Module 15 - And Tango Makes Three

Citation: Richardson, J., & Parnell, P. (2005). And Tango makes three. New York, NY: Simon & Schuster Books for Young Readers.

Book Summary: This book tells the true story of two male penguins from the New York zoo who follow the example of male and female penguins by first taking care of an egg-shaped rock that is then switched for a real egg.  They take care of the egg until it hatches.  Then their family is complete. 

My Impressions: While this book is controversial in nature, it is a sweet story that emphasizes the importance of family, even if it is different from the typical definition of family.  This is a way to ease into the introduction of same sex relationships because the characters are penguins and not people.  I love that it is based on a true story.  I hope the true message of this book will not be lost because both the penguins are male.  I think a lot can be learned from reading this book.  The illustrations are beautiful and complement the story nicely. 

Professional Review:  As told by Richardson and Parnell (a psychiatrist and playwright), this true story remains firmly within the bounds of the zoo’s polar environment, as do Cole’s expressive but still realistic watercolors (a far cry from his effete caricatures in Harvey Fierstein’s The Sissy Duckling, 2002). Emphasizing the penguins’ naturally ridiculous physiques while gently acknowledging their situation, Cole’s pictures complement the perfectly cadenced text-showing, for example, the bewildered pair craning their necks toward a nest that was ‘nice, but a little empty

Mattson, J.  (2005, November). [Review of the book And Tango makes three, by J. Richardson and P. Parnell]. Booklist, 101(18), 1657. Retrieved from https://www.ala.org/ala/aboutala/offices/publishing/booklist_publications/booklist/booklist.cfm


Library Uses: Librarians have to be careful how they use this book in the library because of its controversial nature.  Librarians could use this book as part of a storytime on different types of family units (single mom, single dad, same sex, etc.) as long as it was advertised and clear to parents beforehand that the issue of same sex relationships will be discussed.

Module 14 - Take Me out of the Bathtub

Citation: Katz, A. (2001). Take me out of the bathtub. New York, NY: Margaret K. McElderry Books.

Book Summary: This is a book of silly poems sung to the tune of familiar children's songs.  All the poems are about topics that are easy for kids to relate to. 

My Impressions: Kids love the poems in this book.  The illustrations are hilarious and go well with the poems.  A favorite of the students in my class is "Stinky, Stinky, Diaper Change" which tells the humorous tale of a kid's brother who is in desperate need of a diaper change.  This is a great book to use to introduce kids to poetry. 

Professional Review: K-Gr 4-- Familiar songs are transformed into clever tunes about cranky poodles, dirty diapers, and overdue library books. "London Bridge," for example, becomes "Brother Mitch keeps falling down...tie his laces," with a satisfying punch line at the end: "Buy him Velcro!" Wacky watercolors amplify the absurdity. The baby in "Stinky Stinky Diaper Change," for instance, is shown flying on a kite string while stink-bombing birds. A surefire hit as a read-aloud, or even better, as a sing-aloud.

Engelfried, S. (2005, June). [Review of the book Take me out of the bathtub and other silly songs, by A. Katz]. School Library Journal, 51(6), 56. Retrieved from www.schoollibraryjournal.com

Library Uses: This book could be used for a story time/song time for younger kids.  

Module 13 - The 9/11 Report: A Graphic Adaptation

Citation: Colon, E., & Jacobson, S. (2006). The 9/11 report: a graphic adaption. New York, NY: Hill and Wang.

Book Summary: The authors of this book took the massive 9/11 Report and made it more easily accessible for readers by putting it into a graphic novel.  The original report is so lengthy that it is not likely that many readers would be able to make it though the report.  This graphic novel provides much of the same information as is in the original report, many times using the same words, but it is much shorter and in a format that is less daunting than the 500+ page report. 

My Impressions: The authors of this book did a great job on condensing the 9/11 Report and putting it into a format that can be easily read and understood by the common citizen.  The events of September 11, 2001 had a big impact on our country, and I think the authors have done a great thing by writing about the events in a reader-friendly format.  The illustrations are good and help tell the story.

Professional Review: Adult/High School --At only 15 percent the size of The 9/11 Report: The National Commission on Terrorist Attacks upon the United States (St. Martin's, 2004) and more than four times the price, is this adaptation worth purchasing? The answer is an unequivocal yes. Jacobson and Colón intend this adaptation to bring to the commission's report readers who would not or could not digest its nearly 800 pages, and they have the blessing, acknowledged in this book's foreword, of the commission's chair and vice-chair to do so. Neither lurid nor simplistic, it presents the essence of the commission's work in a manner that, especially in the opening section, is able to surpass aspects of any text-only publication: the four stories of the doomed flights are given on the same foldout pages so that readers can truly grasp the significance of how simultaneous events can and did overwhelm our national information and defense systems. The analysis that follows in the subsequent 11 chapters cuts cleanly to the kernels of important history, politics, economics, and procedural issues that both created and exacerbated the effects of the day's events. Colón's full-color artwork provides personality for the named players-U.S. presidents and Al-Qaeda operatives alike-as well as the airline passengers, office workers, fire fighters, and bureaucrats essential to the report. This graphic novel has the power and accessibility to become a high school text; in the meantime, no library should be without it.

Goldsmith, F. (2006, June). [Review of the book The 9/11 report: A graphic adaptation by E. Colon and S. Jacobson]. School Library Journal, 52(12), 176-176. Retrieved from www.schoollibraryjournal.com

Library Uses: This would be a good book to read with a book club and discuss the events that took place on that day.  After reading, the librarian could bring in a survivor of the 9/11 tragedies to do a presentation and answer any questions students might have about the events surrounding that day.  

Module 12 - The Boy on Fairfield Street

Citation: Krull, K. (2004). The Boy on Fairfield Street. New York, NY: Dragonfly Books.

Book Summary: This book is a biography of Dr. Seuss' life.  It discusses some of his experiences growing up and how these experiences led him to become the author and illustrator that everyone knows and loves.  His dad was a zookeeper, and his experiences there are what inspired him to start drawing animals.  The book also tells about his life in college. 

My Impressions: I really enjoyed reading this book!  I learned a lot of details about the life of Dr. Seuss that I did not know before.  He was a really interesting man!  It was interesting to read about the time the president was going to present him and 9 other children with an award, but he ran out of awards by the time he got to Dr. Seuss.  This experience really seemed to have a profound impact on his life and caused him a great deal of social anxiety.  My favorite part of the book was reading about he was voted "Most Unlikely to Succeed" in college by his fraternity brothers.  I bet they felt pretty silly after seeing all of his success!

Professional Review: K-Gr 4-- This picture-book biography is a winner. Ted Geisel was not an athletic child, and spent his free time roaming his neighborhood in Springfield, MA, and hanging out with his best friend. Except for encountering some strong anti-German sentiment, his childhood was ideally normal. The clear, large-type text concentrates on Geisel's youth. It delves a bit into his cartooning talent, honed while he was at Dartmouth College. The story ends with his successful career as Dr. Seuss still to come. An appended four-page section succinctly sums up his life and accomplishments. Johnson and Fancher's lovely, full-page illustrations are supplemented by samples of Dr. Seuss's artwork, including scenes from The Cat and the Hat and The 500 Hats of Bartholomew Cubbins. A complete list of Seuss's titles, in chronological order, rounds out the title. Mae Woods's Dr. Seuss (ABDO, 2000) devotes more space to his adult life and career. Krull's work is a terrific look at the boyhood of one of the most beloved author/illustrators of the 20th century.

Callaghan, A.C. (2004, January). [Review of the book The boy on Fairfield Street: How Ted Geisel grew up to become Dr. Seuss, by K. Krull]. School Library Journal, 50(1), 119. Retrieved from http://schoollibraryjournal.com

Library Uses: This book could be used in a book display as part of a celebration of Dr. Seuss' birthday (March 2nd).  The librarian could display this book, some of his children's books, pictures of him, and stuffed animals modeled after characters from the books he was written. 

Module 11 - The Dinosaurs of Waterhouse Hawkins

Citation: Kerley, B. (2001). The dinosaurs of Waterhouse Hawkins. New York, NY: Scholastic.

Book Summary: This book is a biography on the life of Waterhouse Hawkins, an artist whose work had a big influence on the early discoveries of dinosaur bones in both England in America.  He worked hard to have his work accepted by the scientific community.  He traveled to the United States to continue his work on some dinosaur bones that had been discovered there.  Two years of hard work was destroyed by Boss Tweed. 

My Impressions: This book is one of the few books written about the life of Waterhouse Hawkins, and may be one of the only books about his life written for younger ages.  This book is a good source of information to consult when researching information about Waterhouse Hawkins and early dinosaur discoveries.  The story of Hawkins life is an interesting one.  Readers will enjoy reading about the process he used to construct his dinosaur models, how he won over England’s leading scientists, and the trouble he faced in America with Boss Tweed, who disapproved of his work.  Selznick also did an excellent job with the illustrations, making them both accurate and visually appealing. 

Professional Review: Gr 2-5 --A picture-book presentation about the efforts of Hawkins to erect the first life-sized models of dinosaurs on both sides of the Atlantic. A Victorian artist and sculptor, he was well respected in England, and his reputation insured his being invited to construct replicas of creatures no one had ever seen and to unveil them at the newly constructed Crystal Palace. Kerley's spirited text and Selznick's dramatic paintings bring Hawkins's efforts into clear focus, including his frustrating experience in New York City when Boss Tweed set vandals loose in his workshop. Both author and illustrator provide copious notes of biographical material delineating Hawkins's works, and Selznick's trips to Philadelphia to view a rare scrapbook that is the model for this book's design and to London to see the original Crystal Palace models. Painstakingly researched, written and illustrated with careful attention to detail, this book presents the fervor and spirit of a dedicated, little-known individual whine conceptions-however erroneous by today's discoveries-astounded the minds and stirred the imaginations of scientists then involved in the actual birth of paleontology. A distinguished book in every way.

Manning, P. (2001, March). [Review of the book The dinosaurs of Waterhouse Hawkins, by B. Kerley]. School Library Journal, 47(10), 142. Retrieved from www.schoollibraryjournal.com

Library Uses: This would be a good book to use in a book talk of books relating to dinosaurs.  Prior to reading the book for this class, I had never heard of Waterhouse Hawkins.  Including this work about him in a book talk would help educate others on the work he did and the influence he had on what we know about dinosaurs today.  

Module 10 - Henry's Freedom Box

Citation: Levine, E. (2007). Henry's freedom box. New York, NY: Scholastic Press.

Book Summary: This is based on a true story of a slave.  Henry was separated from his mother when he was sold into slavery.  Later in life, he was again separated from his family when he was separated from his wife and children.  He finally earned his freedom when he mailed himself to Washington D.C. in a box, but he was never reunited with his family. 

My Impressions: This is a fascinating story that truly helps readers understand what it would have been like to be a slave during the time of the Underground railroad.  It helps readers see what slaves had to go through, and the price they had to pay for their freedom.  The illustrations are wonderful and complement the story beautifully!

Professional Review: Although the cover shows a young boy staring intently at the reader, this book is really about Henry Brown as an adult and a staggering decision he made to achieve freedom. Henry, born a slave, hears from his mother that leaves blowing in the wind "are torn from the trees like slave children are torn from their families." When his master grows ill, Henry hopes that he will be freed; instead, he is given to his master's son, and his life becomes worse. Eventually, Henry marries and has children; then his family is sold. With nothing left to lose, he asks a white abolitionist to pack him in a crate so he can be mailed to freedom. The journey is fraught with danger as he travels by train and then steamboat, but 27 hours later, he reaches Philadelphia. A brief author's note confirms the details of the story, but it's the dramatic artwork that brings it emphatically to life. According to the flap copy, an antique lithograph of Brown inspired Nelson's paintings, which use crosshatched pencil lines layered with watercolors and oil paints. The technique adds a certain look of age to the art and also gives the pictures the heft they need to visualize Brown's life. Transcending technique is the humanity Nelson imbues in his characters, especially Brown and his mother—her dream of freedom deferred, his amazingly achieved.

Cooper, I. (2007, March). [Review of the book Henry’s freedom box: A true story from the underground railroad, by E. Levine]. Book Links, 16(4), 11

Library uses: This would be a good book to include in a book display during African American History Month.

Module 9 - Ace Lacewing: Bug Detective

Citation: Biedrzycki, D. (2008). Ace Lacewing, bug detective. Watertown, MA: Charlesbridge.

Book Summary: Ace Lacewing is a detective.  His job in this book is to try to crack the case behind Queenie Bee's kidnapping.  He questions many suspects along the way.  With the help of his friends Doctor Xerces Blue and Sergeant Zito, Ace is able to crack the case.

My Impressions: This is an entertaining mystery for younger kids. It contains all the elements of a traditional mystery in a picture book format.  The colorful illustrations will attract readers to this book.  I love the insect characters, and the author does a good job of telling the story while adding humor along the way.  This is a book that kids will want to read again and again.   

Professional Review: Gr 1-4 --Motham City is abuzz with the kidnapping of Queenie Bee, and Ace Lacewing, the Sam Spade of insects, is on the case. His motto is, "Bad bugs are my business." Lacewing follows the trail of honey with the help of his gal, Doctor Xerces Blue, and Sergeant Zito, a mosquito. A motley (and sometimes molting) assortment of suspects is questioned. Their character traits are based on facts: "The roaches said of course they ran from the scene of the crime-it was their nature to scatter when the lights go on." Puns and wordplay abound: "I've known him ever since we were pupae at the same school"; "The full moon hung in the sky like a large compound eye...." The digitally enhanced illustrations evoke a film noir atmosphere, with moody blue and black backgrounds. The pages are also brimming with humorous details such as glowworm street lamps, "Bug Off" police tape, and "Slow Larvae" road signs. This clever parody of hard-boiled detective stories is sure to tickle readers' thorax.

Ludke, L. (2005, September). [Review of Ace Lacewing: Bug detective by D. Biedrzycki]. School Library Journal, 51(8), 85-85. Retrieved from www.schoollibraryjournal.com

Library Uses: This book would be good to use for a storytime on books with insects as characters.

Module 8 - Gregor the Overlander

Citation: Collins, S. (2003). Gregor the Overlander. New York, NY: Scholastic.

Book Summary: Gregor is disappointed when he does not get to go to summer camp because he has to care for his younger sister, Boots.  Things get interesting when Gregor and his sister find themselves in an unfamiliar land known as the Underland.  While in the Underland, he realizes he is the chosen one to fulfill a prophecy that will ultimately lead to him being reunited with his father.  While in the Underland, he has interactions with giant bats, rats, roaches, and spiders, and has to befriend them in order to help them on his quest.

My Impressions: I usually do not care much for science fiction books, but there was something about this book that kept me interested.  I love how Gregor looked after his sister and took such good care of her, even during the strangest of circumstances.  Kids love how the roaches think of Boots as a princess because of the way she smells when her diaper is dirty.  This book leaves readers in suspense and rooting for Gregor to fulfill the prophecy so he can be reunited with his father and return home.  There are many twists and turns along the way that keeps the book interesting! 

Professional Review: Gr 4-8-- In this accessible, almost-cinematic fantasy, Gregor and his two-year-old sister fall into an amazing underground world. Taken in by people who have lived beneath the earth for centuries, the 11-year-old learns about the giant-sized talking creatures that also reside there, including bats, cockroaches, and vicious rats. Gregor just wants to get home, but a prophecy hints that he may be the "overlander" destined to save the humans from the warlike rodents. He is reluctant until he learns that his father, who disappeared from their New York City home a few years before, is a prisoner of the rats. Gregor is not an eager hero, but with common sense, quick thinking, and determination he grows into the role. His sister, who provides some comic relief, also plays a key part because of her ability to befriend creatures, especially the giant cockroaches. Plot threads unwind smoothly, and the pace of the book is just right. Exciting scenes and cliff-hanger chapters are balanced by decisions and interactions that drive the action. Gregor is not the most compelling figure at first, but as the story progresses he becomes more interesting, maturing through the challenges he faces. Supporting characters are generally engaging, particularly the enigmatic warrior rat that claims to support the protagonist's mission. This is an engrossing adventure for fantasy fans and for those new to the genre.

Engelfried, S. (2003, November). [Review of the book Gregor the Overlander, by S. Collins]. School Library Journal. . Retrieved from www.schoollibaryjournal.com

Library Uses: This would be a good book to use for a contest where patrons could design a poster advertising the book.  It would be interesting to see their illustrations of all the Underland creatures.  

Module 7 - There's a Boy in the Girls' Bathroom

Citation: Sachar, L. (1987). There's a boy in the girls bathroom. New York, NY: Knopf.

Book Summary: Bradley Chalkers is a loner who is misunderstood by his classmates.  He is not a good student and constantly gets in trouble.  His actions seem to be a cry for attention.  He remains alone until Jeff Fishkin enrolls at the school and begins to sit next to him in class.  Bradley is surprised when Jeff actually befriends him.  Bradley learns to deal with his problems when the new counselor, Carla Davis, also takes an interest in him and allows him to discuss his problems with her.  Through both of these new relationships, Bradley learns to deal with his problems more appropriately and begins to become a better student, even doing his homework every now and then!

My Impressions: Bradley represents the kid in every school who is alone and isolated from his classmates.  This book helps kids understand these kids better and understand that deep down, they want to be liked, too.  This book is good for kids who feel alone like Bradley, too.  It teaches important life lessons for kids.

Professional Review: Fifth grader Bradley Chalkers is bright, imaginative, antisocial and friendless. Unlike the kids at school, who hate him, Bradley's collection of chipped and broken little pottery animals allows him to be brave, smart and vulnerable; he uses them to resolve the rejection of peers and adults. Jeff, a new boy at school, offers friendship but then withdraws his offer, because Bradley is hard to like. Enter Carla Davis, new school counselor, who is caring and funny, and who gradually helps restore Bradley's self-confidence. Feelings and emotions are strongly evoked in this touching and serious story of a disturbed child that is infused with humor and insight. 
-Publisher's Weekly 1987
(Retrieved February 29, 2012, from http://www.amazon.com)


Library Uses:  This would be a good book to read with an all boys reading club.  Guys could discuss some of the problems they face in their own lives and learn how to handle them appropriately through reading about Bradley's experiences.

Module 7 - The Penderwicks

Citation: Birdsall, J. (2007). The Penderwicks: A summer tale of four sisters, two rabbits, and a very interesting boy. New York, NY: Yearling.

Book Summary: The four Penderwick sisters go on a summer vacation to a cottage located at the estate of Arundel.  Each sister has a unique personality.  Rosalind is the oldest and is a mother figure to the younger sisters in the absence of their mother.  Jane is aspiring writer whose dream is to have her book published.  Skye is a strong willed girl who is not afraid to speak her mind.  Batty is the youngest and wears butterfly wings throughout most of the book.  The book tells of their experiences while at the estate where they meet Cagney (the gardener on whom Rosalyn develops a crush), Jeffrey, and the mean spirited Mrs. Tifton, who they later discover is Jeffrey's mother.  The group rallies around Jeffrey when his mother wants to send him to a military academy when his true dream is to go to a music school.

My Impressions: This is a sweet story of friendship between four sisters and the people they meet along the way.  I read this book aloud to my third grade students, and everyday they begged me to keep reading!  It is a fantastic book that pulls in the readers and leaves them wondering what will happen next.  Birdsall does an excellent job of character development and helps readers fall in love with the Penderwick sisters, Jeffrey, and Cagney and grow to hate Mrs. Tifton and her boyfriend.  I will definitely add this book to the list of "must reads" every year!

Professional Review: Gr 4-6-- This enjoyable tale of four sisters, a new friend, and his snooty mother is rollicking fun. The girls' father is a gentle, widowed botany professor who gives his daughters free reign but is always there to support or comfort them. Rosalind, 12, has become the mother figure. Skye, 11, is fierce and hot-tempered. Jane, 10, is a budding writer of mysteries who has the disconcerting habit of narrating aloud whatever is occurring around her. Batty, four, is an endearingly shy, loving child who always wears butterfly wings. The family dog, Hound, is her protector. The tale begins as the Penderwicks embark on a summer holiday in the Berkshire Mountains, at a cottage on the grounds of a posh mansion owned by the terribly snobbish Mrs. Tifton. Her son, Jeffrey, is a brilliant pianist, but her heart is set on him attending a military academy like her beloved father. The action involves Rosalind's unrequited love for the 18-year-old gardener, Skye's enmity and then friendship with Jeffrey, Jane's improvement in her melodramatic writing style, and Batty's encounter with an angry bull whom she rather hopefully calls "nice horsie." Problems are solved and lessons learned in this wonderful, humorous book that features characters whom readers will immediately love, as well as a superb writing style. Bring on more of the Penderwicks!

Gray, B. A., Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., & Raben, D. (2005). [Review of the book The Penderwicks: A summer tale of four sisters, two rabbits, and a very interesting boy, by J. Birdsall]. School Library Journal, 51(7), 95-96. Retrieved from www.schoollibraryjournal.com

Library uses: This would be a great book to read as part of a theme on sisters or family.

Module 6 - The Very Hungry Caterpillar

Citation: Carle, E. (1987). The very hungry caterpillar. New York, NY: Philomel Books.

Book Summary: This book tells the story of a young caterpillar who hatches from an egg.  He is hungry and cannot seem to satisfy his appetite.  Each day he eats more and more until he is ready to burst.  When he can't eat anymore, he spins himself into a chrysalis and emerges two weeks later as a beautiful butterfly. 

My Impressions: This is a classic children's book for many reasons.  Kids love the story and reading about all the food the caterpillar eats. It is also fascinating for young kids to see him turn into a butterfly at the end of the story.  The illustrations are what I think keeps readers coming back to read this book again and again.  Carle creates beautiful works of art with his collages.  His illustrations are big and bright and capture the imaginations of kids young and old.  

Professional Review: This book begins with a tiny egg lying on a leaf. When Sunday morning comes, the bright sun comes up and the caterpillar comes out of the egg. This is no ordinary caterpillar. This is a very hungry caterpillar. The caterpillar goes on a search for food. He eats one through one apple on Monday and two pears on Tuesday. On Wednesday he munches through three plums. Thursday he is still hungry so he finds four strawberries to eat, and nibbles on five oranges on Friday. On Saturday, he is still so very hungry, so he eats through a lot of unusual things for a caterpillar, things like salami, cherry pie, ice cream, and even watermelon. Saturday night he has a tummy ache. It is Sunday again, and the caterpillar is still hungry so instead of more junk food, he finds a nice green leaf to munch through. This makes his tummy feel much better, too. Because of all the things he eats, he isn’t little anymore. He is a big, fat caterpillar. The big caterpillar builds a cocoon around him and stays inside for a couple of weeks. Soon he is ready to get out of his house. The book concludes with the caterpillar nibbling his way out - and becoming a lovely butterfly. A great introductory science lesson for preschoolers 2 years and up.

Wood, L. (n.d.). The very hungry caterpillar. [Review of The very hungry caterpillar, by E. Carle] Retrieved from http://www.preschooleducation.com/br85.shtml

Library Uses: This would be a good book to use for a storytime with younger kids.  This book could be read along with a non-fiction book about the life cycle of a butterfly.  Kids could create the life cycle of a butterfly out of pasta at the conclusion of the storytime.

Module 5 - Remember: The Journey to School Integration

Citation: Morrison, T. (2004). Remember: The journey to school integration. Boston, MA: Houghton Mifflin Co.

Book Summary:  This book starts off by explaining how different schools were years ago.  Schools were to be separate but equal, but the reality was that the schools, while separate, were anything but equal.  The photographs help tell the story, while the author writes from the perspective of the people on the pictures.  While these are not their actual words, it helps bring the people to life and Morrison's words are probably not far from what they were actually thinking or saying.

My Impressions: I read this book to my third grade students and they loved it.  I love the photographs that the author uses to illustrate what life was like during the time of segregated schools.  The real photographs really helped my students understand what life would have been like.  They find it hard to believe that life was really like that, and seeing the pictures really helped them understand what it would have been like to grow up that way.  I love how the author writes from the point of view of the people in the photographs.  This is a very good book to read to children to help them understand segregation and how it effected children who grew up during that era.   I also love how she provides the background information that explains each picture at the back of the book.

Professional Review: In her introduction, Toni Morrison describes the racial climate in the U. S. in the 1950s— the burgeoning civil rights movement and the impact of Brown v. Board of Education. Morrison reaches out to engage readers in this pictorial essay on the topic of school integration with the brief and thought-provoking words she imagines being spoken by the children, youth, and adults captured in the photographs. The images, spanning the years 1942 to 1989, document segregated and integrated schools and the civil rights movement. A timeline and photo notes at the end of the text give dates and descriptions to help readers correlate these images to the country’s history.

[Review of the book Remember: The journey to school integration, by T. Morrison]. (2010). School Library Monthly, 27(2), 28-28. Retrieved from www.schoollibrarymonthly.com.

Library Uses: This book is a good opportunity for the librarian to talk to children about standing up for what they know is right, even if it goes against what everyone else is saying or doing.  The librarian could lead a discussion on how kids would have felt if they had grown up during the time when schools were segregated and how different their life would have been.  The librarian could also bring in a guest speaker who grew up during the time period of segregated schools to share their experiences.    

Module 5- Moses: When Harriet Tubman Led Her People to Freedom

Citation: Weatherford, C. B. (2006). Moses: When Harriet Tubman led her people to freedom. New York, NY: Hyperion Books for Children.


Book Summary: This book tells the story of Harriet Tubman's spiritual journey as she escaped from slavery and helped others escape as well.  The book narrates Tubman's possible conversations with God, asking him to give her signs and watch over her as she planned her escape.  After her escape, she thinks of her family and decides she must go back for them.  The last page compares her to Moses because they both led their people to freedom. 

My Impressions: The line where Harriet Tubman says she would rather die than live as a slave really made an impact on me.  Too often, we take our freedoms for granted.  I can't imagine being enslaved for my entire life, but I don't know if I would have been as brave as Tubman was to try to escape.  The pictures in this book are beautiful and help show what Tubman's life was probably life as a slave and during her escape.  The pictures get dark during her escape as a visual reminder that Tubman had to be very secretive and stay out of sight. 

Professional Review: Weatherford’s poetic telling of Harriet Tubman’s role as a conductor on the Underground Railroad combines with Nelson’s larger-than-life illustrations to portray the spiritual life of the African American visionary. The story takes readers from Tubman’s early days as a slave, through her decision to escape, and into her life as a free person who detested the institution of slavery so vehemently that she returned to the South nineteen times to free some three hundred slaves, including her family members. Weatherford uses three different narrative voices to explore Tubman’s relationship with God: a third-person narrator, telling of her life and trials; the voice of Harriet herself, who (in an italicized font) speaks her doubts and pleas directly to God; and God’s words to Harriet—“ HARRIET, I WILL MAKE A WAY FOR YOU”—set in large, translucent type. The interaction between these narrative voices makes clear that it was Tubman’s strong faith that sustained her on the freedom journeys so dramatically evoked in Nelson’s richly atmospheric nightscapes. Several key scenes bring Harriet in close visual proximity to the reader to emphasize both her emotional turmoil and her strength. Moses offers a visual and literary experience of Tubman’s life on a par with Alan Schroeder and Jerry Pinkney’s Minty.

Martin, M. H. (2006, February). [Review of the book Moses: When Harriet Tubman led her people to freedom, by C.B. Weatherford] . Horn Book Magazine, 82(6), 737-738. Retrieved from http://www.hbook.com/horn-book-magazine/.

Library Uses: This would be a good book to use during a story time, especially during Black History Month. 

Module 4 - Bud, Not Buddy

Citation: Curtis, C. P. (2004). Bud, not Buddy. New York, NY: Laurel-Leaf Books.

Book Summary: This is an inspirational story about a 10 year old orphan who goes on an adventure to find his father, whom he believes is a popular musician. Bud's  mother is deceased, but she left clues about the identify of his father in a suitcase that he carries around with him everywhere he goes. Throughout the book, Bud is faced with many obstacles, including racial prejudice.  He remains upbeat and positive throughout it all. 

My Impressions: This is a book that makes readers want to keep reading.  Curtis' writing makes readers root for Buddy and wonder if he will ever find his father.  Though the book is serious at times, Curtis also keeps readers laughing.  I loved reading Bud's "Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself". I like how the author explains at the end of the book that some of the characters are based on some of his own family members.  He even includes pictures of them. 

Professional Review: In a story that's as far-fetched as it is irresistible, and as classic as it is immediate, a deserving orphan boy finds a home, It's the Depression, and. Bud (not Buddy) is ten and has been on his own since his mother died when he was six. In and out of the Flint, Michigan, children's home and foster homes ever since, Bud decides to take off and find his father after a particularly terrible, though riotously recounted, evening with his latest foster family. Helped only by a few clues his mother left him, and his own mental list of "Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself," Bud makes his way to a food pantry, then to the library to do some research (only to find that his beloved librarian, one Charlemae Rollins, has moved to Chicago), and finally to the local Hooverville where be just misses hopping a freight to Chicago. Undaunted, he decides to walk to Grand Rapids, where he hopes his father, the bandleader Herman E. Calloway, will be. Lefty Lewis, the kindly union man who gives Bud a lift, is not the first benevolent presence to help the boy on his way, nor will he be the last. There's a bit of the Little Rascals in Bud, and a bit more of Shirloy Temple as his kind heart and ingenuous ways bring tears to the eyes of the crustiest of old men — not his father, but close enough. But Bud's fresh voice keeps the sentimentality to a reasonable simmer, and the story zips along in step with Bud's own panache.

Sutton, R. (1999, November/December). Bud, not Buddy. [Review of the book Bud, not Buddy, by C.P. Curtis]. Horn Book Magazine, 75(6), 737-738.

Library Uses: This would be a good book to include in a book talk on books that take place during the Great Depression.

Module 4 - Dear Mr. Henshaw

Citation: Cleary, B. (1997). Dear Mr. Henshaw. Littleton, MA.: Sundance.


Book Summary: Leigh Botts starts up a friendship with an author named Mr. Henshaw by writing him letters.  He continues to write to Mr. Henshaw as he grows up even though he doesn't hear back from him. When Mr. Henshaw finally writes back, he becomes a father figure to Leigh.  He gives him advice and helps him deal with deal with kids who are stealing food out of his lunchbox at school.  Henshaw encourages him to pursue his dream of becoming an author.

My Impressions:  This is an entertaining book that also teaches kids how to deal with difficult problems without being too direct about the message.  It is easy for most kids to find a way to relate to Leigh because many kids have gotten picked on at school or have divorced parents.  Cleary does a good job of dealing with these issues in a light heated and humorous way.  I vaguely remember reading this book in third grade, but I remember it was one of the first chapter books that I enjoyed reading.  I enjoyed reading it again for this class!

Professional Review:  Gr. 4-7 - Cleary succeeds again.  Leigh Botts lives with his recently divorced mother and writes to his favorite author, Boyd Henshaw.  When Henshaw answers his letters and encourages him to keep a journal, he does so, and in the process solves the mystery of who is stealing food from his lunchbox, invents an alarm for said lunchbox, tries to write a novel, and in the end, writes a prize-winning short story about an experience with his father.  The semi-epistolary style, at first between Leigh and Mr. Henshaw, then exclusively in Leigh's journal, gives a clear sense of his life, his thinking process, and his coming to grips with his father's absence.  His resolution to continue loving his difficult-to-love father and to try to get along and make friends in a new home and school will certainly move young readers, regardless of their own situations.  And, as usual, Cleary's sense of humor leavens and lightens what might otherwise be a heavy work of social realism.

MacDonald, R. K. (1983, January). [Review of the book Dear Mr. Henshaw, by B. Cleary]. School Library Journal, 30(1), 120. Retrieved from www.schoollibraryjournal.com.

Library Uses: The librarian could have students write letters or emails to their favorite authors.  The kids could tell the author what their favorite book is and why they like it.  They could also ask for advice on becoming an author.  It would be important to explain to the kids that many of them will probably not hear back from the author, but it is still a good experience for them to be able to write them a letter. 

Module 3 - Tuesday

Citation: Wiesner, D. (1991). Tuesday. New York, NY: Clarion Books.

Book Summary: This is a wordless picture book except for two pages that tell the day of the week and the time of day.  Readers are taken on a fantastic journey as a group of frogs sitting on lily pads take flight and fly around the city.  They chase birds, fly past people's windows, and into a sleeping old woman's house.  When the sun comes up, they return to the pond.  News reporters show up to interview people who witnessed the flying frogs, and detectives are left looking at the lily pads and wondering what happened.   The following Tuesday, pigs begin to fly out of a barn. 

My Impressions: This illustrations in this book are wonderful.  I love how the illustrator used several panels on some of the pages to show the progression of events.  Many children wonder what kind of strange things might happen while they are sleeping.  This imaginative story gives them one possible scenario. 

Professional Review: K-Gr 4--As the full moon rises over a peaceful marsh, so do frogs on their lily pads levitating straight up into the air and sailing off, with surprise with some laundry, hovering briefly before a TV left on. A dog chases one lone low coasting frog, but is summarily routed by a concerted amphibious armada. Suddenly the rays of the rising sun dispel the magic; the frogs fall to ed but gratified expressions. Fish stick their heads out of the water to watch; a turtle gapes goggle-eyed. The phalanx of froggies glides over houses in a sleeping village, interrupting the one witness's midnight snack, tangling the ground and hop back to their marsh, leaving police puzzling over the lily pads on Main Street. In the final pages, the sun sets on the following Tuesday--and the air fills with ascending pigs! Dominated by rich blues and greens, and fully exploiting its varied perspectives, this book treats its readers to the pleasures of airborne adventure. It may not be immortal, but kids will love its lighthearted, meticulously imagined, fun-without-amoral fantasy. Tuesday is bound to take off.

Dooley, P. (1991, May). [Review of the book Tuesday, by D. Wiesner]. School Library Journal, 37(5), 86. Retrieved from www.schoollibraryjournal.com.

Library Uses: Students could write words to go with the pictures in this book.  They could also draw pictures and write a story for what they think will happen next as the pigs begin to go on their adventure.  

Module 3 - Sylvester and the Magic Pebble

Citation: Steig, W. (2005). Sylvester and the magic pebble. New York, NY: Simon and Schuster Books for Young Readers.

Book Summary: Sylvester the donkey finds a magic pebble that will make all his wishes come true as long as he is holding the pebble.  He wishes to make the rain stop, the sun to appear back in the sky, and a wart to disappear.  Everything is going fine until he encounters a lion on his way home and, in a panic, wishes to be a rock.  He turns into a rock and then wishes to be himself again, but nothing happens because he is not holding the magic pebble.  His parents begin to worry about him.  A long time passes and his parents still have not found him.  When they take a picnic to the field where Sylvester is, they find a pebble that he would have loved.  They put it on top of the rock.  Sylvester wishes to be himself again and he is finally reunited with his parents.   

My Impressions: Children love reading about things that are magic.  I have read this book to my students for several years, and it always captures their imagination. Just as they think Sylvester will never figure out a way to change back into a donkey, it happens in the most unlikely way. 

Professional Review: My particular choice is William Steig's Sylvester and the Magic Pebble because it is about magic contained within small, overlooked, and undervalued things. One hundred years from now, books in general may be overlooked and undervalued. An encounter with Steig's beguiling tale just might be enough to prompt future nonreaders to take in hand or hoof other long-shut books gathering dust in and around the geodesic dome, and to find out what they are good for.

Marcus, L. S. (2000). [Review of Sylvester and the magic pebble by William Steig]. Horn Book Magazine, 76(6), 652-652. Retrieved from http://www.hbook.com/horn-book-magazine/

Library Uses: This is a great book to use to introduce higher level vocabulary to students.  Students could learn dictionary skills by looking up unfamiliar words, or they could practice using context clues to determine the meaning of words. 

Module 2 - Alexander and the Terrible, Horrible, No Good, Very Bad Day

Citation: Viorst, J. (1987). Alexander and the terrible, horrible, no good, very bad day. New York. NY: Atheneum Books.

Book Summary: Alexander starts his day off by waking up with gum in his hair, but that is just the beginning.  Things get progressively worse for him throughout the book as he has to sit in the middle seat on the way to school, finds out he has a cavity, falls in the mud, and gets in trouble at his dad's office.  He threatens to move to Australia, but his mom ensures him that bad days happen, even in Australia. 

My Impressions: I have always loved this book.  I think it is an easy book that kids can relate to.  Everyone has bad days every now and then.  The things that happen to Alexander throughout the story as he gets in fights with his brothers and his friend Paul tells him that he is his third best friend are common problems that children encounter.  This book helps children see that they are not alone and that things will get better.  The black and white illustrations are a perfect accompaniment to this story. 

Professional Review: Of all the books out there that deal with schadenfreude, none do it quite so well as Alexander. Now there’s a kid who just cannot win. If he isn’t losing his cash in Alexander, Who Used to Be Rich Last Sunday then he’s protesting a new living situation (not in Australia) in Alexander, Who’s Not (Do You Hear Me? I Mean It!) Going to Move. Of course he started life in this book where everything that could possibly go wrong does. The perfect antidote to any adult that claims that childhood is one sweet, blissful, stress free ride of innocence and carefree days.

Dean, K. (2009, April). Top 100 picture books poll results. [Review of the book Alexander and the terrible, horrible, no good, very bad day]. School Library Journal.

Library Uses: This would be a good book to use with younger elementary school students to discuss feelings and how to cope when this aren't going their way. 

Module 2 - Cloudy With a Chance of Meatballs

Citation: Barrett, J., & Barrett, R. (1978). Cloudy with a chance of meatballs. New York: Atheneum.

Book Summary: This book starts off with a grandfather telling his grandchildren a story about a land called Chewandswallow.  The people in the land of Chewandswallow do not have any food stores or restaurants.  They eat whatever falls from the sky.  Each day, the weather forecasters give the forecast about what food will fall from the sky next day.  Everything is fine until the food keeps falling from the sky and will not stop.  So much food falls that the people cannot eat it all and the town is a wreck.  The school has to be closed when a giant pancake falls on it and no one can get inside.  The people had to leave the town and set up a town made out of food in a new place.  

My Impressions: I remember reading this story when I was a child.  Kids today still love hearing this story about food falling from the sky.  The book has become even more popular after the movie version came out a couple of years ago.  This is a very creative story that allows children to imagine what life would be like if food really did fall from the sky.  

Professional Review: Gr 1-3-- In the town of Chewandswallow, the citizens enjoy the bounties of the skies, and open-roofed restaurants allow diners to catch their dinner. Unfortunately, the weather takes a turn for the worse, and there is no choice but to flee from the falling food. The detailed pen-and-ink illustrations begin in black and white, but as the tale progresses, colors join the black line details. A savory story to share over and over again.

Gallagher, G. (2006, July). [Review of the book Cloudy with a chance of meatballs, by J. Barrett and R. Barrett]. School Library Journal, 52(7), 45-45. Retrieved from www.schoollibraryjournal.com.

Library Uses: This is a great book for a story time with younger children.  Children could also participate in a writing activity where they write what happens to the people after they set up their new town that is made out of food.  

Module 1 - The Giving Tree

Citation: Silverstein, S. (1964). The giving tree. New York, NY: Harper & Row.

Book Summary: This book tells the story of a little boy who grows up and visits a certain tree each day.  He gathers leaves, plays games, climbs the tree, uses it for shade, and eats the apples produced by the tree. As the boy grows older, he falls in love and starts to visit the tree less frequently.  The tree calls out to the boy, now man, and asks him to come and enjoy some of the activities of his youth, but he responds that he is too big and instead requests money.  The tree gives the man her apples to sell.  When the man is a little older, he returns to the tree, this time needing a house.  The tree offers the man her branches to use to build a house.  After many more years, the man returns and wants a boat.  The tree allows him to cut down her trunk to build a boat.  The tree is reduced to a mere stump with nothing left to offer the man.  The aging old man returns several years later, and the tree informs him she has nothing left to give.  The boy replies that all he needs is a place to relax, and he sits down to rest on the stump.  

My Impressions: This is a very simple story, but I think it is a story to which readers can easily relate.  I like the simple illustrations and I think they suit this book well.  While it is written as a children's book, I think adults can appreciate this book more than children.  

Professional Review: The Giving Tree shares the story of a young boy and his lifetime relationship with a certain apple tree. But it is much more than that. It is also a story of giving (and taking or receiving), friendship, happiness, loyalty, sacrifice, gratitude, happiness, and most importantly—love. The tree ultimately gives everything for the boy without receiving much in return. The theme or message of the book has been interpreted in many different ways. It can be very simply understood by a second grader, or an adult can search for a deeper meaning.

Brodie, C. (2009, September)  The giving tree by Shel Silverstein - a forty-five year celebration.  [Review of the book The giving tree, by S. Silverstein].  School Library Monthly 26(1), page 22.

Library Uses: This would be a good book for a story time.  The librarian could ask children about anything that is special to them in the same way that the tree is special to the boy in the story.