Module 2--The Big Red Barn by Margaret Wise Brown

Source: http://varner.typepad.com/.a/6a00d8341d30f853ef0120a5e15718970b-800wi

Summary:  

There is a  big red barn filled with animals.  Each animal is described including a pig, horses, sheep, donkey, cats, dogs, field mice and more.  The setting is described as well and included a corn field, hay stacks, and a grassy field.  As the sun goes down, the animals settle down to sleep together in the barn, except for the field mice who stay awake under the moon.

APA Reference: 

Brown, M. W. (1989). Big red barn. USA: HarperCollins. (Originally published in 1956).

My Impressions:

The rhyming text really makes this book.  For that, it would make an excellent read aloud book because children could predict the words.  It would also make an excellent independent reading book for the same reason.  There is a fun element in reading it that was poetic.  I had never read this book before, but it had the same cozy feeling that Goodnight Moon did. I would recognize the style as similar to Goodnight Moon even without the heads-up that Margaret Wise Brown wrote both.   Also adding to this cozy feeling is the pastoral illustration style by Felicia Bond.  All the pages are filled with cheerful colors and depict harmonious scenes.  Overall, this is a great early reading book that would hold its own with The Pokey Little Puppy, Corduroy, and Frog and Toad. 

Professional Reviews: 

Brown's simple story comes to life with Bond's new illustrations.  Originally published in 1956, this is the story of a wide variety of animals who live in the big red barn.  The rhymed text tells of the animals who live in the big red barn.  The rhymed text tells of the animals from sunrise to dark.  The large illustrations are somewhat stylized, but still have a strong sense of detail and reality.  The bright colors will attract young readers.  The short text on each page is superimposed on the picture but always in a way that is easy to read.  Children will enjoy studying each of the pages as the day progresses from early morning to night.  Some readers will discover that there is a butterfly on almost every page.  Even if the original edition is available, this one is worth having. 

Younce, E. (1989). [Review of the book Big Red Barn by Margaret Wise Brown]. School Library Journal, 35(10), 84.  Retrieved from http://www.schoollibraryjournal.com

Due to the early publication year, another review was not located.  I did find this review of Big Red Barn in Spanish, El Gran Granero Rojo.  

There is quite a bit of activity happening inside and outside the big red barn as the day begins.  The rooster;s crow mingles with the dog's bark and the pig's grunt.  It is impossible to translate a rhyming text into another language and maintain the same pattern.  This translation appears to rhyme whenever possible.  The book will be a good selection for story time groups as they make the animal noices from the rooster's kiririki! to the dog's guau! guau!  Bright watercolors accompany the simple text.  Beginning readers will delight in being able to read this title with very little help.  

Trevino, R. (1996).  [Review of the book Big Red Barn by Margaret Wise Brown].  School Library Journal, 42(8), 178.  Retrieved from http://www.schoollibraryjournal.com

Library Uses:  

Each child is assigned an animal to research using library materials or a website such as National Geographic Kids.  Since the research sources will be challenging for young readers to comprehend, this assignment would be ideal to use with reading buddy partners where the older buddy can assist the younger.  Students can display the material in a product such as a poster or brochure.  

Module 2--The Outsiders by S.E. Hinton



Source: http://www.cbc.ca/books/bookclub/books/youngadult/

Summary:

Ponyboy is a teenager raised by his oldest brother, 20 year-old Darry.  In the beginning, he does not get along well with Darry, but is close to his other brother, Sodapop.  All three are considered Greasers, a gang in direct conflict with the Socs.  Ponyboy and his friend Johnny befriend Soc member's girlfriends Cherry and Marcia while at the movies one night.  Later, this causes a fight that ends with Johnny fatally stabbing a Soc boy.  Ponyboy and Johnny run away to go into hiding.  A week later, Johnny decides to turn himself in, but is seriously injured trying to save children from a burning church.  Sadly, Johnny dies.  This causes Dally, an older friend who helped Johnny and Ponyboy's getaway, to commit suicide when he points an unloaded gun at police officers.  Ponyboy must deal with this set of events emotionally and socially.  The book ends with Ponyboy writing the events into a long report for a class assignment. 

APA Reference: 

Hinton, S.E. (2005). The outsiders.  New York, NY: Penguin Books. (Originally published in 1967.)

My Impressions:

I listened to this book via audio recording.  The first person narrative worked well with this format.  I found the characters and the plot believable, so I felt as if someone was in the room telling me the story as I listened.  This book certainly is a classic and the many universal themes will continue to appeal to new audiences for years to come.  Sibling relationships, socioeconomic status, violence, labels, gangs, and education are a few of these themes.  It is also a very readable book with a high interest level, so it would be a good book suggestion for a reluctant reader or a reader who struggles with comprehension skills.

Professional Reviews:

"Many readers have enjoyed spending time with Cherry, Ponyboy, and Soda. You can dwell on the themes of classism and stereotypes by reading Shakespeare's Romeo and Juliet or The Merchant of Venice or by reading The Outsiders by S.E. Hinton."

B, M. (n.d.). [Review of the book The outsiders, by S.E. Hinton]. Charlotte Mecklenburg Library. Retrieved from http://www.plcmc.lib.nc.us/readers_club/reviews/tresults.asp?id=997

" ...the heart of Hinton’s groundbreaking novel is still, indisputably, gold."

Peck, D. (2007, September 23).  The outsiders': 40 years later [Review of the book The outsiders, by S.E. Hinton]. The New York Times. Retrieved from http://www.nytimes.com/2007/09/23/books/review/Peck-t.html

Library Uses: 

• Me Poster: Allow students to make a poster or display that shows how they define their identity including friendships, favorite items, and culture.  Encourage students to look for commonalities amongst all the projects as well as read The Outsiders to see how its characters defined their identities.  

• Preachy Preachy Writers Night: Have students write a story that teaches an important lesson, just like Ponyboy did.   Invite students to share the stories in an Outsiders Coffeehouse Night or after school party.

Module 1--Miss Brooks Likes Books (and I Don't) by Barbara Bottner

Source: http://kiddosphere.blogspot.com/2010_12_01_archive.html

Summary: 

A first grader is not enthusiastic about reading and finds her school librarian to be odd.  For Book Week, she needs to choose a book to share with the class and dress up as the character.  She does not think she will find a book she will love, but then decides she wants to read a book about warts.  Her mother helps her find Shrek, which she loves, and  enthusiastically shares the book with her class.  She even provided fake warts to everyone in her class.

APA Reference: 

Bottner, B. (2010). Miss Brooks loves books (and I don't). New York, NY: Random House, Inc.

My Impressions:

The book is a good introduction for a discussion about selecting books.  It gives the message that everyone can find a book they enjoy and it is okay not to like every book.  The words and illustrations offer a bit of humor here and there that children will appreciate--such as when the character starts yelling, "Warts!".  I really enjoyed that humorous surprise in the story.  I'm sure children would as well.  This would be a good book for first or second grade. 

Professional Reviews: 

"Bottner's deadpan delivery is hilarious, while Emberley's exaggerated illustrations, executed in watercolor and pencil by way of computer, bring her charmingly quirky characters perfectly to life. In a word: lovable."

[Review of the book Miss Brooks loves books (and I don't), by B. Bottner]. (2010).  Kirkus Reviews, 78(4), 138.  Retrieved from http://www.kirkusreviews.com

"...a story sure to please those who celebrate books--and one that may give pause to those who don't (or who work with the latter)."

Lukeheart, W. (2010). [Review of the book Miss Brooks loves books (and I don't), by B. Bottner]. School Library Journal, 56(2), 76. Retrieved from http://www.schoollibraryjournal.com

Library Uses:  

• Request a Suggestion: Have students list topics they want to read about.  The next week, they can see the books suggested for each topic.  Make posters of the topics and keep them up for year-round use.
• Suggest a Favorite: After reading this book to students, allow students to recommend their favorite books by writing them down on sticky notes and adding them to a bulletin board (separated by grade level).  Alternatively, space could be designated and labeled for each student to have a section to continuously include new favorite books.  Any student with a blank section could alert the librarian and teacher to assist the student in finding his book to love. 
• Video Introduction: Make a video slideshow to share information about you as their librarian.  Besides fave books include hobbies, family, pets, travel, favorite foods, and colors.