Babymouse: Queen of the World (Module 6)

1. BIBLIOGRAPHY

Holm, Jennifer L. and Matthew Holm. 2005. Babymouse: Queen of the World. New York: Random House. ISBN: 9781415643990.



2. PLOT SUMMARY

Babymouse just wants to be popular (i.e. “Queen of the World”) and would do anything to get invited to Felica Furrypaw’s slumber party because Felicia is the most popular girl in school. Anything includes giving her book report to Felicia to turn in as her own and Babymouse ditching her best friend at the last minute. Babymouse finds out, though, that friends are better when they are made rather than bought and being queen is not about being popular but being loved.


3. CRITICAL ANALYSIS

This brother and sister team have a great style of allowing Babymouse to jump into fantasy scenes whenever her imagination takes her away. We get to see Babymouse living in fairy tales (Cinderella), deep space, a Western, etc. These secondary fantasy worlds add a great layer to the first fantasy world in which all animals talk, walk on two legs, and go to school together. The school itself is relateable to readers as it parallels contemporary times with lockers, classrooms, desks, and book reports.

Each page is filled with personality from the words to the drawings. Little descriptions, such as that Babymouse is “stuck with curly whiskers,” make the text fun to read. The black-white-and-pink illustrations are adorable and really bring life to the characters.

Kids will really get this graphic novel on the classic theme of friendship. The Holm’s bring a fresh take to it and allow for us to see that real friends do things for you, not just take from you, which is more important than being popular any day.

4. REVIEW EXCERPT(S)


• ALA Notable Book
• Booklist review: “The Holms spruce up some well-trod ground with breathless pacing and clever flights of Babymouse’s imagination, and their manic, pink-toned illustrations of Babymouse and her cohorts vigorously reflect the internal life of any million-ideas-a-minute middle-school student.”
• Horn Book starred review: “Babymouse is here to stay, and fans of Fashion Kitty and Captain Underpants will now add her to their collection of well-thumbed volumes to read over and over again.”
• Kirkus review: “Young readers will happily fall in line to follow Babymouse through both ordinary pratfalls (“Typical!” is her watchword) and extraordinary flights of fancy.”
• Publishers Weekly review: “This personable, self-conscious mouse, with her penchant for pink hearts, resembles Kevin Henkes's Lilly, with some extra years of grade-school experience.”
• School Library Journal review: “Babymouse, with her black-and-white-and-pink peppered palette, to anyone who thinks that comics are enjoyed primarily by boys.”



5. CONNECTIONS

• 
Babymouse has her own fun website filled with games, a sing-along song, printable pages, and a make your own adventure. It also features information about graphic novels. This website can definitely raise what is already sure to be an enthusiastic love for Babymouse.
  
• Suggested by the Babymouse website, Sidekicks is a graphic novel review website that will appeal to kids and adults. It can help kids find more of what they like and help parents, teachers, or librarians know what’s out there in the world of graphic novels.

• Other graphic novel series sure to charm Babymouse fans: (Multiple ISBNs)


Holm, Jennifer and Mike Holm. Squish: Super Amoeba.

Harper, Charise Mericle. Fashion Kitty Series.

Runton, Andy. Owly Series.

Sonoda, Konami. Chocomimi Series.

When You Reach Me (Module 6)

1. BIBLIOGRAPHY

Stead, Rebecca. 2009. When You Reach Me. New York: Wendy Lamb Books. ISBN: 9780385906647.



2. PLOT SUMMARY

Intertwining fantasy and mystery, the plot jumps around a bit in time, appropriate since it also addresses time travel, as we hear the story of twelve-year-old Miranda and the letters she has been receiving that foretell the future and also give seemingly weird instructions. The entire book is addressed to “you,” the person who has been sending the notes, and follows Miranda’s life as she loses her best friend, makes new ones, figures out who has been writing the notes, and learns what’s really important in life.


3. CRITICAL ANALYSIS

Following typical fantasy protocol, When You Reach Me features both a large task (time travel) and a sacrifice (giving of one’s own life, although I won't tell you whose). The author does a great job of creating a "real" life setting, consistently following its rules, and yet explaining time travel in a way that allows for its possibility. The ending is highly satisfying, pulling all the pieces of the puzzle and the ideas of time travel together. Each seemingly random detail falls into place by the end of the book.

Set in New York, Stead has created a vague contemporary feel, although from the beginning the time frame is clearly delineated as 1979. The setting in a big city is vital to the plot so that there is tension and slight feelings of danger with the existence of bullies and homeless on every corner as everyone is living in apartments and walking to places.

The main theme of really accepting the responsibility to do what is right is not preachy and is woven in with themes of friendship, loyalty, and coming of age. The voices of the characters are consistent with the tween age, and Miranda shows how she is maturing and growing from child to young adult.

Readers who love mysteries or science fiction or both will really get into this book and want to read it again once it’s all over to pick up on what was the subtle clues that were overlooked the first time through. I know I did.


4. REVIEW EXCERPT(S)

• Newbery Medal Winner
• ALA Notable Book/Best Book for Young Adults
• Booklist starred review: “The ’70s New York setting is an honest reverberation of the era; the mental gymnastics required of readers are invigorating; and the characters, children and adults, are honest bits of humanity no matter in what place or time their souls rest.”
• Kirkus starred review: “Some might guess at the baffling, heart-pounding conclusion, but when all the sidewalk characters from Miranda’s Manhattan world converge amid mind-blowing revelations and cunning details, teen readers will circle back to the beginning and say, ‘Wow...cool.’”
• Library Media Connection review: “This well-written book is planned and executed to keep readers engaged until the very end. The author’s style is appealing because of her character development and clever plot vehicles. The topics are interesting and the short chapters keep the pace flowing quickly.”


5. CONNECTIONS


• Random House’s website page on When You Reach Me has many helps for teaching this book including a video of the author and downloadable teacher’s guide. The teacher’s guide is 16 pages packed with wonderful information and help, including pre-reading activities, vocabulary, curriculum connections, and websites.
  
• Madeleine L’Engle’s A Wrinkle in Time is featured throughout this book. Students, whether they have read it or not, will want to look over different parts of the book. It would be especially beneficial to read as a group the moment when Meg is returned to the garden along with the passage in When You Reach Me in which they discuss that part. 

• Read alikes: (from Booklist)
  

Almond, David. Skellig. ISBN: 9780385326537

Creech, Sharon. Walk Two Moons. ISBN: 9780060233341.

Fitzhugh, Louise. Harriet the Spy. ISBN: 9780385327831.

Raskin, Ellen. The Westing Game. ISBN: 9780142401200.

Snyder, Zilpha Keatley. The Egypt Game. ISBN: 9781416960652.

The Book Thief (Module 6)

1. BIBLIOGRAPHY

Zusak, Markus. 2005. The Book Thief. New York: Alfred A. Knopf. ISBN: 9780375842207

2. PLOT SUMMARY

Through the words of Death (the narrator), nine-year-old Liesel’s story of survival plays out in the midst of the horrific events of WWII Nazi Germany. She loses her family, is fostered by a family that hides a Jew in their basement, and steals books from many different sources—including a Nazi book burning. Although she again loses pretty much everything in the end, the reader finds hope in the fact that she did survive and continued to build a life for herself.


3. CRITICAL ANALYSIS

Zusak has written a beautiful and highly literary book in The Book Thief. In an interview at the end of the novel, he says, “I like the idea that every page in every book can have a gem on it.” His craftsmanship has allowed him to do this while still sounding natural and keeping the pages turning. For example, Liesel describes Max’s hair as twigs when he first arrives on their doorstep and as feathers once he has been taken care of better. There is a lot of German words thrown in but the narrator, not being German, gives the reader sidenote translations that help with understanding.

Zusak also plays with style by incorporating simple drawings and storybooks within the story. One such storybook had been written on a copy of Mein Kampf that had been painted over in white. The reader of The Book Thief can see the words of Mein Kampf bleeding through the page. Such attention to detail is what helps make this story come alive.

There are many unexpected twists, and yet so often the narrator reveals things way before it happens: “I’m spoiling the ending” (e.g. who is going to die or how). Even so, it seems fresh in the way that it is done and the writing of the characters is so well-crafted that the reader still finds himself hoping it wouldn’t be true and weeping when it was.

The history and events are explained well, without being tedious. The perspective is unique as we get to see the war from the eyes of the children (and adults) who were just trying to survive it, even though many are Nazis in Germany. Even with the obvious moral issues that WWII Germany brings up, because Death is the narrator, there are no pat answers or moralizing within the story—just a description of events. In the end, this story of fighting for what’s right, while not actually being able to fight at all, is one that will stay with the reader haunting him as much as the stories of humans “haunt” Death.


Zusak mentions his research methods in an interview that follows the novel: researched before, during, and after writing, included a trip to Munich to check facts at the end. His sources are also listed in the acknowledgments. For those who want more information, there are also lists of related titles and internet resources.


4. REVIEW EXCERPT(S)


• Michael L. Printz Honor Book
• ALA Best Books for Young Adults
• Booklist review: “More than the overt message about the power of words, it’s Liesl’s confrontation with horrifying cruelty and her discovery of kindness in unexpected places that tell the heartbreaking truth.”
• Horn Book starred review: “Exquisitely written and memorably populated, Zusak's poignant tribute to words, survival, and their curiously inevitable entwinement is a tour de force to be not just read but inhabited.”
• Kirkus starred review: “The writing is elegant, philosophical and moving. Even at its length, it's a work to read slowly and savor.”
• Library Media Connection starred review: “Part Holocaust tale, part coming-of-age story, and part the book thief's story, this title will have readers thinking and talking.”
• School Library Journal starred review: “Zusak not only creates a mesmerizing and original story but also writes with poetic syntax, causing readers to deliberate over phrases and lines, even as the action impels them forward.”


5. CONNECTIONS


• Markus Zusak has a taped interview online about what brought him to write about this subject. It can be used as a preview for booktalking or as a wrap up after having read the book.
  
• Discussion questions are included in the back of the book. Also, there is an online forum discussion of the book thief hosted by Random House. Encourage those readers who really want to get into more discussions about the book to look at what’s being discussed there. As always, make sure that all students who are participating on anything online understand and adhere to good safety and privacy rules.
  
• Other fiction novels about the Holocaust:


Boyne, John. The Boy in the Striped Pajamas. ISBN: 9780385751063
Cormier, Robert. Tunes for Bears to Dance to. ISBN: 9780440219033
Spiegelman, Art. Maus. (Graphic novel). ISBN: 9780394747231
Spinelli, Jerry. Milkweed. ISBN: 9780375813740

The Green Glass Sea (Module 5)

1. BIBLIOGRAPHY

Kages, Ellen. 2006. The Green Glass Sea. New York: Scholastic. ISBN: 9780545036139



2. PLOT SUMMARY

Dewey Kerrigan, after being abandoned by her mother and losing her grandmother, is sent to live with her father, a scientist doing top secret work during WWII. Although she has trouble fitting in with the other kids, Dewey doesn’t mind because she is in math and science heaven. When her father is sent to Washington, D.C, she goes to live with the family of the girl she gets along with the least, Suze Gordon. When her father is killed in an accident, Dewey has no place to stay but the Gordon’s, and she and Suze finally become close friends. 


3. CRITICAL ANALYSIS

Kages writes a WWII novel from the interesting perspective of the children of the scientists who secretly worked on the atomic bomb. The dates are well documented throughout the book as chapter headers (1943-45), yet the town is unknown until Dewey finally arrives—Los Alamos, New Mexico.

Secrets abound for much of the book as the reader is kept in the dark about what they are working on and what will happen with it. Those who know history will find it fascinating how the knowledge unfolds to these children. For kids who are not as well versed in history, they will relate to the idea of being kept in the dark by adults and find the revelation of what is being worked on as amazing as the characters themselves do. Towards the end of the novel, readers get to see the atomic bomb testing and are introduced to the green glass sea, the melting of the sand where it was tested.


History is intricately woven throughout this book. Scientists who are real (e.g. scientist Dick Feynman, first introduced on the train to New Mexico, and J. Robert Oppenheimer, director of Manhattan project, who informs Dewey of her father’s death) work alongside the fictional characters. The book is also filled with small historical details like how big a deal it was to go and get a Coke, the children’s love of comic books, and listening to the radio as a form of entertainment. Although there is some cussing throughout the novel, it is not too disturbing because it seems to fit with the time period and the anxiousness of the war.

The final author’s note at the end of the novel explains how secretive Dewey’s world actually was and how Los Alamos didn’t even appear on any maps back then. Kelly also gives recommended titles for further information on this period.

This coming of age novel presents readers with a wonderful story of figuring out who you are and how to hold that together in the midst of tragedy. It is amazing how Dewey does so after losing her father—her last family member. Many generations of readers should enjoy this book about friendship, loyalty, and love.


4. REVIEW EXCERPT(S)


• Scott O’Dell Award for Historical Fiction
• Horn Book starred review: “History and story are drawn together with confidence in this intense but accessible page-turner.”
• Library Media Connection review: “This well-paced story gives us an insight to a different part of the war and how it affected the people that were involved in the Manhattan Project.”
• Publishers Weekly starred review: “If the book is a little slow-moving at times, the author provides much insight into the controversies surrounding the making of the bomb and brings to life the tensions of war experienced by adults and children alike.”


5. CONNECTIONS 


• The Los Alamos Historical Society has put together a website that shares some information about their part in the Manhattan Project. The site gives extra details and includes pictures (even one of Oppenheimer). It’s a great way to introduce the facts within the fiction.
  
• For a different perspective on the atomic bomb, make sure to show students information about the dropping of the bombs in Hiroshima and Nagasaki, Japan. There are many places to gather information and photos of the destruction. Use this topic to debate what people see as the positives and negatives of what happened through the use of the atomic bomb.
• Nonfiction books for children/YA about Los Alamos:

Church, Peggy Pond. The House at Otowi Bridge: The Story of Edith Warner and Los Alamos. ISBN: 9780826302816

Mason, Katrina R. Children of Los Alamos: An Oral History of the Town Where the Atomic Age Began. ISBN: 9780805791389

Litchman, Kristin Embry. Secrets! of a Los Alamos Kid, 1946-1953. ISBN: 9780941232272

The Evolution of Calpurnia Tate (Module 5)

1. BIBLIOGRAPHY

Kelly, Jacqueline. 2009. The Evolution of Calpurnia Tate. New York: Henry Holt and Company. ISBN: 9780805088410


2. PLOT SUMMARY

Callie Vee wants only to explore the outdoors and become a naturalist, yet the conventions of 1899 for young ladies do not allow for such behavior. While striking up an unexpected friendship with her eccentric grandfather over their love of nature and science, Callie Vee must fight against the normal cultural roles and expectations that she become a proper woman if she is to be able to pursue her dreams.

3. CRITICAL ANALYSIS

Set in the small Texas town of Fentress at the turn of the twentieth century, The Evolution of Calpurnia Tate is a novel about following your dreams and breaking molds/stereotypes. Calpurnia Tate (Callie Vee), the only girl out of seven kids in her family, is growing up as a tomboy during an era where nothing could be more improper. Through a budding relationship with her naturalist grandfather, she is exploring nature and the outdoors, rather than her mother’s desires to learn cooking, embroidery, and music. Young readers should definitely be able to relate to having expectations placed on you, especially familial ones, while still trying to figure out who you are in the first place.

Kelly uses facts and elements of history expertly in this story so that we get a feel for the era without realizing we’re learning a lot about what life was like “back then.” Readers appreciate how much life has changed as Kelly highlights moments like the family getting a “wind machine,” Callie and her grandfather having to go to town to take a picture with their plant, and the celebration of the first telephone in town. The language used is accessible but does carry authenticity. For example, “Isn’t she a corker?” is used to describe Callie’s brother’s love interest and “Dear Sir, Your letter of Wednesday instant at my hand” is how Callie begins a letter.

The acknowledgements at the end explain the liberties Kelly took with Texas history and the blooming seasons of plants. Some sources (e.g. Dallas Museum of Art) are also thanked here. Kelly’s biography on the jacket cover mentions that she lives in Fentress, Texas now. Otherwise, there is not much information given on research or suggestions for further reading.

One final note is that there is some stereotyping of women’s roles within the book. Although I find it delightful that Callie Vee was breaking out from the rather constricting roles placed on women, the idea that a woman might enjoy staying at home and raising children is not even considered. Instead, her mother is seen being at her wits end with her kids and often taking a tonic that is mostly alcohol. It would have been nice to have one adult female figure that enjoyed children and life at home. I’d hate for any reader to feel that her dream/life of raising a family is less than that of someone who works outside the home.

For me, the story seemed slow to get off the ground and got bogged in description/details at times. However, it still is a worthwhile and fascinating read that ties in science and history all within a great story about family and growing up.


4. REVIEW EXCERPT(S)


• Newbery Medal Honor
• Booklist starred review: “Interwoven with the scientific theme are threads of daily life in a large family—the bonds with siblings, the conversations overheard, the unspoken understandings and misunderstandings—all told with wry humor and a sharp eye for details that bring the characters and the setting to life.”
• Horn Book starred review: “Kelly, without anachronism, has created a memorable, warm, spirited young woman who's refreshingly ahead of her time.”
• Kirkus starred review: “Readers will finish this witty, deftly crafted debut novel rooting for ‘Callie Vee’ and wishing they knew what kind of adult she would become.”
• Publishers Weekly starred review: “Callie's transformation into an adult and her unexpected bravery make for an exciting and enjoyable read.”


5. CONNECTIONS

• The publisher provides a discussion guide that touches on questions of both the fiction (e.g. characters) and fact (e.g. history). It can be downloaded at http://us.macmillan.com/theevolutionofcalpurniatate.
• This book could open up discussions with older students on evolution vs. creationism. This is obviously a hot topic that could create for dissonance, so make sure to allow for all beliefs and ideas to be respected and listened to. Teaching students how to disagree without attacking is an important life lesson. Set-up the discussion with ground rules that encourage active listening, clarification of someone else’s argument before refuting, and speaking with humility.
• Series fiction books that include science (multiple ISBNs within each series):

Benton, Jim. Franny K Stein, Mad Scientist Series.

Brinley, Bertrand R. Mad Scientists’ Club Series.

Cole, Joanna. Magic School Bus Series.

L'Engle, Madeleine. A Wrinkle in Time Quintet.

Torrey, Michele. Doyle and Fossey, Science Detectives Series.

The Midwife's Apprentice (Module 5)


1. BIBLIOGRAPHY

Cushman, Karen. 1995. The Midwife’s Apprentice. New York: Clarion Books. ISBN: 0395692296



2. PLOT SUMMARY

Found by Jane the midwife in a dung heap, an orphan named Brat (renamed Beetle) is taken on for menial tasks, yet kept in the dark about the secrets of midwifery, so she won’t become competition. When Beetle (renamed Alyce) must deliver a baby on her own and cannot do it, she runs away filled with shame. Working at an inn, Alyce learns to read and write some, but more importantly, learns the real shame was not in failing but in giving up.



3. CRITICAL ANALYSIS

Although kids probably can’t relate to sleeping in a pile of dung for warmth, they should be able to relate to Alyce in this personable coming of age story. The most relatable part of the book are the themes of finding worth internally not externally, believing in one’s self, and learning to persevere. In one touching moment, Alyce says, “I am nothing. I have nothing, I can do nothing and learn nothing. I belong no place. I am too stupid to be a midwife’s apprentice and too tired to wander again. I should just lie here in the rain and die.” However, Alyce does find a way to believe in herself and her gifts when not many else do. Kids everywhere who are struggling to find their own self-worth should relate.

Set in a 14th century, small village England, Cushman excellently weaves details of the period and midwifery throughout the book without sounding too "teacher-y." The life of an orphan is not sugar-coated, and there is no Daddy Warbucks to save Alyce here. She gains her life through her own efforts and growth, along with the help of characters who bring a bit of truth along the way.

Cushman naturally works in how integral beliefs and superstitions, along with a lack of education, affected midwifery during this period. Other moments that really make the era come alive are descriptions of sweeping dirt floors, worrying about the Devil walking around, and the novelty of bathing with soap. The language is accessible while still being true to the times (e.g. the innkeeper says, “Oskins, boskins, chickadee”).

An author’s note that follows the story gives a history of midwifery, including its place in the world today. Cushman explains the use of superstitions and relics, as well as sharing words for “midwife” in multiple languages. It is an excellent follow-up to a wonderful historical fiction novel.

4. REVIEW EXCERPT(S)


• Newbery Medal Award Winner
• ALA Best Book for Young Adults/ALA Notable Book for Children
• Booklist starred review: “Kids will like this short, fast-paced narrative about a hero who discovers that she's not ugly or stupid or alone.”
• School Library Journal starred review: “Earthy humor, the foibles of humans both high and low, and a fascinating mix of superstition and genuinely helpful herbal remedies attached to childbirth make this a truly delightful introduction to a world seldom seen in children's literature.”
• Kirkus starred review: “From the rebirth in the dung heap to Brat's renaming herself Alyce after a heady visit to a medieval fair, this is not for fans of historical drama only. It's a rouser for all times.”

5. CONNECTIONS 


• An audio clip of The Midwife's Apprentice is available on Karen Cushman’s website. Listening to it is a great way to introduce the book to students and get them intrigued.
• Houghton Mifflin has a downloadable reader’s guide with a lot of great discussion questions from the book, comparing this book to other Cushman’s texts, and about the author’s craft.
  
• Other historical fiction books set in 14th century:

Avi. Crispin Cross of Lead. ISBN: 9780786816583

Eco, Umberto; translated from the Italian by William Weaver. The Name of the Rose. ISBN: 9780156001311

Walsh, Pat. The Crowfield Curse. ISBN: 9780545229227

• Nonfiction books about the 14th century:

Clare, John D., ed. Fourteenth-Century Towns: The Living History Series. ISBN: 9780152013202

Macdonald, Fiona. You Wouldn’t Want to Work on a Medieval Cathedral: A Difficult Job that Never Ends. ISBN: 9780531137840

Bodies from the Ice (Module 4)

1. BIBLIOGRAPHY
Deem, James M.. 2008. Bodies from the Ice: Melting Glaciers and the Recovery of the Past. Boston: Houghton Mifflin. ISBN: 9780618800452

2. PLOT SUMMARY
Looking at the discoveries that have been made from bodies frozen in glaciers, James Deem brings the reader into a riveting world of historical artifacts, harrowing mountain climbing expeditions, fun sight seeing tales, and even child sacrifices. A final chapter on visiting glaciers and becoming more eco-friendly rounds out this book.

3. CRITICAL ANALYSIS
Bodies from the Ice encourages curiosity through Deem’s obvious enthusiasm about this subject. The language used throughout the book teaches but doesn’t talk too high or low. Explanations abound while not losing the readability by employing sidebars and inserts, e.g. types of glaciers and a detailed photo showing the three steps of Everest. This book is packed with facts and stories that make the world of glaciers and recovery from them fascinating. Deem uses maps, historical photos, historical postcards, artifacts, newspapers, and drawings to bring in interest and illustrate clear research.

Deem begins with the most important find in the history of glacial discoveries: the oldest man, Otzi, who had lived 5300 years earlier. Although the sequence of the chapters is not so clear, each chapter is exclusively dedicated to one specific place/glacier and the finds there. Through the reference aides such, as a table of contents and detailed index, the book is highly useable for research as well as an enjoyable read. Deem ends with a list of glaciers to visit, suggested websites, acknowledgments, bibliography, and illustration credits that also help in further information gathering.

The photos are one of the most mesmerizing parts of the entire book. They are crisp, clear, and well-researched. The captions explain each photo and help bring in an extra layer of insight. The design is attractive and keeps the pages turning. The pictures can admittedly be slightly graphic and gruesome, but Deem never allows the book to be anything but interesting and scientific.

Deem also does a great job of differentiating fact from theory. For example, in the final chapter “Saving the Past,” Deem writes that the reason for the glaciers receding could be pollution/global warming or an ice age cycle, and there is no way to know for sure. He includes suggestions on working towards helping the environment at home and most importantly visiting the glaciers while we can. However, he allows for both theories and does not postulate on which one he believes to be true.

4. REVIEW EXCERPT(S)

• ALA Notable Book
• Robert F. Sibert Informational Award Honor Book
• Booklist review: “There are books about melting glaciers and books about frozen bodies, but this attractive offering combines the topics in a way that will intrigue readers.”
• Horn Book starred review: “The design, with its variety of photographs, captions, and sidebars, seals the appeal.”
• Kirkus Review starred review: “Photos of skulls, mummified bodies and artifacts will fascinate readers.”
• Library Media Connection starred review: “This book is a treat to look at, but is also chock-full of enough text and factual information to be a great resource for research reports.”
• School Library Journal starred review: “Deem superbly weaves diverse geographical settings, time periods, and climate issues into a readable work that reveals the increasing interdisciplinary dimensions of the sciences.”

5. CONNECTIONS

• Look at James Deem’s website for further information about glaciers. He has buttons that will get you news, books, exhibits, a powerpoint, links, and information on visiting glaciers. Use the website to look at his personal biography and other books he has written as well. Deem would make a great nonfiction author to highlight.
• Do this simple experiment with marshmallows to help students understand how glaciers are formed.
  
• Other books on glaciers:

Alean, Jürg and Michael Hambrey. Glaciers. ISBN: 9780521828086

Bodden, Valerie. Glaciers (Our World). ISBN: 9781583414620

Dubowski, Mark. Ice Mummy (Step-Into-Reading, Step 4). ISBN: 9780679856474

Sexton, Colleen. Glaciers (Blastoff Readers: Learning About the Earth). ISBN: 9781600141133

Simon, Seymour. Icebergs and Glaciers. ISBN: 9780688167059

Down, Down, Down (Module 4)

1. BIBLIOGRAPHY
Jenkins, Steve. 2009. Down, Down, Down: A Journey to the Bottom of the Sea. Boston: Houghton Mifflin. ISBN: 9780618966363

2. PLOT SUMMARY
Jenkins’ book lets the reader explore right above the ocean’s surface to the sea floor, ending at the deepest spot in the sea, the Marianas Trench. With each spread, roughly three to five different creatures are introduced through the text and pictures. The text also includes information about water temperature and pressure, as well as animal habits such as feeding and defense.

3. CRITICAL ANALYSIS
Known as “a master at presenting facts with style and clarity” (San Francisco Chronicle), Jenkins has created an attractive and fact-filled informational book about the sea in Down, Down, Down. He not only shares all about the creatures that live down below, but also inserts statistics about pressure, temperature, and depth in natural and interesting way.

For those who are interested in going deeper, he created a final appendix that identifies each creature with more detail and compares the size of each to the adult body or hand. By wisely putting this at the end, Jenkins has kept the reader from getting overwhelmed with information within the pages of the book, yet he also encourages further research on those creatures that have truly captured the imagination. A short bibliography is found at end to help those readers who want to know more and emphasizes the research that went into this book.

Jenkins’ distinct illustrations make the book highly attractive and complement the text perfectly. He shows luminescence with the “lights on” and “lights off.” Even predatorial relationships and all those crazy fish with huge teeth are done in an accessible and attractive manner.

A scale flows down the right side of every page which is very useful in comparing the depth that we are looking at on that spread with the others and in no way hinders the aesthetics of the art. The scale is mimicked on the last page of the book but shares information on the depths that humans are capable to explore and through what means (i.e. scuba diving, jim suit, submarine, etc.).

This book definitely packs a lot of information about the ocean into picture book format and encourages a desire to learn more about ocean. Students will benefit from reading the book thoroughly, flipping through it for pure enjoyment of the art, or using the book for research.

4. REVIEW EXCERPT(S)

• ALA Notable Book
• Booklist review: “In this plunge into the deep, Jenkins displays his usual keen awareness of what is fascinating about biology and imparts it without sensationalism—the facts speak for themselves.”
• Horn Book starred review: “His style works well here: with passage into each zone (from the surface to the sunlit zone to the twilight zone, etc.), the blue backgrounds shade darker and murkier, which allows the intricate cut-paper animal illustrations to pop.”
• School Library Journal review: “The bold views tend to emphasize the weirdness of these little-known species, but the repeated message that humans have much to explore and learn in the deeper ocean is intriguing and inviting.”
• Kirkus review: “Once again, Jenkins provides an almost irresistible entry into our natural world for the youngest readers.”

5. CONNECTIONS

• Steve Jenkins has a distinctive style of artwork using a paper collage technique. On his website, he goes into detail on how he makes books from idea to text to artwork. There is even a downloadable video available. Have students create their own collage illustrations using Jenkins’ techniques. Mimic one of the creatures he illustrated or allow the students to make up their own deep water creatures. Jenkins also has a gallery of student work that has been sent to him on his website. Encourage students who want to do so to send in their own collage creations.
  
• Brain Pop has a great free lesson plan on their website that combines a reading of Down, Down, Down with an activity that recreates an oil spill. This lesson, “Environmental Cost of an Oil Spill,” includes activity pages, step-by-step instructions on the experiment, and extension activities.
  
• Other kid books about the ocean:

Littlefield, Cindy A. Awesome Ocean Science (Kids Can! series). ISBN: 978-0824967970

Ryan, Pam Munoz. Hello, Ocean. ISBN: 9780881069884

Ward, Jennifer. Somewhere in the Ocean. ISBN: 978-0873587488

Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. ISBN: 9780375855733

What to Do About Alice? (Module 4)

1. BIBLIOGRAPHY
Kerley, Barbara. 2008. What to Do About Alice?: How Alice Roosevelt Broke the Rules, Charmed the World, and Drove Her Father Teddy Crazy. Ill by Edwin Fotheringham. New York: Scholastic Press. ISBN: 9780439922319

2. PLOT SUMMARY
The first line, “Theodore Roosevelt had a small problem,” sets the reader up for an exciting ride through the life of Alice Roosevelt in this fun-filled picture book biography. Kerley highlights Alice’s tomboyish ways as a kid, the press’s love for her fun-loving antics, her international exploits, her unusual wedding gifts, and her never-ending antics throughout adulthood.

3. CRITICAL ANALYSIS
Revealing a real admiration for and enjoyment of the life of Alice Roosevelt, Kerley encourages a desire to know more about the Roosevelt’s and their time in the White House. Every moment is exciting, which seems to be exactly how Alice attempted to make her life. The information is pared down to the most vital and exciting stories, which whets the appetite and inspires further research.

The highly attractive look makes this book into an inviting informational picture book. The typeface uses all caps for emphasis on important or fun words within the story, which helps younger readers latch onto the main points. Fotheringham’s illustrations capture the time period, e.g. clothing style, home decorating, modes of transportation, and even the look of newspapers. They also add an understated humor that complements Kerley’s sense of humor as well. For example, Alice is warned to not talk to reporters, yet the next page is splashed with newspapers all featuring headlines about her and the text reads, “Oh, Alice.”

The sources are cited at the end following a detailed author’s note on the life of Alice Roosevelt reaching from birth to the age of 84. This gives young readers a good sense of how an informational book is based on fact, even a highly readable biography such as this one. Booklist review suggests having a time line and better sourcing of quotes. I agree a timeline might have helped, but I think the sourcing is appropriate for the interest and reading level of the book.

4. REVIEW EXCERPT(S)

• ALA Notable Book
  
• Horn Book starred review: “This sassy biography of Alice Roosevelt Longworth validates President Theodore Roosevelt's famous quip about his oldest child: ‘I can be president of the United States, or I can control Alice. I cannot possibly do both.’”
• Kirkus starred review: “Fotheringham's digital illustrations perfectly evoke the retro styles of an earlier age, depicting a confident Alice sailing through life and tackling every challenge with delight and aplomb.”
• Publishers Weekly starred review: “It’s hard to imagine a picture book biography that could better suit its subject than this high-energy volume serves young Alice Roosevelt.”
• School Library Journal starred review: “This book provides a fascinating glimpse into both a bygone era and one of its more interesting denizens as well as a surefire antidote for any child who thinks that historical figures are boring.”

5. CONNECTIONS

• Barbara Kerley has wonderful tips on “Writing an Extraordinary Biography” on her website. With younger readers, you can go over this and discuss how her methods made this picture book informational rather than fiction. With lower elementary and up, her methods can be used to write a biography of their own. Students can write biographies about people they know or famous people.
  
• Alice Blue is a light blue color named after Alice Roosevelt and inspired by her eyes. Show the students this color and how Fotheringham uses it throughout his illustrations. A fun activity (also inspired by Kerley’s website) is to have students come up with a color that best represents them as well.
  
• Other picture book biographies (list from Horn Book):
  

Bryant, Jen. A River of Words: The Story of William Carlos Williams. ISBN: 9780802853028

Engle, Margarita. Summer Birds: The Butterflies of Maria Merian. ISBN: 0805089373

Hopkinson, Deborah. Abe Lincoln Crosses a Creek: A Tall, Thin Tale. ISBN: 037583768X

Lasky, Kathryn. Georgia Rises: A Day in the Life of Georgia O’Keeffe. ISBN: 9780374325299

McDonnell, Patrick. Me . . . Jane. ISBN: 9780316045469

Nelson, Vaunda Micheaux. Bad News for Outlaws: The Remarkable Life of Bass Reeves, Deputy U.S. Marshal. ISBN: 9780822567646

What My Mother Doesn't Know (Module 3)

1. BIBLIOGRAPHY
Sones, Sonya. 2001. What My Mother Doesn’t Know. New York: Simon & Schuster. ISBN 0689841140

2. PLOT SUMMARY
This teen poetry collection reads more like a novel, with its face-paced plot following the twists and turns of a young teen’s heart. Sophie, the main character, shares through poetry her search for the right boyfriend moving from one mistake to another. What My Mother Doesn’t Know also touches on the topics of being Jewish, budding sexuality, marriage (her parent's), mother-daughter relations, and best friends.

3. CRITICAL ANALYSIS
Sones’s free verse poetry flows naturally and keeps the pages turning quickly. The use of poetry for this teen novel encourages the deep, intense emotions of being a teenager, without feeling overdone. The emotional connection is the most impressive part of this book because it feels so true to the ups and downs of being a teenager: one minute totally high and the next minute totally devastated. We see Sophie in love and out of love, cheating, lying to her best friends, working through a rocky relationship with her mother, and worried about her reputation. This book is an honest and open work on the embarrassing explorations of teenager-dom.

The poetry is carefully crafted, but it doesn’t lose the teenager’s natural speech patterns for its use of literary devices. When considering breaking up with Dylan, Sophie is thinking how she may have outgrown him when Sones throws in a simile that his hands are “like the hands of a little boy” (“Good night”). She personifies a Christmas tree, “So tall and full, / with all its arms / swooping up at the tips / as if to say, ‘Ta da!’” (“It’s a Beautiful Tree”). When Sophie is caught up in kissing a new boy, she finds her metaphor in hot chocolate: “warming us better / than any cup of steaming cocoa ever could” (“Winter Kiss”). Sones has a gift of writing beautiful poetry that still flows as if it could come straight out of a teenager’s mouth. The poems are also balanced with lists, emails, and chats to add to the reality of a teenager’s life.

4. REVIEW EXCERPT(S)

• Booklist starred review: “The poetry is never pretentious or difficult; on the contrary, the very short, sometimes rhythmic lines make each page fly. Sophie's voice is colloquial and intimate, and the discoveries she makes are beyond formula, even while they are as sweetly romantic as popular song. A natural for reluctant readers, this will also attract young people who love to read.”
• Publishers Weekly starred review: “Drawing on the recognizable cadence of teenage speech, the author poignantly captures the tingle and heartache of being young and boy-crazy. She weaves separate free verse poems into a fluid and coherent narrative with a satisfying ending.”
• School Library Journal review: “Sones's book makes these often-difficult years a little more livable by making them real, normal, and OK.”

5. CONNECTIONS

• Sonya Sones has a fascinating website with great information about her books, her poetry, and her life. For those students who really want to get to know her more, don’t miss the video tour of her writing space: http://www.sonyasones.com/gallery/gallery002.html
• The sequel to What My Mother Doesn’t Know gives us the same quick paced poetry novel, but from the perspective of a boy (Robin Murphy). What My Girlfriend Doesn’t Know pairs nicely with this first novel, yet the first one doesn’t have to be read to understand its sequel. Use What My Girlfriend Doesn’t Know to interest male reluctant readers or those that would like a the novel in verse with a male protagonist voice.
• Other novels in verse:

Glenn, Mel. Who Killed Mr. Chippendale?: A Mystery in Poems. ISBN: 9780525675303


Herrara, Juan Felipe. CrashBoomLove. ISBN: 9780826321138


Hesse, Karen. Out of the Dust. ISBN: 9780590371254

Rylant, Cynthia. God Went to Beauty School. ISBN: 9780060094331

Red Sings From Treetops: A Year in Colors (Module 3)

1. BIBLIOGRAPHY
Sidman, Joyce. 2009. Red Sings From Treetops: A Year in Colors. Ill by Pamela Zagarenski. Boston: Houghton Mifflin. ISBN: 9780547014944

2. PLOT SUMMARY
Sidman’s free verse poetry uses colors to describe the seasons, following the calendar year from spring to summer to fall to winter. From the joy of a spring rain to the frozen fun of winter, the reader will find enjoyment in each season and the colors that it imbues.

3. CRITICAL ANALYSIS
The book begins and ends with the “cheer-cheer-cheer” of red “each note drops / like a cherry / into / my / ear.” With this, Sidman really sets the tone for her book in that each color is personified and given delightful characteristics in each season. She also uses the five senses to help create a richer experience of the colors actions: “In spring, / even the rain tastes Green,” “Fall smells / Purple,” and “Red hops to treetops, fluffs its feathers / against the cold.” Because of the personification of each color, the images are vivid and create surprising mental pictures of the colors being incredibly active throughout the year.

Careful word choice in each poem brings it alive with alliteration, consonance, and onomatopoeia. In Spring, yellow and purple are “first flowers, / first friends” and white “sounds like storms.” In Summer, white “clinks in drinks” and gray eats a bug “Snap!”. In Fall, red is an apple “crunch!” and yellow is a bus “Warning—classrooms ahead.” In Winter, “pink prickles,” “blue breathes,” and “white whispers.” Sidman’s free verse lines flow from short to long in the same poem creating a wonderful read aloud.

The illustrations are delightful and playful, fitting the tone of the poetry. The character Zagarenski created is simple, yet brings so much joy to the illustrations as s/he wanders from season to season, color to color enjoying it all. By having the colors so vividly shown throughout the seasons, it helps to express how the colors really blend from season to season. There is a great use of mixed media within each illustration that heightens the creativity. Especially wonderful are the use of cut-out words, like “circle” on the wheel the character stands on in spring or “winter/December” on the scarf worn in the winter.

4. REVIEW EXCERPT(S)

• Awarded Caldecott Honor Medal
• Booklist starred review: “Throughout, the mixed-media illustrations, including collage and paintings on wood, provide much to look at. And as the title implies, the colors that surprise on every page do sing.”
• Horn Book starred review: “A poet known for multilayered explorations of nature rejoices here in the way colors, and how we perceive them, change with the seasons.”
• Kirkus starred review: “The seasons flow into each other, bringing readers full circle. Fresh descriptions and inventive artistry are a charming inspiration to notice colors and correlate emotions. Details in the artwork will invite repeated readings and challenge kids to muse about other color icons.”
• School Library Journal review: “Some of Zagarenski's mixed-media paintings are full of light and others are darker and slightly haunting, but the rich colors come to life on the page. The words and pictures depend upon one another and blend well to conjure up quirky, magical imagery.”

5. CONNECTIONS

• Invite students to think of their favorite color during their favorite season. Help them explore the five senses with that color and season in mind (e.g. How does green sound in the summer?). Once they have done some brainstorming, have the students write poems celebrating each season. Group the poems by season and display in the library.
• Joyce Sidman’s website has both a reader’s guide and video of her speaking about this book. She also has “poem starters” and offers to post some of the kid-authored poems that are submitted to her. Spend time with your students exploring this website and encourage them to submit poetry to her: http://www.joycesidman.com/Index.html
• Other illustrated books about the four seasons:

Gibbons, Gail. The Seasons of Arnold’s Apple Tree. ISBN: 9780152712464

Hopkins, Lee Bennett, ed. Sharing the Seasons: A Book of Poems. ISBN: 9781416902102

Lin, Grace and Ranida McKneally. Our Seasons. ISBN: 9781570913600

Rosenstiehl, Agnes. Silly Lilly and the Four Seasons: A Toon Book. ISBN: 9780979923814

My Man Blue (Module 3)

1. BIBLIOGRAPHY
Grimes, Nikki. 1999. My Man Blue. Ill by Jerome Lagarrigue. NewYork: Puffin. ISBN 0329292110

2. PLOT SUMMARY
My Man Blue follows a kid, Damon, and his mother’s old friend, Blue. The book begins with Damon and his mother’s move to an urban neighborhood where they first meet up with Blue. Although wary at first, Damon accepts Blue’s friendship with the understanding that Blue wants to help fill the whole Damon’s father left and keep Damon from being swallowed up by the streets the way Blue’s son was.

3. CRITICAL ANALYSIS
There is nothing forced about Nikki Grimes’ writing. Her poems flow naturally in free verse form. She has organized this book to highlight the growth of the friendship and Damon’s growing courage and self-confidence. Poems balance in total length and line length with some having shorter, more staccato lines and others longer, more lyrical ones.

Blue and Damon’s friendship is filled with beautiful lessons of truth and courage. The emotions are raw and honest, like Damon’s telling Blue in the poem “Second Son:” “But I can’t take Zeke’s place.” Grimes delicately touches on discussions of fear, violence, and loss but maintains a hopeful voice throughout. This book has great appeal to many audiences (young and old) because of the chord of truth that it strikes.

“Damon & Blue” is most musical poem in its use of rhyme (“blue, two, avenue”), rhythm, and “s” sound. Other poems do not use rhyme but feature other literary devices like alliteration. For example, “Like Blue” has a lot of “b” in it (be, Blue, black, built, boxing, but). There is much that can be highlighted to students about how poets craft their poems in this book.

The strength of this book really comes in Grimes’ ability to touch on deep themes while not feeling forced or trite. In the “Class Bully,” we are surprised to see that the bully is a girl and given another surprise as Damon refuses to hit her back: “It’s guys / who don’t hit girls / Who’re strong.” Grimes also writes of fear in two poems. In “Fearless,” Blue takes Damon to climb a tree: “And urges me to loop / my fear like twine / around a branch and use / the rope to climb.” This is such a great image of how to use fear to our advantage. In one of the more tender poems about a shooting at school, “The Plan,” Damon personifies and addresses fear directly: “So, Mister Fear, / If you’re listening, / You best be leaving / Now.”

Lagarrigue’s illustrations are a perfect companion to the book. They are soft acrylic paintings, filled with deep colors and are slightly gritty looking to emphasize the urban feel. The paintings seem blurred, yet truly exemplify the intense emotions of the book. In many ways, they really personify Blue himself—soft, yet tough.

4. REVIEW EXCERPT(S)

• Publishers Weekly starred review: “Though each of these accomplished poems could easily stand alone, together they form an enticing story.”
• School Library Journal review: “Lagarrigue debuts with a set of twilit, impressionistic, sparsely populated street scenes in which Blue, with his shaven head and heavy frame, leans hugely but attentively toward his diminutive companion. Damon mentions his mother several times, but because she appears in the illustrations only once, she remains a background presence as man and boy bond.”
• Newsweek review: “[This is one] of this year’s best children’s books. . . . [It] sneaks in a bit of wisdom (it’s OK for African-American boys to cook and read), but mostly it’s the story of a kid and his mother’s boyfriend warming to each other.”

5. CONNECTIONS

• Jerome Lagarrigue’s artistry should be delved into deeper by observing some of his other illustrated works. These include Freedom Summer (ISBN: 9780689830167), Me and Uncle Romie (ISBN: 9780803725201), Going North (ISBN: 9780374326814), and Poetry for Young People: Maya Angelou (ISBN: 9781402720239).
• For older students (grades 5-8), Nikki Grimes has written another book about fathers and father-figures, Dark Sons (ISBN: 9780786818884). My Man Blue would be a great introduction to this longer book and could set the tone for discussing father-son relationships.
• Other books about fear that can be compared and contrasted because they take a lighter look at the theme:

Henkes, Kevin. Wemberly Worried. ISBN: 9780688170288

Mayer, Mercer. There’s an Alligator Under My Bed. ISBN: 9780803703742

Seuss, Dr. What Was I Scared Of? ISBN: 9780375958670

Waber, Bernard. Courage. ISBN: 9780618238552

Easy Work (Module 2)

1. BIBLIOGRAPHY
Kimmel, Eric. 1998. Easy Work. Ill. by Andrew Glass. New York: Holiday House. ISBN: 0823413497

2. PLOT SUMMARY
Easy Work is a retelling of a traditional Norwegian tale of the stereotypical husband-wife roles and its reversal. Mr. McTeague, who is tired of working so hard, suggests that his wife’s work at home is “easy work.” They decide to switch jobs the next day. As he goes throughout the day’s chores, the refrain of “easy work” continues. He thinks he has solved all the days problems in a smart manner by 1) wearing his wife’s dress to milk the cow, 2) tying a rope between his own leg and the cow’s as it grazes, 3) throwing the dog bacon while tying the dog’s tail to the crib of the crying baby, and 4) churning the butter by tying another rope from the churn to his other leg while rocking in a chair (whew!). Inevitably, the “easy work” ends in disaster as he falls asleep, burns down the house, loses the cow, almost loses the baby, breaks the crib, and ruins his wife’s dress. It all ends well though, as “eventually everything was set to rights.” The baby is ok, the cow comes back, and they rebuild their house.

3. CRITICAL ANALYSIS
The repeated phrase, “easy work,” never lets the reader forget the true theme of the book and works well in foreshadowing the disaster ahead. The more it is said, the more the reader sees how complicated the situation is really getting. Kimmel moves the action along swiftly with a lot of active verbs and well-placed descriptions. He focuses his writing on the action, not in overly describing the scene. Even when describing what Mrs. McTeague finds at the end of the day, verbs are crucial to the description (i.e. baby crying, cat lapping, dog gnawing). The dialogue is amusing and keeps with the time period, adding depth to the setting and humor of the story. For example, we hear Mr. McTeague use the phrases: “Jumping Jerusalem,” “Holly Hannah,” and “Golly Neds.”

Glass’s illustrations have a soft comical feel that captures the mood of the story and the time period. The cross-hatched style exudes the time period and, more importantly, the protagonist of our story because the style of artwork leaves an unfinished and harried, yet colorful, impression—just like Mr. McTeague. The expressions on the character’s faces (even on the animals) are especially well-drawn and add a lot to the humor of the book.

In the end, the lesson is taught that staying at home is not “easy work,” yet the book is not a preachy, treatise to woman’s rights. Instead, it is an amusing look at traditional roles that leads to more mutual respect all around.

4. REVIEW EXCERPT(S)

• Booklist review: “Kimmel pours a classic Norwegian folktale into an American pot, and Glass brings it to a rolling boil with dappled scenes of domestic chaos.”
• Horn Book review: “A boisterous retelling of a Norwegian tale.”
• School Library Journal review: “Glass's lively illustrations are done in a scratchy, folksy style and suit the text perfectly.”

5. CONNECTIONS

• Two traditional songs are mentioned in the book (“Sweet Betsy from Pike” and “Little Brown Jug”). Both of these songs can be located in the Library of Congress (http://www.loc.gov/index.html) and played online. Familiarity with these tunes can allow the reader to sing along with Mr. McTeague.
  

Sweet Betsy from Pike: http://memory.loc.gov/afc/afcts/audio/409/4099a2.mp3

Little Brown Jug: http://memory.loc.gov/afc/afccc/audio/a334/a3348a2.mp3

• This book is based on a Norwegian folktale by P. C. Asbjornsen (The Man Who Kept House). Other Norwegian folktales by Asbjornsen:

East of the Sun and West of the Moon and Other Tales. Available online in e-book format.

The Runaway Pancake. ISBN 9780883321379

The Squire’s Bride. ISBN 9780689304637

The Three Billy Goats Gruff. ISBN 9780816430802

The 3 Little Dassies (Module 2)

1. BIBLIOGRAPHY
Brett, Jan. 2010. The 3 Little Dassies. New York: G. P. Putnam’s Sons. ISBN: 9780399254994.

2. PLOT SUMMARY
The three little dassies go out to build for themselves homes, with their hope being to be find “a place safe from big eagles.” They find a spot that looks good, and even though the Agama Man (lizard) mentions the eagles nearby, they decide to build. The first builds with grass and then takes a nap, the second with driftwood and then takes a nap, but the third takes all day to build her sturdy house of stone. The next morning the eagle easily destroys the first two houses and carries the dassies back up to his nest. He cannot get to the third dassie because of her sturdy home, but after he realizes that his first two dassies are gone (rescued by a lizard), he even tries the chimney. In the end, the three dassies are no longer ever bothered by the eagle again because his singed tail feathers have blackened all eagle feathers from then on. The final page reveals Brett's retelling to be a pourquoi tale explaining the lives of the dassies, the lizard, and the eagle.

3. CRITICAL ANALYSIS
Brett’s African version of “The Three Little Pigs” was inspired by her own trip to Namibia. The culture does comes through in the writing by the names that she chooses but shines through the most through her illustrations. In the author's note, we find the Brett gave the dassies the dresses and turbans of the Herero women and used elements of Africa within her story. The result is a delightful combination of African vibrancy and the traditional look of Brett's illustrations.

Brett delightfully tailors the story to her African characters. For example, the traditional “huff and puff” line is changed for an eagle with, “I’ll flap and I’ll clap and I’ll blow your house in!”. All the characters end up alive and well at the end, thanks to the lizard saving the dassies and the eagle only getting a color change through the singeing of its feathers. As usual with many of Brett’s illustrations, the side illustrations push the story along. The daring rescue of the lizard happens entirely on the sides of the main illustrations. I’ll admit I was so focused on the main panels that I only caught him halfway through the act and had to go back to look again.

The traditional moral of not being lazy is retained as the first two dassies are caught by the eagle due to their laziness in not building homes out of sturdier materials (shown through the desire to build quickly and then take a nap). A secondary moral of not being greedy is also incorporated as the book mentions the eagle’s greed in trying to capture all three dassies.

4. REVIEW EXCERPT(S)

• Horn Book review: “Brett uses an eye-catching variety of multicolored patterns.”
• Kirkus review: “Brett uses her magical watercolor-and-gouache paintings to create a distinctive visual world.”
• Publishers Weekly review: “A buoyant and original reimagining.”
• School Library Journal review: “This tale will captivate children and introduce a setting and animals unfamiliar to most of them.”

5. CONNECTIONS

• Brett’s website provides many activities, including coloring pages, email postcards, computer games, and reader’s theater scripts. This book has a reader’s theater script that could be used as a great follow-up: http://www.janbrett.com/3_little_dassies_reader_theater.htm
• Get your readers familiar with Jan Brett’s style by looking at more of her books. Recommended ones are The Mitten; Town Mouse, Country Mouse; Armadillo Rodeo; and The Umbrella.
• Other familiar traditional tales set in Africa:
  


Isadora, Rachel. The Princess and the Pea. ISBN: 9780142413937

Steptoe, John. Mufaro’s Beautiful Daughters: An African Tale. ISBN: 9780688040451

Daly, Nikki. Pretty Salma: A Little Red Riding Hood Story. ISBN: 9780618723454

The Three Pigs (Module 2)

1. BIBLIOGRAPHY
Wiesner, David. 2001. The Three Pigs. New York: Clarion Books. ISBN: 0618007016

2. PLOT SUMMARY
Starting out as a traditional telling of “The Three Little Pigs,” this book soon shows that it's actually a fractured retelling when the first pig gets blown out of the illustration by the big bad wolf. Following that, the three pigs all leave the story on a paper airplane (made from a page of their own story) and find themselves in a storybook world with pages of stories everywhere. The pigs venture through “Hey Diddle Diddle” and a fairy tale, picking up the Cat and the Fiddle and rescuing a dragon, before they all settle back down in the third pig's brick house. The wolf doesn't seem to have really caught on to the changes in his own story until the dragon pops out, scaring him away, and everyone else lives "happily ever aft...".

3. CRITICAL ANALYSIS
The writing style begins with the traditional folk tale style but then shines with Wiesner's sense of humor. The pigs' dialogue is shown in speech bubbles during their time in the storybook world and is simple yet humorous. Each character maintains speech patterns from their own story, i.e. the dragon is shown as speaking with a royal flair: "O brave and noble swine."

The real star of the whole book, though, are the illustrations. The beginning shows four pictures per page, set up almost like slides. This then allows for the pig to be blown out of his own story, yet still remain on our page. It also sets us up for the storybook world that follows with pages from other stories all around.

Wiesner handles the traditional violence of the story through his illustrations. Even as the words claim that the wolf “ate the pig up.” The reader just saw the pig blown right out of the illustration one slide earlier. The wolf looks a bit confused, but the story keeps right on, claiming he ate the second pig, even though the illustrations again show an entirely different story.

When the pigs are no longer in their story, Wiesner brilliantly changes his artistic style to portray them more realistically. The pages of the pigs flying on their airplane are delightful. Who can't smile at glee on their faces or those curly, little piggy tails? Each story they enter has a different style of illustration and the pigs take on that style while within that story.

Finally, the illustrations help end the story as the dragon knocks the words down while scaring away the wolf. The characters capture the letters, so that the third pig can write out, “And they all lived happily ever after,” on the last page—allowing those pigs to finally write their own version of the story.

4. REVIEW EXCERPT(S)

• Caldecott Award book
• Booklist starred review: “Not only breaks apart and deliciously reinvents the pigs' tale, it invites readers to step beyond the boundaries of story and picture book altogether.”
• Horn Book starred review: “A fantastic journey told with a light touch.”
• School Library Journal starred review: “Witty dialogue and physical comedy abound in this inspired retelling of a familiar favorite.”
  

5. CONNECTIONS

• Wiesner won the Caldecott for Tuesday (1992), The Three Pigs (2002), and Flotsam (2007). He received Caldecott Honors for Free Fall (1988) and Sector 7 (1999). Compare and contrast the illustrations on each of these books to see if you can find how each one is different yet bears his signature style.
• Other stories with “The Three Little Pigs” tale:
  

Brett, Jan. The 3 Little Dassies. ISBN: 9780399254994.

Kellogg, Steven. The Three Little Pigs. ISBN: 9780064437790.

Marshall, James. The Three Little Pigs. ISBN: 9780448422886.

Scieszka, Jon. The True Story of the Three Little Pigs. ISBN: 9780140544510.

Millions of Cats (Module 1)

1. BIBLIOGRAPHY
Ga’g, Wanda. 1928. Millions of Cats. New York, NY: Coward-McCann. ISBN 9780142407080

2. PLOT SUMMARY
The story begins with an old man and woman who are lonely. She decided she wants a cat, so her husband goes on a search for one. He walked a long time to find a hill covered in cats. Because the man couldn’t decide which one he liked the best, he came home with “hundreds and thousands and millions and billions and trillions of cats.” Once home, his wife pointed out they could never care for so many cats. So, they asked the cats which one was the best looking. A fight ensued, and all that was left was homely cat that had not fought to be the prettiest. The couple took that cat in and in time, he became “the most beautiful cat in the whole world.”

3. CRITICAL ANALYSIS
The most striking aspect of this book is the hand drawn text, which is so unique to publishing. The simple black and white drawings complement the story well as we get a visual on all those cats. The drawings leave us with a feeling that there really are a trillion cats pictured because they seem to disappear off the page without end. The illustrations also add quaint touches to the story, like the wedding pictures hanging in the home of the old man and woman at the end of the book.

The writing itself has a timeless folktale appeal. There rhythmic phrase, “Hundreds of cats,/ Thousands of cats,/ Millions and billions and trillions of cats,” is repeated multiple times in the book, making it a fun read-aloud. The only literary image (not shown in illustrations) that is slightly disturbing is how the cat fight ended because they “must have eaten each other all up.” This, however, is not overly gruesome and enhances its folktale-like quality.

The overall message is not preachy but subtle. Ga’g allows readers to draw their own conclusions about the tale as a whole. The theme of humility versus pride/vanity cannot be overlooked, though.

4. REVIEW EXCERPT(S)

• Newbery Honor book—a rarity for a picture book
• School Library Journal's “One Hundred Books that Shaped the Century”: “This Newbery Honor winner is distinguished by innovative design and a strong storyteller's cadence.”
• Review in The New York Times: “A perennial favorite.”
  

5. CONNECTIONS

• This book can easily be tied into the classic tale on self-esteem, The Ugly Duckling, where an animal finds itself turning from homeliness to beauty.
  
• As the couple is lonely and looking for companionship, Gingerbread Friends by Jan Brett (ISBN: 9780399251610) gives us another book on this topic of loneliness. In this tale, the gingerbread baby is lonely and looking for friends. There are quite a few who try to follow him home (although not for friendly reasons), but in the end, he finds what he was looking for right where he started—at home.
• The Funny Thing and Snippy and Snappy are considered companion stories to Millions of Cats. These were once all published together in Wanda Ga'g's Story Book. Reading these together gives a great look at early picture books.
  
• Other books about pets:
  

Child, Lauren. I Want a Pet. ISBN 9781582462387

Lee, Spike and Tonya Lewis Lee. Please, Puppy, Please. Ill. by Kadir Nelson. ISBN: 9780689868047

Middleton, Charlotte. Do You Still Love Me? ISBN: 9780763622541.

A Sick Day for Amos McGee (Module 1)

1. BIBLIOGRAPHY
Stead, Phillip C. 2010. A Sick Day for Amos McGee. Ill. by Erin E. Stead. New York, NY: Roaring Book Press. ISBN 9781596434028

2. PLOT SUMMARY
Amos McGee is a zookeeper whose every movement is measured and habitual. His routine moves with calm ease from awaking to getting ready for work to arriving and spending time with each of his friends in the zoo. The friends are all animals with distinctive characteristics that play with stereotypes for that animal (i.e. the elephant thinks a lot, the tortoise wins every race, etc.). Amos’s routine is broken when he is sick, and it really bothers his friends that he is missing. Their logical conclusion is to go visit him. Of course, the charm of it all is that this requires some rather large animals getting on a bus, entering a house, and even spending the night.

3. CRITICAL ANALYSIS
Philip Stead uses repetition with a twist in this book to turn the habitual behavior of Amos on its head. When Amos first visits the animals, each has its own characteristics and actions. As the animals visit Amos, the characteristics of the animals turn out to be characteristics of Amos also. This creates an engaging memory device for readers as they can anticipate what Amos will do with each animal at his house.

Erin Stead’s illustrations help keep the story moving at an even pace. On many of the pages, there is either a little mouse, little bird, or red balloon sitting amongst the scenery, which adds a layer of fun hide-and-seek to the pages. In the middle of the book, the illustrations convey the whole story without text in a delightful manner as the animals leave the zoo, wait for the bus, ride the bus, and arrive at Amos’s house. The woodblock printing and pencil gives the illustrations a light feel that enhances the overall cozy mood of the book. She rightfully deserved to receive the Caldecott award for such detailed and well-drawn characters that convey emotion so easily (even the animals).

The theme of the book, friendship, is portrayed in the dedication and care that Amos takes with each animal. As the author shows how each aspect of the animal turns out to be an aspect that Amos himself carries, the lesson deepens, and we learn that friendship and similarities can be found in spite of huge differences (even between species).

4. REVIEW EXCERPT(S)

• Caldecott Award Book
• ALA Notable book
• Starred review in Kirkus: “This gentle, ultimately warm story acknowledges the care and reciprocity behind all good friendships.”
• Starred review in Horn Book: “The attentively detailed pencil and woodblock illustrations reveal character and enhance the cozy mood of the gentle text.”
• New York Times review: “It delightfully takes its loony scenario for granted.”
  

5. CONNECTIONS

• On the page that shows Amos leaving the house, we see that his house is set in the middle of huge apartments. This falls in line with a character that is so habitual and steady that he isn’t concerned with the modernization of the world. When considering this topic, the classic book The Little House by Virginia Lee Burton (ISBN 039525938X ) can be used to illustrate how even though time moves on not everything has to modernize.
• Another fun book about role reversals between humans and animals is Children Make Terrible Pets by Peter Brown (ISBN 0316015482). Readers can brainstorm other ways we could reverse the human-animal roles or characteristics of humans that can also be found in animals.
• Other books about feeling sick:
  

Hayes, Geoffrey. Patrick and the Get Well Day. ISBN 0-7868-0719-9

Rockwell, Anne and Harlow. Sick In Bed. ISBN 0-02-777730-8

Wiseman, Bernard. Morris Has a Cold. ISBN 0-396-07522-3

Dealey, Erin. Goldie Locks Has Chicken Pox. Ill. by Hanako Wakiyama. ISBN 978-0-689-87610-3

Henry's Freedom Box (Module 1)

1. BIBLIOGRAPHY
Levine, Ellen. 2007. Henry's Freedom Box. Ill. By Kadir Nelson. New York, NY: Scholastic. ISBN 9780439777339

2. PLOT SUMMARY
Ellen Levine’s prose coupled with Kadir Nelson’s illustrations creates in this book an incredibly moving fictionalized version of Henry Brown’s journey from slave to free man. The book opens with Henry as a child and states matter-of-factly that he doesn’t know how old he is because “slaves weren’t allowed to know their birthdays.” The plot quickly moves from tragedy to tragedy as Henry is taken from his mother then later loses his wife and children as they are sold elsewhere while he is at work. With nothing to lose and freedom to gain, Henry decides to mail himself in a shipping crate to Philadelphia. Tension builds as his journey takes place, but he is successful and later becomes known as Henry “Box” Brown.

3. CRITICAL ANALYSIS
Levine uses statements of fact in an understated way, which gets her point across without preaching. For example, she states simply that “slaves weren’t allowed to know their birthdays” and “slaves didn’t dare sing in the streets.” These facts are shocking and yet treated with such simplicity that children should quickly grasp the horrific life Brown was leading without touching on the graphic details of slavery.

While writing simply, Levine does not ignore imagery in her language. Henry’s mother uses a simile when describing leaves blowing: “They are torn from the trees like slave children are torn from their families.” This statements turns out to be foreshadowing. As Henry is actually being taken from his mother, the leaf image is again played out. The image of a bird and its freedom is also used both when Brown is taken from his mother and the moment he decides to find his own freedom.

Nelson’s illustrations convey such deep emotion throughout while not over-sentimentalizing such a tragic story. The jacket states that he was inspired by a lithograph of Henry Box Brown and tried to recreate this look with his illustrations using cross-hatched pencil lines, water color, and oil. By doing so, the illustrations add crucial details of setting for young readers, especially time period. Nelson’s use of close-ups and wide-framed illustrations drive the plot along and help portray the intense emotions. Tension is heightened as Henry is shown in the box being turned different ways. It is no surprise that Kadir Nelson was awarded a Caldecott Honor for his work in this book.

This book does an incredible job of not just telling the reader about the evils of slavery, but rather simply showing it through the tragic events in Henry Brown’s life. Children should quickly grasp that freedom and personal liberty are worth risking everything for and that keeping someone from that liberty is one of the worst acts man can commit.

4. REVIEW EXCERPT(S)

• Caldecott Honor Book
• ALA Notable Book
• Starred review in Horn Book: “Transcending technique is the humanity Nelson imbues in his characters”
• Starred review in Booklist: “There is no sugarcoating; however, the conclusion is moving and satisfying.”
• Starred review in Kirkus: “This is a story of pride and ingenuity that will leave readers profoundly moved.”
  

5. CONNECTIONS

• This book is excellent source for beginning discussions on slavery and the underground railroad. The K-W-L (know-want-learn) strategy would work well in teaching this book.
  
• Nelson has many other books that portray African Americans throughout history. Collect these stories and look at how he uses his artwork to convey setting as he did with this book.
• Other picture books about the Underground Railroad:

Mortensen, Lori. Harriet Tubman: hero of the Underground Railroad. ISBN 9781404831032

Riggio, Anita. Secret signs: along the Underground Railroad. ISBN 9781590780725