend that everything is normal. Anyone
anywhere near Garden Street knows to stay away from the Night Riders, and
Archie is no different. He and his little brother, Oggie, know the gang
is up to no good. When they steal Oggie's prized red wallet and his entire
life savings ($50 is a lot for a six-year-old), Archie has to get it back.
After all, Archie has been looking out for his little brother ever since
their parents separated. But the only way the Night Riders will give the
wallet back is if Archie joins the gang to retrieve it. Archie is afraid
that he's headed for trouble, but can he really turn back now? It's going
to take all of Archie's courage-and creativity-to come out on top.
General Review:
Archie's life has become more difficult since he and his six-year-old
brother, Oggie, have been switching between his parents' apartments. They
call it going from Saturn to Jupiter, because their homes are so different
that they might as well be on separate planets. The possibility of a new
baby at Dad's disturbs the boys, as do their Mom's struggles to work and
care for them. In addition, the neighborhood between the two homes is scary:
a gang called the Night Riders threatens the boys' safety. Archie is a
writer and uses his "mole people" adventures to help Oggie cope, and to
process his own experiences. One day, on a mundane errand, the sixth grader
experiences an inexplicable moment of bravery when he trips a thief and
uses the hold-up gun to keep him there until the police arrive. The Night
Riders decide they can use him and despite his innocence, Archie becomes
involved in their crimes. It's a tribute to Lisle's powers as a writer
that this frightening scenario never overpowers the real essence of the
book, which is about how fiction and life are different and equally useful
to one another. Such great truths are stated simply and shown in the action
at the same time. In this fast-paced, adventure-filled title, readers may
be surprised to find Archie's observations about life with divorced parents
and helpful hints about writing stories as memorable as Oggie's chance
to do some actual driving in the final scenes. From School Library Journal
Themes: Brothers, Family problems, Divorce, Gangs, Authorship
Discussion Questions: Standard 9 Benchmark 1
1. When Archie tries to retrieve his brother's wallet from
the Night Riders gang, he is forced to join the gang in order to get it
back. Discuss with students the pros and cons of Archie's decision.
2. Archie's creation of the Mysterious Mole People is supposed to be
a distraction for Oggie. Several reviewers have stated that this fantasy
story detracted from the overall novel. Do students feel that the storyline
about the Mole People adds or detracts from the overall novel?
3. Janet Taylor Lisle writes that as a young child she wrote her first
stories in a notebook much as Archie does and that she was too shy to share
them with anyone else, even her family. Discuss with students the kinds
of writing that they like to do and are they willing to share their stories
with others. Why or why not?
Activities:
1. Throughout the novel, Archie gives a number of helpful hints for
anyone who wants to become a writer. Make a list of these hints and then
create a poster to hang in the classroom that emphasizes these hints. Standard
5 Benchmark 3
2. Archie showed a lot of courage and bravery when he tripped the thief
and used the hold-up gun to keep him there until the police arrived. Write
about a time in your life when you or someone you know showed a great deal
of courage and bravery. Standard 3 Benchmark 4
Web Site: http://www.janettaylorlisle.com - official author site
Scranimals
Jack Prelutsky
Illustrator: Peter Sis
Greenwillow, 2002.
Synopsis:
Prelutsky's 19 imaginative poems explore the results of combining 2
things, often an animal with a fruit or vegetable, for humorous and bizarre
results. Illustrations by Peter Sis give life to these strange concepts
with crosshatch pen and ink drawings highlighted with watercolors. The
two children traveling by scooter through "Scranimal Island" are fearless
tourists, taking everything in before landing on the beach at home again.
General Review:
Prelutsky's original and creative poems will keep kids laughing, and
Sis' detailed illustrations will increase their curiousity.
Themes: imagination; poetry; animals; fruits; vegetables; traveling; humor
Author Information:
SATA, vol. 118, 66 & 22 - Jack Prelutsky
http://teacher.scholastic.com/writewit/poetry/jack_home.htm (This site
includes a sound recording of Prelutsky reading a poem, an interview, and
hints for writing poetry.)
www.randomhouse.com/teachers/rc/rc_ab_jpr.html (Jack Prelutsky Bio)
Worlds of Childhood ed. by William Zinsser (includes "In Search of
the Addlepated Paddlepuss" by Jack Prelutsky)
SATA, vol. 106, 67 - Peter Sis
Talking With Artists, Vol. 3 by Pat Cummings (features Peter Sis)
www.petersis.com (Illustrator Peter Sis' home page)
http://www.zuzu.org/sisinterview.html (interview with Peter Sis)
http://www.macfound.org/programs/fel/fellows/sis_peter.htm (Peter Sis
Bio)
Activities:
1. Divide students into small groups and assign a particular poem.
Ask them to find information about both parts of the new creature - for
example, the Rhinocerose would require information on rhinoceroses and
roses. Use encyclopedias, dictionaries, and books from your library's nonfiction
collection. Standard 1, Benchmark 4, 5.
2. Create your own veggie animals. You might want to also look at picture books by Saxton Freymann, which have photos of vegetables and fruit that have been given faces and expressions. Spread cream cheese on a small tortilla or other surface for each child. Bring a variety of chopped or whole vegetables, edible seeds, rice, etc. Ask children to create their own creature from Scranimal Island, give it a name and explain what it can do. Standard 5, Benchmark 3.
3. Examine the illustrations for each poem. What do children notice about the creatures? the 2 children? the landscape? Allow time for children to sketch their own pictures, using Sis' style of crosshatch and tiny lines. Look at other illustrations by Peter Sis, as well as Maurice Sendak, and discuss the similarities and differences between the books. Standard 5, Benchmark 2.
4. In reference books or online, look up some real animals that seem to combine the features of several different animals, such as the platypus or red panda. Divide students into pairs or small groups and assign each an animal. Give them time to study the animal and present it to the class, explaining its features and how they combine to make this strange but interesting animal. Standard 3, Benchmark 2.
5. Read more poetry by Jack Prelutsky, or other similar authors such as Shel Silverstein and James Stevenson. Discuss how some poems rhyme and some do not. Ask children to choose a favorite poem and read/perform it for the class. Bring in a high schooler or adult who is active in theater and let them show children how to use expression when reading poetry. Listen to Prelutsky or another author read their poetry on CD or tape. Standard 3, Benchmark 2.
Discussion questions:
1. Before reading Scranimals, discuss the format of the book. Ask children
what they think the book will be like after: looking at the cover, looking
over the contents page, discussing the call number (poetry). You may want
to talk about your "nonfiction" area and discuss why poetry is not with
"fiction."
2. Ask students how they think Prelutsky came up with ideas for his poems. Discuss the process Sis might have used to create his illustrations. Why is important to use your imagination and creativity? Is everyone's imagination different?
3. Which Scranimal creature do you like the most? Which do you like the least? Are any of the creatures scary? Do any of them seem happy or sad? Would you like to have one for a pet? What noises do you think they make?
4. Focus on one poem to discuss which words rhyme and listen closely for the rhythm of the poem. Discuss the meanings of any words that might be unknown to the children. What makes a poem? How do poets come up with words that rhyme? Why do poets need a large vocabulary? What is your favorite line from this poem?
When Marian Sang.
Pam Munoz Ryan.
Illus. by Brian Selznick.
Scholastic, 2003.
Grade Level: 3-5
ISBN 0439269679
$16.95
Synopsis:
A picture-book biography of African-American singer Marian Anderson
illustrated with sepia drawings in the form of an opera by Brian Selznick.
Lyrics to gospel songs punctuate the text describing Marian's encounters
with prejudice, success in Europe, and eventual recognition in her home
country. Additional notes, a timeline, and a discography are in the appendix.
General Review:
"Ryan's simple, metered text (punctuated frequently by lyrics) captures
the quiet drama of Anderson's story, and kids will especially identify
with the confusion and frustration of young Marian."(Amazon.com) ".he interweaving
of the spirituals Anderson sang, which express her trouble and her strength,
is exceptionally moving." (Booklist starred review)
Author Information:
. http://www.pammunozryan.com
. http://www.cbcbooks.org/html/brian_selznick.html
Discussion Questions: Standard 1, Benchmark 1
1. Look at the format in the style of an opera theater.
Is this appropriate for the book? How could it have been done differently?
2. Why do you think Marian was such a success in Europe and shunned
in the United States? What do you know about race relations in the United
States during her life?
Activity Suggestions:
1. Ask the music teacher for music to some of the gospel
songs in the text and learn to sing them. (Standard 7, Benchmark 1)
2. See the website www.afrovoices.com to learn about other famous African-American
musicians. (Standard 8, Benchmark 3)
3. See the website http://www.library.upenn.edu/exhibits/rbm/anderson/av/
for photos and more information about Marian Anderson. (Standard 8, Benchmark
3)
4. Find some recordings of Marian Anderson singing. (Standard 1, Benchmark
4)
5. Take a map of Europe and mark the cities and countries where Marian
sang. (Standard 5, Benchmark 3)
Loser. Spinelli, Jerry; Harper Collins, 2002.
Grade level: 4-6
ISNB & Cost: 0060004835 $15.99
Synopsis:
Beginning in first grade, Daniel Zinkoff's offbeat, zany behavior causes
classmates to consider him strange and eventually they label him a loser.
However, with the support of a loving family along with his optimism and
exuberance he does not allow himself to believe what others think of him.
General Review:
Loser is written by Newbery Medal Award winning author, Jerry Spinelli,
whose main character, Daniel Zinkoff, is not like other kids. Loser is
a touching book about the human spirit, the importance of failure, and
how any name can be replaced with "hero."
Themes: Misfits, Bullying, School
Author Information:
SOMETHING ABOUT THE AUTHOR volume 39
THE SIXTH BOOK OF JUNIOR AUTHORS AND ILLUSTRATORS
http://www.randomhouse.com/features/jerryspinelli/index.html
http://www.carr.lib.md.us/authco/spinelli-j.htm
Discussion Questions: Standard 3, Benchmark 3
1. What are some of Daniel's personality traits that set
his behavior apart from other students his age?
2. How does Daniel's personality and behaviors make him a target for
teasing at school?
3. How does Daniel react when other students tease him and call him
names? Do you think his reactions help him or hurt him? Why?
Activity Suggestions:
1. Select an event from the book and retell it from Daniel's
point of view (first person). How does changing the perception to first
person change the story? Standard 5, Benchmark 1.
2. Fold a sheet of paper in two and Illustrate two events from the
story in which Daniel demonstrated compassion for others. Standard 3, Benchmark
1.
3. Pretend that Daniel is your friend; write him a letter giving advice
on how to handle being teased. Standard 3, Benchmark 1.
4. Other books to read about misfits: Joey Pigza Swallowed the Key
by Jack Gantos, There's a Boy in the Girl's Bathroom by Louis Sachar, The
Hundred Dresses by Eleanor Estes. Standard 5, Benchmark 1.
If the Shoe Fits: Voices From Cinderella
If the Shoe Fits: Voices from Cinderella
Whipple, Laura
Illus: Beingessner, Laura
Simon and Schuster
Grade Level: 3rd-5th
ISBN 0-689-840070-5
$17.95
Synopsis: This book takes a fresh look at an old and favorite story. In thirty-three poems it brings to life not only the voices of well-loved characters, but also voices of characters not usually heard from -- including the glass slipper, without which the story would not have a happy ending.
General Review: ".This fresh, engaging presentation of the Cinderella story unfolds like a lyric opera. Loaded with wit." Publishers Weekly
".The smooth writing has a relaxed, conversational flow. Luminous gouache paintings use soft, clear colors and flowing lines to present scenes in an attractive and traditional way. This book has excellent potential for classroom use, both for creative-writing activities and for reading aloud." School Library Journal
".The story unfolds just as it always does, but the multiple points of view--from Cinderella's to the prince's to the rat's to the queen's-- enlarge and enrich the familiar tale to win a more sophisticated audience." Booklist
Themes: Poetry; Fairy Tales; Family
Author Information: Not in Something About the Author
Discussion Questions: Standard 3, Benchmark 3
1. After reading "Cinderella's Coda" did she live happily-ever-after?
Is that important? What would be happily-ever-after?
2. How does the poetry make the fairy tale different from other versions?
Or does it?
3. Where does the author add humor? What do these characters add to
the story? What about the cat? How are his poems different than the others.
4. Cinderella's father's spirit is close by, why?
Activities:
1. Choose another fairy-tale, list the characters and major objects.
Would the tale you choose, be able to be told in poetry? Try your hand
in telling the story with poetry. Standard 5, Benchmark 3
2. Act out the story using these poems as the dialogue. Standard 5,
Benchmark 3
3. Bring an extra pair of shoes. Have students exchange one of their
shoes with another student. Then write a story about the shoe and how it
feels to be left alone. Standard 5, Benchmark 3
Avi. Crispin: the Cross of Lead. (by Terry Hime)
Bauer, Joan. Stand Tall. (by Retta Eiland)
Bruchac, Joseph. The Winter People. (by Chris Odell)
Carey, Janet Lee. Wenny Has Wings. (by Lesa Dierking)
Draper, Sharon M. Double Dutch. (by Barb Bahm)
Ferris, Jean. Once Upon a Marigold. (by Lesa Dierking)
Fleischman, John. Phineas Gage. (by Amy Brownlea)
Gantos, Jack. What Would Joey Do? (by Amy Brownlea)
George, Kristine O'Connell. Swimming Upstream: Middle School Poems. (by Judy Druse)
Hiaasen, Carl. Hoot. (by Tabitha L. Hogan)
Hobbs, Will. Wild Man Island. (by Chris Odell)
Martin, Ann M. A Corner of the Universe. (by Jackie Lakin)
Mikaelsen, Ben. Red Midnight. (by Marcy Warren)
Paterson, Katherine. The Same Stuff as Stars. (by Amy Brownlea)
Seely, Debra. Grasslands. (by Arlene Wiler)
Seidler, Tor. Brothers Below Zero. (by Jackie Lakin)
Tolan, Stephanie S. Surviving
the Applewhites. (by Mary Evans)
Crispin, Cross of Lead
Avi
Hyperion Books for Children, 2002
Grade Level: 6-8
ISBN 0786826479
$15.99
Synopsis:
In this novel set in medieval England, an illiterate teenage boy is
left to fend for himself after his mother dies. To further complicate matters,
the boy who is known only as "Asta's son," is falsely accused of a murder
and must be on the run until he can clear his name.
General Review:
"The power of a name is apparent in this novel set in 14th-century
England. "Asta's son" is all the destitute, illiterate hero has ever been
called, but after his mother dies, he learns that his given name is Crispin,
and that he is in mortal danger. The local priest is murdered before he
can tell him more about his background, and Aycliffe, the evil village
steward for Lord Furnival, declares that the boy is a "wolfs head," less
than human, and that he should be killed on sight. On the run, with nothing
to sustain him but his faith in God, Crispin meets "Bear," a roving entertainer
who has ties to an underground movement to improve living conditions for
the common people. They make their way to Great Wexley, where Bear has
clandestine meetings, and Crispin hopes to escape from Aycliffe and his
soldiers, who stalk him at every turn. Suspense heightens when the boy
learns that the recently deceased Lord Furnival was his father and that
Aycliffe is dead set on preventing him from claiming his title. To trap
his prey, the villain captures Bear, and Crispin risks his life to save
him. Avi has done an excellent job of integrating background and historical
information, of pacing the plot so that the book is a page-turner from
beginning to end, and of creating characters for who readers will have
great empathy. The result is a meticulously crafted story, full of adventure,
action, and mystery." (Cheri Estes, School Library Journal)
Themes: Orphans, Identity, and Middle Ages in England
Author Information: http://www.avi-writer.com
Contemporary Authors Online, Gale 2003
Discussion Questions: (from the website http://teacher.scholastic.com/fairs.currconnection.crispin.htm prepared by Dr. Susan Shafer, Standard 3, Benchmark 3
1. Bear tells Crispin that if you can read, you are treated
as a priest and "common law does not allow priests to be hanged." Ask students
why this might have been true in the Middle Ages.
2. Discuss modern attitudes toward education with your class. Ask them
if we feel the same way today and people did in Crispin's day. Discuss
how different countries hold education in a different regard than we do
here in the U.S. and why this is so.
3. The middle Ages were a superstitious time. Have students find evidence
that illustrates this from the book. Ask your students to brainstorm superstitions
we have today and try to determine the origins of these superstitions.
4. Crispin risks everything to save Bear. Why might he do this? Would
you be willing to sacrifice everything for someone? What does this gesture
tell us about Crispin? How does this gesture demonstrate the changes in
Crispin over the course of the book?
5. Chapters 24 & 25 are pivotal points in the story. Bear gives
much advice that young Crispin has to struggle to comprehend. Bear tells
Crispin, "it is better to live by question," but then also says, "It is
a mistake to know everything." He also cautions him, "Those who bring remorse
are shunned, but wit and laughter, why no one ever has enough. Lose your
sorrows and you'll find your freedom." Another piece of advice is, "he
who knows a bit of everything, know nothing. But he who knows a little
bit well, knows much of all." What does each of these statements mean?
Do you agree or disagree?
Activity Suggestions:
1. After reading pages 16-19, make a map of Crispin's village.
Compare Crispin's village in 14th century England to the town you live
in today. Compare maps of medieval England and modern England. How would
that be different if we were looking at maps of your hometown today and
200 years ago? Standard 3, Benchmark 1
http://www.picturesofengland.com/mapofengland/counties-map.html
http://www.fordham.edu/halsall/maps/1399englanda.jpg
2. Research what life was like in the Middle Ages. Many useful sites
can be found at http://suzyred.com/medieval.htm . Make costumes, plan a
medieval banquet, or put on a Middle Ages fair depicting the roles of different
people in that time. Make a graphic organizer depicting the social hierarchy
of England in the Middle Ages. Standard 3, Benchmark 2
3. Listen to music from the Middle Ages - http://www.jsayles.com/familypages/earlymusic.htm
. Look at lyrics to medieval music - http://luminarium.org/medlit/medlyric.htm
. Look at instruments from medieval time, especially the recorder - http://www.s-hamilton.k12.ia.us/antiqua/instrumt.html
. After researching these topics online or in print using the card catalog
write your own lyrics for a medieval song. Write a simple tune to go with
your lyrics. Standard 1, Benchmark 4
4. Read the Midwife's Apprentice by Karen Cushman. Compare the life
of a medical apprentice to a minstrel's apprentice. Research what life
was like for an apprentice in medieval times. Prepare a poster, graphic
organizer, web site, or power point depicting these comparisons. Standard
3, Benchmark 2
Stand Tall.
Joan Bauer
Putnam
Grade Level: 6-9
ISBN 039923473X
$16.99
Synopsis:
Tree is the tallest 12-year-old anyone in his town has ever known.
His parents have recently divorced and his grandfather has just had part
of his leg amputated from an old Vietnam War injury. Tree splits his time
between his Mom's new house and his old home with his father and grandfather,
and tries to come to grips with his new, divided life.
General Review: From School Library Journal
"Bauer utilizes Tree's relationships to help him find his voice and
to teach him that being a "tree" may have benefits. The constant encouraging
words from his grandfather help him see that while life is not always fair,
it is best to give it your all. In the end, a disastrous flood that almost
destroys his father's house as well as many others rallies the town, and
the story ends with a realistic scene of courage and bravery. The depictions
of Tree and his colorful family are candid and endearing, and much of the
writing is leavened with the author's special brand of humor, albeit bittersweet
in this case. The story moves fluidly as the author reminds readers of
the small towns that stand tall and of the veterans that fought in a war
that not even they understood."
Delia Fritz, Mercersburg Academy, PA
Themes: Divorce, Grandfathers, Size, Self-esteem, Vietnam War
Author Information:
http://www.teenreads.com/authors/au-bauer-joan.asp
http://www.joanbauer.com
Discussion Questions:
1. Describe how each of Bauer's characters is an overcomer.
2. Tree has earned his nickname because he is already 6'3" and not
very good at sports. His peers give him a hard time. Give examples of times
in your life that you were picked on by your peers.
3. Sometimes life hits us with things we aren't prepared to handle.
"It's tough around here now, I know. We've all lost a piece of ourselves.
War does that-it blows things up and leaves an empty place where something
important used to be."
"Is that how you feel about your leg, Grandpa?'
"Yep, Is that how you feel about your Mom and Dad?"
Tree looked down. " Kind of."
"I'll tell you something about empty places. They doesn't get filled
in right away. You've got to look at them straight on, see what's still
standing. Concentrate on what you've got as much as you can." " (Stand
Tall by Joan Bauer).
Describe some things that happened in your life that were not planned
on. What empty places did they leave in you?
Activity suggestions:
1. Use a Venn diagram to compare and contrast Tree's home with Mom
and his home with Dad. Standard 3, Benchmark 1
2. Interview your mom, dad, or grandparents and see what stories they
have about the Vietnam War. You might want to record the interview(s) on
cassette or videotape. Standard 7, Benchmark 1
3. Select a significant event from the book and draw an illustration.
Be sure to include the page number(s) where the event takes place and write
an original caption for the illustration. Standard 5, Benchmark 3
4. Arrange to have a senior citizen visit the classroom to talk with
the students after they have read the book. Have the students decide on
some quest ions they would like to ask. Standard 7, Benchmark 1
The Winter People
Joseph Bruchac
Dial Books for Young Readers, ISBN 0-8037-2694-5 $16.99
SYNOPSIS:
Saxso is fourteen when British soldiers attack his Abenaki / French Catholic village during the French and Indian War, slaughtering many and taking Saxso's mother and sisters captive. Saxso tracks one group of soldiers to rescue his family.
REVIEW: Joseph Bruchac takes an historical event, the British attack on the Abenaki village of St. Francis in 1759 during the French and Indian War, and relates it from the perspective of the Abenaki creating an exciting adventure story. This is one of his best, helping us to understand and empathize with people of another time and culture.
THEMES:
N ative Americans, French and Indian War, Courage, Survival
ABOUT THE AUTHOR
http://www.josephbruchac.com/
Joseph Bruchac, III," in Contemporary Authors. (A profile of the author's life and works) access on the Literature Resource Center Database with a Kansas Library Card
DISCUSSION QUESTIONS: Standard 3, Benchmark3
1. Saxso grew up hearing the story of the Kiwakwe, the winter people. Why was this story told to children? What new meaning did Saxso come to find in the tale?
2. What does it mean to be "civilized?" Use events from The Winter People show how the Abenaki and Bostoniak were civilized and/or uncivilized/
3. Saxso remembers his Uncle Pierre had once told him "Most battles are lost before the fighting ever begins." (page 85) What do you think this means in the context of the book? What could this mean today? Do you think it is true?
4. Worrier's good spirit told him "if you go with one purpose, you will succeed," (page 87) Did Saxso follow this advice? How did it make his rescue attempt different from the other men's? How does this advice apply today?
SUGGESTED ACTIVITIES
1. Watch the movie Northwest Passage (1940, Warner Studios.) Compare the Hollywood depiction of the destruction of St. Francis (Odanak) and massacre of the Abenaki with the fictional account from a different perspective in The Winter People. (Standard 2, Benchmark 2; Standard 2, Benchmark 3; Standard 3, Benchmark 3; Standard 7; Benchmark 1)
2. Research the Abenaki. Why are they not considered a tribe by the United States government? What event in the book supports the reason they are not recognized? What steps can they take or are they taking to gain recognition? (Standard 2, Benchmark 2; Standard 3, Benchmark 2, Standard 9, Benchmark 3) This is one site where you can find information about the Abenaki: http://www.native-languages.org/wabanaki.htm
3. Locate an Abenaki legend or, since the Abenaki were one of the five
Wabanaki tribes, a Wabanaki legend. Learn the legend and tell it to a group.
http://www.avcnet.org/ne-do-ba/r_legend.html
http://www.avcnet.org/ne-do-ba/web_hist.html (Standard 7, Benchmark
1)
4. Research to find out about the Wabanaki Confederation. What tribes were involved? Why did they form a Confederacy? What experiences did each tribe have with the French? With the English? Where are they today? (Standard 1, Benchmark 5; Standard 2, Benchmark 4)
5. Interview a Native American who is knowledgeable about the history of his/her tribe. What experiences did their ancestors have with Europeans and or white settlers? Alternately, invite a Native American to speak to the class. (Standard 1, Benchmark 3, Standard 1, Benchmark 4)
Wenny has Wings
Carey, Janet Lee
Atheneum
Grade Level: 6th-8th
ISBN 0-689-84294-5
$15.95
Synopsis:
Having had a near-death experience in the accident that killed his
younger sister Wenny, eleven year-old Will tries to cope with the situation
by writing her letters, that are in turn humorous, informative, angry and
finally an honest realization of life's twists and turns.
General Review: ".despite the many books on death, this one stands apart--for its particularly good job of illuminating the sibling relationship and its unique capturing of the phenomenon of heading into the light." Booklist
"The ending is hopeful, with the entire family enrolled in counseling. This book is a useful meditation on death and guilt, particularly for letting children know that adults may have difficulty in dealing with their emotions." School Library Journal
Themes: Family; Death; Letter Writing; Afterlife; Brothers and Sisters
Author Information: Not in Something About the Author
Website: www.janetleecarey.com
Discussion Questions: Standard 3, Benchmark 3
1. From what Will writes to Wenny, what kind of person do you think
she was? How do her parents remember her?Are these memories changed because
Wenny is dead? Why do Will's parents become so upset when he wants to make
Wenny a birthday cake or is in her room?
2. When Will tries to tell the adults about the light and tunnel, how
do they react? Why do you think they did and said the things they did to
Will? If you had a friend who had a near death experience, what do you
think you would say to them?
3. Do you believe that near death experiences really happen? If a situation
similar to this were to happen to you, would you tell anyone? Why or why
not?
Activities:
1. Visit the author's website, click on "Teachers and Librarians,"
read Carey's description of the Child Hero. Use the website questions to
explore Will's situation. Standard 1, Benchmark 1
2. Choose either a book character that has died or even a real person
and keep a journal of letters to this character or person. Standard 5,
Benchmark 3
3. Have a tarantula as a class pet or bring in an expert to show and
discuss its care.
Standard 7, Benchmark 1
Double Dutch. Sharon M. Drapper, 2002 .
Grade level: 6-8
ISBN & Cost: 0689842309 $16.00 (HC)
0689842317 $4.99 (PB)
Synopsis : Three eight- grade friends, preparing for the International Double Dutch Championship jump rope competition in their home town of Cincinnati, Ohio, cope with Randy's missing father, and Yo Yo's encounter with the class bullies, and a secret Delia is too embarassed to share. Subjects: Contests, learning disabilities, friendship, Afro-Americans. (Source: Book)
General Review : Eighth-grader Delia may be a star on a Cincinnati Double Dutch team, but she can't read. Thanks to friends, her excellent memory, and unwritten, extra-credit projects, she's managed to conceal her secret. Her sweet, thoughtful classmate Randy also has a secret--his father has disappeared, and Randy has been on his own for weeks. Twin students suspected of plotting against the school pose another worry. With so much going on in this novel, there are plenty of unanswered questions, and several dramatic contrivances wrap things up. But the exciting rope-jumping action is constant, and each story line explores a different side of fear. Draper raises provocative questions about mass hysteria and prejudice, especially in the students' reactions to the angry twins. And she sharply articulates how anxiety seeps in and overpowers "like smoke." Teens will like the high-spirited, authentic dialogue (including lots of "your mama" jokes), the honest look at tough issues, and the team workout scenes that show how sports can transform young lives. (Source: Gillian Engberg School Library Journal Review)
Author Information : SharonDraper.com; teenread.com; Young Adult Writers (St. James Press, 1999); Lives & Works: Young Adult Authors: vol. 3 (Grolier, 1999).
Discussion Question: Standard 3, Benchmark 3
. Yolanda is a humorous character because she tells tall tales and exaggerates. Basically, she is a liar. Discuss, by using other characters in the story, how lies and deception can have serious consequences.. Many of the characters are hiding secrets. Tell how each of the characters listed below have secrets that they are hiding from others and explain how these secrets caused problems
. Titan & Tabue
. Delia
. Randy
. Yolanda
. Delia's Parents
. A powerful friendship can often make a difference in the lives of young people. Discuss how Delia's friendship with Yolanda and with Randy make a difference in her life. What might have happened if Yolanda and Randy had not been real friends to Delia?
4. What predictions can you make about the following?
. Delia and the test
. Delia and Randy
. Tabu and Titan at school
. Yolanda and the twins
. Randy and his father
Activity Suggestions:
. Write a poem about one of the following topics:
. Secrets and lies
. Fear of the Unknown
. Forever Friends
. Joy of the Jump
. Storms and Destruction
. Dance of Divorce
(Standard 3, Benchmark 4)
. Investigate more about the sport of Double Dutch. Learn the rules and regulations and learn the steps required. Have a Double Dutch tournament at your school. (Standard 3, Benchmark 2)
. Pretend you are a TV reporter at the scene of either the tornado or the Double Dutch tournament. (Standard 5, Benchmark 3)
. Create a skit that acts out the reunion of the characters in ten years. (Standard 5, Benchmark 3)
(Questions and activities like these and more can be found
at SharonDraper.com)
Once Upon a Marigold. Jean Ferris; Harcourt, 2002.
Grade Level: 6-8
ISBN & Cost: 0152167919 $17.00
Synopsis:
A boy lost in the forest and raised by a troll finds love, danger,
and secrets when he gets a job in the castle across the river.
General Review:
Christian is a strong-willed boy of six years, who has run away from
home, to live on his own. A troll who lives in the forest, Edric, finds
him and takes him in but cannot make him go back home. Chris ends up living
and growing up with Ed and his dogs as his family. Chris is an inventor,
who makes things from found articles in the forest. He also watches the
princess through his telescope in the castle across the river. She is a
headstrong young lady but very lonely, finding happiness only with reading,
her father, King Swithbert, and her three dogs. When Chris contacts her
via carrier pigeon (or p-mail), they become friends. Chris decides to leave
his forest home to take a job in the castle. Thus, Chris, a commoner, cannot
tell Marigold who he is. Chris is heartsick as he can only stand by and
watch as she is to be married to a suitor brought to her by her overbearing
and demanding mother, Queen Olympia. When Chris learns that Marigold's
life is actually in danger, he must find a way to save her.
Author Information: www.jeanferris.com
Themes: Fairy tales-fiction; Princesses-fiction; Kings, Queens, Rulers-fiction; Family life-fiction; Trolls-fiction; Humorous-fiction.
Discussion Questions (Standard 3, Benchmark 3)
1. Why did Christian, at the young age of 6, runaway from home, and
insist his family never be found?
2. Why didn't Ed follow through with finding Christian's family? What
would you have done if you were in Ed's position? Why?
3. Compare and contrast Christian's relationship with Ed, and Marigold's
relationship with King Swithbert and Queen Olympia.
4. What was Christian's motives to form a relationship with Marigold?
What was Magnus' motives in his relationship with Marigold?
5. Predict the outcome if Queen Olympia could have kept Christian away
from Marigold.
6. Suppose you could sense peoples' feelings or thoughts when you touched
them as Marigold was able to do. What would you do? How would you handle
it?
Activities Suggestions:
1. Christian and Marigold P-mail each other prior to meeting, in order
to get to know one another better. Research the real use of carrier pigeons
over time, how the birds are trained, how they know where to go, etc.,
and e-mail the findings to the teacher. (Standard 1, Benchmark 4)
2. Magnus was a mapmaker and Christian enjoyed inventing things. Create
a map or a diorama depicting King Swithbert's castle, Marigold's terrace,
the river, and Ed's cave and forest area. (Standard 3, Benchmark 1)
3. Contact an adoption or foster care agency for information, or access
information on the internet regarding adoption or foster care. Design a
promotional poster, or create a radio or television PSA (public service
announcement) about the importance of becoming adoptive or foster parents.
(Standard 5, Benchmark 3)
4. As a small group, write another chapter, in play form, to the epilogue
in the book. In this chapter, tell what happens regarding the woman who
was fished out of the river one year ago, who recently regained her memory
after suffering from amnesia.
Phineas Gage: a Gruesome but True Story about Brain Science
Phineas Gage. John Fleischman; Houghton Mifflin, 2002.
Grade level: 6-8
ISBN & Cost: 0618052526 $16.00
Synopsis:
This amazing true story tells of Phineas Gage, a railroad worker who
survived a horrible brain injury but developed a new personality as a result.
The author explains the influence that Gage's case had on the study of
brain science, brain damage, and personality disorders.
General Review:
This well-written non-fiction book is a fascinating look at "the construction
foreman who survived for 10 years after a 13-pound iron rod shot through
his brain" (from book description). Scientific explanations are clear and
easy to understand, and photos and diagrams aid the reader's understanding.
It is interesting to note the medical advances that have been made since
1848 when the story begins. Overall, this book is an easy-to-read and interesting
story of how Gage's life was changed by his accident and the way scientific
knowledge was improved by studying his rare and unusual case.
Themes: Science; Brain injury or damage; Personality disorders; Medical history and developments; Biography.
Author Information:
A brief biography on the Houghton Mifflin site http://www.houghtonmifflinbooks.com/catalog/authordetail.cfm?authorID=5046
Another brief bio from Orange Frazer Press
http://www.orangefrazer.com/cgi-bin/disp.cgi?pg=john_fleischman&match_author=John+Fleischman
Discussion Questions: Standard 3, Benchmark 3
1. Do you see any problems with the medical treatment Gage received
at the time of his injury? How would the treatment be different if he was
injured today?
2. Some would say Gage was "lucky" to have survived such an injury.
Was he lucky? Why or why not?
3. Pretend that you could go back in time to the day of Gage's accident
and have the opportunity to warn him to keep the accident from happening.
Would you choose to warn him to save him from injury, even if it meant
that medical science could not gain important knowledge from his injury?
Explain your answer.
4. Modern medicine has the ability to extend a person's life even in
the case of catastrophic injury and disability. Is this always a good thing?
How do you decide when a life should or should not be extended?
5. Image a close friend or relative has gone through a brain trauma
similar to Gage's resulting in a change in personality. How would you deal
with it?
Activity Suggestions:
1. Research the history of medicine throughout different periods in
history. Discuss specific practices, such as bloodletting. Standard 1,
Benchmark 5
2. Research people who made significant medical breakthroughs, such
as Louis Pasteur, and explain how they changed medical practices and how
this breakthrough changed medicine for the better. Standard 2, Benchmark
4; Standard 3, Benchmark 3
3. Do further study of brain science. Standard 1, Benchmark 5
4. Do a personality study. Have students take personality tests. Write
about or discuss the results. Do you think the test accurately describes
you? What surprised you about the results? Standard 3, Benchmark 3
What Would Joey Do? Jack Gantos; Farrar, Strauss and Giroux,
2002.
Grade level: 6-8
ISBN 0374399867 $16.00
Synopsis:
Joey tries to keep his life from degenerating into total chaos when
his mother sends him to be home-schooled with a hostile blind girl, his
divorced parents cannot stop fighting, and his grandmother is dying of
emphysema.
General Review:
In this final installment of the Joey Pigza trilogy (Joey Pigza Swallows
the Key, Joey Pigza Loses Control), loveable Joey is finally able to live
with his ADHD but struggles with family problems as his crazy parents cause
upheaval in his life with their wild fights and his grandmother's health
deteriorates. As with the other Joey Pigza books, the reader oscillates
between moments of hilarity and poignancy. Overall, Joey shows us that
even if there are events in your life beyond your control, you can still
find peace with yourself and your family.
Themes: ADHD; Family problems; Home schooling; Death and dying.
Author Information:
Child Lit's Jack Gantos site http://www.mhhe.com/socscience/education/kidlit/aom/current_aom.htm
Discussion Questions: Standard 3, Benchmark 3
1. Was Joey's mother right to pull him out of public school and put
him in a home schooling situation? Why or why not?
2. Joey tries to be nice to Olivia, his blind home schooling partner,
but she is always mean. Why do you think she acts this way? Is her behavior
justified?
3. Joey's grandmother encourages him to make friends. What advice would
you give Joey on how to make friends?
4. What does Joey do to try to cope with the crazy behavior of his
parents? What help or advice would you give a friend whose parents are
fighting like Joey's parents?
Activity Suggestions:
1. Research communication skills such as conflict resolution and mediation
techniques that could be used to help Joey's parents or anyone else with
communication problems. Standard 1, Benchmark 5
2. Joey is dealing with the death of his grandmother. Research the
grieving process and find coping strategies. Prepare an informal presentation
that details how you would suggest these coping strategies to someone dealing
with a tragedy. Standard 3, Benchmark 3
3. Olivia, Joey's home schooling partner, is blind. Research to find
out about things that blind people use to help them function in a seeing
world, such as seeing-eye dogs and Braille. Standard 1, Benchmark 5
4. Research home schooling. What guidelines do parents have to follow
when home schooling their children? How many people in Kansas are home
schooled? In the U.S.? Why do people choose home schooling over public
school? What are the advantages and disadvantages of home schooling? Present
your findings using a visual aid such as a graphic organizer, chart, graph,
poster, or multimedia presentation. Standard 1, Benchmark 5; Standard 5,
Benchmark 3
Swimming Upstream: Middle School Poems
Swimming Upstream: Middle School Poems
Kristine O'Connell George; Clarion Books, 2002
Grade Level: 6-8
ISBN & cost: 0618152504 $14.00
Synopsis: Award-winning poet Kristine O'Connell George narrates, through the voice of a middle-school girl, sixty-five poems that capture the trials, tribulations, and triumphs of the middle school experience. The poems highlight many questions important to middle graders: Where do I fit in? Am I up to the challenge? How can I make it through the year?
General Review: The selections are short and in a variety of forms: rhymes, free verse, haiku, and even an acrostic. The author perceptively and humorously uses the voice of the angst-ridden narrator to describe her first year in middle school. The emotions and experiences will resonate with pre-teens and help them to find their own place in the middle-school wilderness.
Themes: Middle school, Self-esteem
Author Information:
. http://www.kristinegeorge.com
. SATA Vol. 110
. Contemporary Authors Vol. 180
Discussion Questions:
. Which of the poems do you find most meaningful? Why?
. In "Changing Classes" on page 15, the writer says she feels as if
she is "swimming upstream." What do you think she means by this? Give examples
from the poems that illustrate your point of view. What words does the
poet use to describe the girl's feelings? Describe a time when you felt
that you were "swimming upstream."
. Poets use sensory details to appeal to the senses - sight, taste,
smell, hearing, and touch. Think about your school. What does it look like?
How does it taste and smell? What does it sound like? What does it feel
like? What sensory details can you find in the poems that helped the narrator
experience middle school?
. A discussion guide is available free of charge from http://www.kristinegeorge.com/swimming_discussion_guide.pdf
Suggested Activities:
. A list poem (like "Yearbook" on page 77) is made up of a list of
items or events, can be of any length, and may be rhymed or unrhymed. Ask
students to make a list of items in their locker or backpack. Select and
organize entries to construct a your own list poem. Standard 5, Indicator
3
. "SNOB" on page 41 is an acrostic. The acrostic is an ancient Greek
poetic form in which the first letter of each line spells a word or phrase,
most often the title or subject of the poem. Ask students to write the
letters of their name down the left-hand edge of a piece of paper. Beside
each letter write a characteristic of yourself - a physical feature, likes
and dislikes, something you treasure, your dreams - to make your own acrostic.
Standard 5, Indicator 3
. Divide students into small groups and assign each group to research
a famous girl in history, e.g. Joan of Arc, Helen Keller, Anne Frank, Shirley
Temple, Judy Garland, and write a poem about this famous girl. (See "Joan
of Arc" on page 59) Standard 3, Indicator 4
. A companion guide is available free of charge from http://www.kristinegeorge.com/swimming_upstream_companion_guide.pdf
Hoot. Carl Hiaasen; Knopf, 2002.
Grade Level: 6-8
Library ISBN: 0375921818 $17.99
Hardback ISBN: 0375821813 $15.95
Paperback ISBN: 0375829164 (from Knopf available May 11, 2004) $8.95
Synopsis: Roy, who is new to his small Florida community, becomes involved in another boy's secret attempt to save a colony of burrowing owls from a proposed construction site.
General Review: ( From the Bulletin For the Center of the Book) Roy's quiet life quickly somersaults out of control: one day he's a reluctant new Floridian, then suddenly he's the target of bully Dana Matherson, reluctant ally of tough soccer-player Beatrice Leep, defender of Beatrice's snake-handling runaway stepbrother, sometimes intentional confounder of the local police, and a protector of burrowing owls (threatened by the planned building of a Mother Paula's All-American Pancake House on their nesting site). The pedigree of this transition is, as you might expect, complicated, but it's also elaborately enjoyable, as mild-mannered middle-schooler Roy increasingly becomes a participant in the quirky world he's found himself submerged in. At the same time, the book effectively twists together what initially appears to be two plot strands, Roy's experiences and the repeated vandalism of a building site, as it becomes clear that it's Beatrice's stepbrother performing the vandalism in defense of the endangered owls, a defense that gradually draws in not only Roy but his parents, Beatrice's soccer team, and Mother Paula herself. The darker undertones (such as Beatrice's stepbrother's rejection by his mother) add weight and sharpness to the story without undermining its considerable humor, and they're balanced by a goodly helping of benevolence, especially in the characters of Roy's parents, who break from literary convention by being smart, understanding, and supportive; the final building-site showdown may be more predictable than the book's offbeat opening, but it's a satisfying conclusion.
Themes: Environmental Advocacy, Friendship, Corporate Wrongdoing, Families, and the Power of Few.
Author Information:
Discussion Questions:
. On the surface, a new pancake house in town sounded pretty good, even Roy 's mother was excited about a "Mother Paula's coming to town". Are there other instances in the book where things/people are not as they seem?
. Discuss the ways in which the pancake house executives tried to deceive the people of Coconut Grove. What reasons could the executives have for insisting that the pancake house be located on that particular spot?
. Like the pancake house executives, Roy also deliberately misleads others. Is Roy justified, and why? How is his deceit morally different than the pancake house executives? What would you have done?
. Officer Delinko, after the unfortunate spray paint incident, struggles to regain his boss's respect. If you were his boss, would you have fired him, why or why not? In the end, do you think he regains respect from his police unit?
. Jump forward 15 years; what is Napoleon Bridger, a.k.a. Mullet Fingers doing today? What career might he have? What about Beatrice, Roy, and Dana?
Suggested Activities:
. Find out more about burrowing owls at Kid's Planet, an ALSC site: http://www.kidsplanet.org/factsheets/burrowingowl.html . Research the relationship between burrowing owls and another declining species in Kansas , the prairie dog. Standard 2, Benchmark 4; Standard 5, Benchmark 3.
. Place the students in Coconut Grove as citizens; each should write an editorial to the "Coconut Grove Tribune" about the environmental impact of the proposed site for Mother Paula's Pancake House. Standard 3, Benchmark; Standard 6, Benchmark 2; Standard 8, Benchmark 1; Standard 3, Benchmark 1.
. Uncover Kansas Law. Find a local instance of an environmental impact statement, whether from road construction, lake site, or a new business. Find out how the E.I.S was used. Was it released to the public and how? Discuss or write about its implications on your community. Standard 9, Benchmark 3.
. Recreate a crime scene from the story. Have the student's write a police report from the perspective of Officer Delinko, documenting evidence and testimony from witnesses when applicable. Standard 9, Benchmark 3 & 4; Standard 2, Benchmark 3; Standard 5, Benchmark 2.
Wild Man Island .
Will Hobbs
HarperCollins Publishers, ISBN 0-06-029810-3. $15.89
HarperTrophy, ISBN 0-380-73310-2. $5.99
Recorded Books; Unabridged edition ISBN: 1402522746 $37.00
SYNOPSIS:
Fourteen-year-old Andy sneaks away from his group on an Alaskan sea-kayaking trip in an attempt to visit the spot where his archeologist father died nine years previously. A fierce storm blows him off-course, leaving him stranded and forced to survive with no supplies. He encounters grizzly bears, is poisoned by the mussels he eats, and discovers a wild man living on the island.
REVIEW:
Will Hobbs is a master of the wilderness survival story. This book should keep students reading although some may be confused about Andy's hallucinations after food poisoning. Several moral dilemmas beginning with whether he should break the rules and leave the group to make a personal pilgrimage to the site of his father's death, to whether he should expose the wild man will be strong discussion-starters.
Themes: Alaska , survival, archeology, wildlife conservation
ABOUT THE AUTHOR
http://www.willhobbsauthor.com/
Contemporary Authors- access on the Literature Resource Center Database with a
Kansas Library Card
DISCUSSION QUESTIONS: (Standard 3, Benchmark 3)
1. How did Andy's decision to leave the group to visit the place where his father died affect other people? What would have happened to the wild man if Andy had not been stranded on the island?
2. In the book, what evidence was related about the possibility of people living in the Americas before the Ice Age?
3. Why did Andy try to hide the fact that he knew the wild man from Shayla Matlock, the wildlife biologist from the U.S. Fish and wildlife Service?
ACTIVITIES
1. Use the internet to research Alaska adventure trips comparable to the trip Andy was with. What are the qualifications to go on the trip? How much would it cost? How long would it last? Are there any trips where you might see whales and/ or bears? Do any of the trips include Admiralty, Baranof, or Chichagof Islands ? If several students work on this activity make a chart to compare and contrast the trips researched and Andy's trip. (Standard 1, Benchmark 5; Standard 3, Benchmark 1; Standard 3, Benchmark 2
2. Make a timeline of events in the book. (Standard 3, Benchmark 1)
3. Research wilderness survival. What three items (besides a sea kayak) would have been most helpful to Andy after he was stranded? Support your choices. (Standard 3, Benchmark 3; Standard 3, Benchmark 4)
4. Research bear attacks, especially in Alaska. What is recommended if you should encounter a bear? Make a poster that might be displayed in wilderness areas to show people how to protect themselves or videotape a public service announcement about protecting yourself from bears. (Standard 3, Benchmark 4)
5. Create a Wild Man Island game. Include the positive events the happened to Andy and the events that caused setbacks. (Standard 3, Benchmark 1; Standard 3, Benchmark 3; Standard 6, Benchmark 1)
A Corner of the Universe
Ann M. Martin
Grade Level: 5-8
ISBN: 0-439-38880-5
$15.95
SYNOPSIS
In the summer of 1960, Hattie turns twelve and for the first time she
meets the childlike uncle who was a family secret. Now that Uncle Adam's
"school" - an institution for the mentally disabled - is closing, Hattie's
grandparents are at a loss on how to deal with their son. Hattie takes
her uncle under her wing during her summer vacation. Also, Hattie becomes
friends with a girl who works at the carnival that comes to her small town.
GENERAL REVIEW
Hattie Owen was looking forward to a typical summer of helping her
mother run their boarding house, painting alongside her artist father and
reading "piles" of books. Hattie's grandparents are wealthy townspeople
who turn up their noses at the lifestyle chosen by her mother and artist
father who run a boarding house in order to stay independent. Then Uncle
Adam comes home and everything becomes different. Hattie's mother says
that Uncle Adam has "mental problems." Hattie discovers her world, including
her grandparents as well as her friends, are not understanding or accepting
of Adam and his Lucille Ball-quoting, calendar-savant babbling. As Hattie
comes to understand what Uncle Adam means when he speaks of being able
to lift the corners of our universe, she appreciates his fondness for her,
his enthusiasm for life, and his bravery in facing society's denial of
his existence. One summer night, Hattie encourages Adam to sneak out to
join her for a night of fun at a carnival. Instead, a tragic accident occurs.
Martin delivers wonderfully real characters and an engrossing plot through
the viewpoint of a girl who tries so earnestly to connect with those around
her. Hattie's narration is pleasing. Her memories of the smallest of behaviors
reveal how each family member felt both love and pain for her Uncle Adam,
which they could not express.
THEMES
Family Life, Mental Disabilities, Friendship
AUTHOR INFORMATION
The following websites have biographical information on Ann M. Martin:
Kidsreads share thoughtful book reviews, compelling features, in-depth
author profiles and interviews, excerpts of the hottest new releases, literary
games and contests, and more with readers every week.
http://www.kidsreads.com/authors/au-martin-ann.asp
Author Studies Homepage by Scholastic
http://www2.scholastic.com/teachers/authorsandbooks/authorstudies/authorhome.jhtml? authorID=57&collateralID=5225&displayName=Biography
DISCUSSION QUESTIONS
1. What are the similarities and differences in how mental health is
treated by society, institutions and families in the 1940's and 1950's
as compared to today? (This question is based on Categories of Instructional
Strategies That Affect Student Achievement from Classroom Instruction That
Works by Robert J. Marzano, Jane E. Pollack, and Debra J. Pickering.)
Standard 2, Benchmark 3, Indicator MS
2. How would you describe Uncle Adam's behaviors using modern terminology?
Standard 2, Benchmark 3, Indicator MS
3. What characteristics made Hattie, Uncle Adam and Hattie's friend Leila resilient when faced with adversity such as rejection by peers or the community? Standard 9, Benchmark 2, Indicator MS
4. How does Uncle Adam's view of his corner of the universe
enrich the lives of others in his family and community? (Does Adam have
to change to please others or can those in his life grow and accept him
for who is?) Standard 9, Benchmark 2, Indicator MS
SUGGESTED ACTIVITIES TIED TO STATE LIBRARY STANDARDS
Standard 2, Benchmark 1, Indicator: MS
Activity #1: On p. 31 of the book, Hattie's father and mother talk to her about Uncle Adam's condition. They use terms like schizophrenic or autistic to describe his behavior. After researching these two terms, use a graphic organizer to show how schizophrenia and autism are similar or different. Then, looking at other symptoms exhibited by Adam, discuss if this is an accurate description of his condition.
Activity #2: Leila lives with Fred Carmel's Funtime Carnival that has a midway, prizes, sideshow and food from many nations. Create a map that shows how you think the carnival is laid out. Then, check your map against the map of a real life carnival. How were your maps similar? Different? Do carnival maps have a pattern? Information can be presented in pictorial or graphical manner.
Red Midnight
Ben Mikaelsen
Grades 5-8
ISBN 0380977451
$15.89
SYNOPSIS:
After guerrilla soldiers kill their family, twelve-year-old Santiago
and his four-year-old sister, Angelina, flee the Central American country
of Guatemala. With only a map, a machete and a small amount of food, they
set sail in a cayuco, a type of kayak, attempting to reach the safety of
Florida in the United States.
THEMES: Guatemala, Kayaks and kayaking, Survival, Emigration and immigration
AUTHOR: http://www.benmikaelsen.com/
DISCUSSION QUESTIONS: Standard 1, Benchmark 3; Standard 2, Benchmark
1
What is the time period for the setting of this book?
What more can you determine about the social and political events occurring
in Guatemala during this time period?
(search Guatemala to find Country and Culture Facts at SIRS Discoverer
through the Kansas Library Card http://www.kslc.org)
or even more recently?
Guatemala's Lynch-Mob Justice - Christian Science Monitor - December
1, 2000
(accessible through SIRS Discoverer at http://www.kslc.org)
Why does Uncle Ramos tell Santiago to "keep the morning
sun on your right and the evening sun on your left"? (page 17)
Locate the North Star as Santiago was taught to do by his uncle and
tell what constellation it belongs to.
http://www.outerbody.com/stargazer/
Why would it be important to know how to find the North Star (Polaris)
when sailing the ocean?
SUGGESTED ACTIVITIES:
Locate Lake Izabal on a map of Guatemala. [http://www.dirla.com/guatemala.jpg]
(if needed, change printer to landscape versus portrait to view printout
of the entire country)
(also check SIRS Discoverer through the Kansas Library Card http://www.kslc.org
- Guatemala - Country and Culture Facts) Determine the distance from Lake
Izabal to the coast of Florida. Calculate the average number of miles per
day that Santiago and his sister traveled from Lake Izabal until they reached
Florida. Estimate the size of Guatemala in square miles. Which state in
the U.S. is comparable in size to Guatemala? Standard 1, Benchmark 3
Santiago is continuously trying to make his journey with Angela into some sort of game so time will pass more easily for her. Compile a list of games, including rules, which could be played in their situation, being on a boat for days. Choose from a variety of presentation formats for the compilation - brochure, poster, power point, spiral bound publication, etc., along with a teacher designed grading rubric. Standard 5, Benchmark 3 Work can be done independently, with a partner or in small groups. If students work with others, then equal contributions need to be made by all group members and assessed by the instructor. Standard 9, Benchmark 1; Standard 9, Benchmark 2 The final product will be shared with other members of the class and/or school. After all presentations are made, the original groups reconvene to evaluate their own product based on the known grading rubric. Standard 9, Benchmark 4
The Same Stuff as Stars. Katherine Paterson; Clarion Books,
2002.
Grade level: 6-8
ISBN & Cost: 0618247440 $15.00
Synopsis:
When Angel's self-absorbed mother leaves her and her younger brother
with their poor great-grandmother, the eleven-year-old girl worries not
only about her mother and brother, her imprisoned father, and the frail
old woman, but also about a mysterious man who begins sharing with her
the wonder of the stars.
General Review:
This book is the poignant story of Angel, an eleven-year-old girl fighting
to hold her family together while the adults in her life are tearing it
apart. With her father in jail, a mother who deserted Angel and her younger
brother, and a grandmother too old and frail to care for them, Angel becomes
the caretaker of the family and finds other adults to provide her with
guidance and strength. Town librarian Miss Liza proves to be a trustworthy
friend, and the mysterious star man teaches her about astronomy and also
about the incredible value of human life. The story is honest, heart-breaking
and realistic without being overly sentimental. Overall, this is an outstanding
look at a young girl who fights to pull her family together in the face
of overwhelming obstacles.
Themes: Family problems; Child abandonment and welfare; Death; Astronomy.
Author Information:
Katherine Paterson's official website http://www.terabithia.com/
Katherine Paterson Teacher Resource File http://falcon.jmu.edu/~ramseyil/paterson.htm
Discussion Questions: Standard 3, Benchmark 3
1. The first time Angel meets the star man and looks at the stars through
his telescope, she feels frightened to think of herself and the whole Earth
as being so small. What does the star man mean when he says, "Yeah, we're
small, but we aren't nothing" (pg. 73)?
2. Explain the meaning of the book's title. Include an explanation
of the "glory" Miss Liza talks about (pgs. 172-173).
3. At first, Bernie and Angel are uncomfortable around Miss Liza the
librarian because of her odd appearance. What does Miss Liza do that helps
them feel more comfortable?
4. Angel has to take over the care of herself and her brother because
her great-grandmother is too old and frail to take care of them. What kind
of emotional effect do you think this will have on Angel? What kind of
character traits is it building in her? Will it help or hinder her later
in life?
5. Why does Angel decide not to go away with her father when he shows
up at the farm to pick her up?
Activity Suggestions:
1. Research stars, constellations and stories/myths about how constellations
were formed. Students could create their own constellations and write a
story about how they were formed. Standard 1, Benchmark 5; Standard 5,
Benchmark 3
2. Angel has to get by on the money from Grandma's Social Security
checks. Find out what Social Security is and how it works. Is it a workable
system? Will it still be around when you become eligible to receive benefits?
Standard 3, Benchmark 3
3. There is not much money around the Morgan household, so Angel must
budget carefully. Create a budgeting activity for students. Give students
a budget, such as $50, and have them make a shopping list of food they
would buy to last for one week. Students can get prices from a teacher-prepared
list, grocery store circulars or by going to a grocery store. Standard
3, Benchmark 3
Grasslands
Debra Seely,
Holiday House, 2002
Grade Level - 6-8
ISBN 082341731X
$16.95
Synopsis:
Thirteen year old Thomas leaves his Virginia home with his grandparents
to join his father and new stepfamily on the Kansas prairie in the 1880's.
He soon finds that this is not the West he has dreamed of but one of hard
work, struggle and danger.
General Review:
A good adventure with a mix of humor and hardship that is an effective
first-person narrative. The problems of a stepfamily are added to the struggles
of living on the prairie creating a good look at the 1880's and the universal
challenges of blending a family.
Themes: Kansas, Pioneer life, stepfamilies, moving
Author information:
Grasslands is Debra Seely's first book. She grew up in Kansas and loved
her grandparents farm outside Wichita. She was inspired by the Little House
on the Prairie series. A sequel to this story, The Last of the Roundup
Boys, is scheduled for publication in 2004. The authors website is debraseely.com,
her publishers address is Debra Seeley c/o Holiday House, 425 Madison Ave.,
New York, NY 10017, e-mail debra@debraseely.com.
Discussion Questions:
a. Thomas's false image of the West was based on stories
he had read. How was the real experience different from his dreams of the
West? What things have you read about that didn't turn out to be like they
were described? Standard 2 Benchmark 3
b. How did Thomas's relationship with his stepmother change during
this story? What caused this change? Have you ever changed your opinion
about someone? Standard 2 Benchmark 2
c. What was the Code of the West? Do you think it was a real concept
or a fictional one? How did the real cowboys behavior surprise Thomas?
How were Thomas's actions more honorable? Standard 2 Benchmark 1
d. How did the Kansas of the 1880's differ from 21st century Kansas?
What would have been fun to experience? What are you glad has changed?
Standard 1 Benchmark 5
Suggested Activities:
e. Look at your family tree and find out when your family came to Kansas
and from where they came. See if you can find out where your family lived
in 1880 and as much as possible about them. Standard 4 Benchmark 1
f. Look into the history of barbed wire. Find pictures of some of the
types of wire and create a poster about this new part of prairie life to
show how the use of barbed wire and the fencing of the prairie affected
both farmers and ranchers. Standard 5 Benchmark 3
g. Make a model of Kansas prairie showing several different types of
dwellings. Include a model sod house, a dugout, and a log cabin. Standard
5 Benchmark 3
Brothers Below Zero
Tor Seidler
Grades 5-8
ISBN: 006029180X
$14.89
SYNOPSIS
Tim Tuttle cannot begin to compete with his younger brother John Henry
-- not in school, not in sports, not in anything. Things change when Tim's
eccentric great-aunt Winifred teaches him to paint, and he is a gifted
artist. One snowy Christmas Eve, John Henry's jealousy his brother leads
to a scheme to undermine Tim's new success. The sinister scheme succeeds
beyond John Henry's expectations leading to a subzero adventure that will
change both boys forever.
GENERAL REVIEW
Middle schooler Tim Tuttle lives in the shadow of John Henry his taller
and more athletic younger brother. Tim finds his true calling as he takes
painting lessons from his beloved Great Aunt Winifred. When she dies, Tim
looses his emotional and physical refuge. He decides to paint a picture
of each of his family members for Christmas, but John Henry is jealous
of the attention Tim is receiving from his art. John Henry ruins the parents'
portrait by applying warts to his father's nose and adding a mustache on
his mother's upper lip. Tim blamed by his parents, runs away to Great Aunt
Winifred unoccupied home during the frigid Vermont weather. John Henry's
sets out to find Tim and both boys have to be rescued by the police. The
boys' actions are typical of adolescent behavior but their sibling rivalry
and its repercussions make this book one that middle-school readers will
identify with as Tim and John Henry reconcile their differences.
THEMES
Family Life, Sibling Rivalry, Art, Sports
AUTHOR INFORMATION
The following websites have biographical information on Tor Seidler:
Kidsreads share thoughtful book reviews, compelling features, in-depth
author profiles and interviews, excerpts of the hottest new releases, literary
games and contests, and more with readers every week.
http://www.kidsreads.com/authors/au-seidler-tor.asp
Interesting archive from the East Hampton Star
http://archive.easthamptonstar.com/ehquery/980917/feat3.htm
DISCUSSION QUESTIONS
Standard 9, Benchmark 2, Indicator MS
1. What are the differences between Tim and John Henry that promote their sibling rivalry?
2. What role do the Tuttle parents play in promoting the differences between the two brothers?
(Questions 1 & 2 are based on Categories of Instructional Strategies That Affect Student Achievement from Classroom Instruction That Works by Robert J. Marzano, Jane E. Pollack, and Debra J. Pickering.)
3. How can relatives such as great-aunt Winifred help with difficult time is a family?
4. How long did it take for the brothers feel the effects of the below zero weather? Did the weather describe the brothers' emotional states?
SUGGESTED ACTIVITIES TIED TO STATE LIBRARY STANDARDS
Standard 4, Benchmark 1, Indicator MS
Activity #1: Individually or in groups, use a graphic organizer to show Tim's career interests, health matters and recreational pursuits. Do the same for John Henry. Write a brief paragraph summarizing similarities and differences. Using the same graphic organizer, each student writes down his or hers career interests, health matters and recreational pursuits. After completing the graphic organizer, each student writes a brief paragraph on how his or hers interests are similar or different than the main characters.
Standard 9, Benchmark 2, Indicator MS
Activity #2: Respecting different ideas starts at home with family members. Starting with the term sibling rivalry, ask student to generate a list individually or in group that than verbally explains how ideas and information could be accepted among various groups. Example might include:
? Sibling rivalry /family togetherness
? Musicians/mathematicians
? Captain/private
After generating a list, ask students how these different groups can acknowledge the contributions of each other. How do the private and the captain respect each other's ideas and background and acknowledge each other's contributions?
Surviving the Applewhites
Stephanie S. Tolan
HarperCollins, 2002.
Grade Level: 6th - 8th
ISBN 0-06-623602-9
$23.99
Awards: Newbery Honor Book 2003
Synopsis:
Thirteen-year-old Jake Semple's parents are in jail and he has been
expelled from one school after another. The eccentric Applewhite family
agrees to let him live with them and attend their Creative Academy, a totally
unstructured home school. Twelve-year-old E.D. is the only non-artistic
member of the outrageous Applewhite clan, and the lone member of her family
with organizational skills. She and Jake both discover their special gifts
when they are drawn into the family's off-the-wall production of The Sound
of Music.
General Review:
The offbeat humor and outrageous characters will appeal to middle school
readers. Told from the alternating perspectives of the two main characters,
the story makes a terrific read-aloud for two voices.
Themes: Creativity, Eccentrics, Theater, Family Life, North Carolina, Home Schools
Author Information: www.stephanietolan.com
Discussion Questions: Standard 3 Benchmark 3
1. This story is told in alternating chapters from the
points of view of the two main characters, E.D. Applewhite and Jake Semple.
Discuss how different backgrounds and life experiences can influence an
individual's point of view.
2. Jake learned the power of words at an early age, and knew how to
use them to affect people adversely. Create a list of words that he might
use to attain a favorable response instead.
3. Jake used his hair to make a statement and force people to notice
him. In what way do you assert your individuality?
Activities:
1. Working in groups of two or three, assign each student
a character in a short pre-written scenario, then have them write a response
to the situation presented in the scenario from the point of view of their
assigned character. Standard 2, Benchmark 2
2. E.D. and Jake were not the only characters in the story to exhibit
new talents. Govindaswami abandoned his fast and introduced the Applewhites
to Indian cuisine. Do some research and discover what curries, yogurt,
chutneys, and flatbreads are and how they are made. Standard 1, Benchmark
1
3. Emulate E.D.'s Butterfly Project with butterflies that are local
to your area. Standard 3, Benchmark 1
