Module 15--Captain Underpants by Dav Pilkney



Source: http://www.disneydreaming.com/wp-content/uploads/2011/10/Captain-Underpants.jpg

Summary:
George and Harold are pranksters that irk their school principal, Mr. Krupp.  Mr. Krupp finally catches them in the act and blackmails the boys to do odd jobs to avoid further trouble.  If they don't comply, he will show the football who played mean tricks on them.  The boys hypnotize the principal to act as Captain Underpants, the comic book character they created.  As Captain Underpants, Mr. Krupp slows bank robbers then gets caught and dragged away by two robots driving a truck.  The boys follow the van and find Dr. Diaper, a bad guy.  The boys rescue their principal by tricking Dr. Diaper with plastic doo-doo and bashing the robots into pieces.  Captain Underpants knocks out Dr. Diaper for good by flinging two pairs of underwear at him.  Oblivious of the strange events, Mr. Krupp finds out the boys switched his evidence tape with a dancing dinosaur tape.  The football team loves it and Mr. Krupp continues his alter ego as Captain Underpants. 

APA Reference:
Pilkey, Dav.  (1997).  The adventures of Captain Underpants: The first epic adventure.  New York, NY: Scholastic, Inc. 

My Impressions:
Am I surprised this book is frequently challenged?  No.  Do I think it is appropriate for children?  That is a simple question without a simple answer.  I need to take a step back to answer that one.  First, I am the slightly-overprotective type in many ways.  When my champion gymnast niece shows off her flips and spins, I fear broken bones.  I practically leap forward with her every move to stop falls and trips that never happen.  During fire drills, I insist the students line up facing away from the building so an explosion does not send bricks flying at their face (That could happen, right?).  Every time I take my dog for a walk, I double check that the leash is securely attached before I open the door to the big, scary world. 

One would expect, I would object to a book about a school principal that runs around in his underpants as a consequence of two mischievous boys.  In reality, I am not too concerned.  There is part of me that thinks these antics are not the best influence for children, but a larger part of me thinks blocking material like this from children--particularly boys--would have more consequences than intended.  

Silly, immature humor is exactly what will draw some children in, particularly boys.  If we don't approve of what many boys want to read, should it be a surprise that many boys lose interest in reading?  So, we can cringe at the thought of flip-pages showing two boys smashing two robots to pieces, but the tactile interaction of the flip pages and the humor of crushing and smashing is wildly popular.  What some may miss, in arguing against this and similar books is that a wildly popular book also makes reading a wildly popular activity.  We can't win all students over with a Newbery or a historical fiction masterpiece.  The real battle should not be a losing battle against a Constitutionally protected book; Rather, the battle should be getting children to love reading and we should be armed with books like Captain Underpants.  

Professional Reviews:

Gr. 2-4. The title and the cover art, which depicts a toothy, egg-shaped fellow in a red cape and jockey shorts, are designed to keep this chapter book in constant circulation. The story is a superhero spoof: two misbehaving fourth-grade boys, Harold and George, hypnotize their school principal and turn him into their comic book creation, Captain Underpants. The boys have their hands full when the captain escapes and starts chasing bad guys in his underwear. The extra leading and slightly enlarged typeface make for easier reading, but the silliness goes overboard (picture villainous Dr. Diaper staring at a pile of rubber doggy doo), and the many action-packed illustrations rob the plot of some of its zip by commanding more than their share of attention. (The flip book pages seem clever, but they're really just a tease). Still, the humor is on target for some kids in this age group, who will undoubtedly look forward to a planned second adventure.

Zvirin, S. (1997). [Review of the book The adventures of Captain Underpants: The first epic adventure., by D. Pilkey]. Booklist, 93(21), 1819. Retrieved from http://www.booklistonline.com/

Few things command disrespect like the sight of a man wearing whitie-tighties. However, the bald and barefoot Captain Underpants happens to be a superhero. As one character notes, "Most superheroes look like they're flying around in their underwear....Well, this guy actually is flying around in his underwear!" The Captain, defender of "Truth, Justice, and all that is Pre-Shrunk and Cottony," is the comic-book invention of two troublemaking fourth-graders, George and Harold. He comes to life after the boys use a mail-order device to hypnotize their diabolical school principal, who sheds his outergarments and battles crime in only a cape and Y-fronts. As his creators try to snap him out of the trance, Captain Underpants threatens bank robbers with "Wedgie Power" and foils the villainous Dr. Diaper (" `You know,' said George, `up until now this story was almost believable' "). Pilkey (Dog Breath) uses a sitcom-like formula to set up the rivalry between the boys and the principal, and to strip the authority figure of dignity. After a tepid exposition, he falls back on the notion that undies and mild bathroom humor are funny in themselves-- and, given his intended audience, he's probably right. Line drawings of the slapstick action appear on every page, and "Flip-O-Rama" climactic sequences create an agreeably corny "motion-picture" effect. But the lowbrow jokes (the Captain uses an elastic waistband to apprehend an evildoer) chiefly constitute this tale's harmless, non-gross appeal. Ages 8-12.

Devereaux, E., & Roback, D. (1997). [Review of the book The adventures of Captain Underpants: The first epic adventure, by D. Pilkey].  Publishers Weekly, 244(23), 46.  Retrieved from http://www.publishersweekly.com

Library Uses:
Proofread the Comic: George and Harold published their own comic book, shown at the beginning of the book.  Display the pages with a document camera so students can fix the spelling, capitalization, and other grammar mistakes.  This would be a great way to collaborate with a writing teacher to introduce students to the writing and editing process.  





Module 14--Dinothesaurus by Douglas Florian

Summary:
Facts about dinosaur varieties are told through rhyming poems that also contain humor.  These poems feature popular, well-known varieties like Tyrannosaurus Rex and lesser known ones such as the Minmi.  The first poem in the book explains the Triassic, Jurassic, and Cretaceous eras of dinosaurs.  The last poem describes theories for their extinction.  A "Glossarysaurus" shares facts of each dinosaur at the end of the book and there is also a listing of dinosaur-related museums and further reading. 
APA Reference:
Florian, D. (2009). Dinothesaurus: Prehistoric poems and paintings.  New York, NY: Beach Lane Books. 


My Impressions: 
This is the type of book that makes children love to read. Florian really understands kids!  His mix of humor and fact must appeal perfectly to kids minds.   You can see this successful combination in the poem "Barosaurus":  "From nose to tail I’m ninety feet— / Hey kid, ya wanna ride?”.  Beyond the use of rhyme, the language is rhythmic, making it very fun to read and read again.  The paintings which include collage elements are beautiful and interesting.  Their quirky details invite a child (or adult, like me) to pour over the pages for aesthetic entertainment.  In the paintings you might see a Giganotosaurus eating electronics ("giga-bites") or the intelligent Troodon with a graduation cap on its head and books in its claws.  I LOVED this book and will be looking for an excuse to give it as a gift to some lucky boy (or girl).


Professional Reviews:

K-Gr 3-- Set in spreads of dreamy dinosaur art, these 20 playful paleontologic poems overflow with wit and useful information. "What kept the Spinosaurus warm/When it was colder than the norm?/Spines much like a solar panel./(And long underwear of flannel.)" Sandwiched between two general poems entitled "The Age of Dinosaurs" and "The End of Dinosaurs," the entries describe individual species. Each selection includes a helpful pronunciation guide as well as the meaning behind the dinosaur's name. In muted colors with unexpected details, the ethereal artwork differs from the bold, aggressive pictures found in many dinosaur books. Created on paper bags with a variety of media, this collage art expands on the humor found in the verses. Back matter includes a "Glossarysaurus" that provides more information for each dinosaur and details about its extinction, and a page of dinosaur museums and fossil Web sites. This smart marriage of dinosaurs and poetry will delight a wide audience.

Roach, J. (2009). [Review of the book Dinothesaurus: Prehistoric poems and paintings, by D. Florian]. School Library Journal, 55(5), 94. Retrieved from http://www.schoollibraryjournal.com

Florian's free-flowing, witty collection of poems and collages about dinosaurs is a giganotosaurus delight--perhaps his best work ever. The poems marry facts with a poet's eye for detail: the Brachiosaurus was "longer than a tennis court" and the Ankylosaurus says, "We like spikes and we like scutes/(Bony plates we wear as suits)." Small experts will appreciate the "Glossarysaurus" at the end, but the heart of the book is in its humor, the spontaneity of both illustrations and poems, and Florian's slightly askew view of the Mesozoic creatures. A Tyrannosaurus rex skeleton spews cutout images of things a T. rex might actually have eaten, along with a tumble of other things (newspaper clippings, a boot, a building), while the text ends with a great pun CI find it terrific/ That it's T-rex-tinct"). The tiny (20-inch) Micropachycephalosaurus stares up at a huge display of his enormous name spelled out phonetically, in illuminated caps and as a rhombus. Art and text will encourage aspiring paleontologists and poets to parse these pages again and again. Ages 6-up. (Mar.)

[Review of the book Dinothesaurus: Prehistoric poems and paintings, by D. Florian]. (2009). Publishers Weekly, 256(3), 60.  Retrieved from http://www.publishersweekly.com/

Library Uses:
Dinosaurs in the Library:  Collaborate with a classroom to measure and mark the lengths of the dinosaurs featured in Dinothesaurus.  Additional research will be necessary for some of the dinosaurs.  Use the display to introduce the book to other classrooms when they visit the library. 

Module 13--The Wizard of Oz adaptation by Michael Cavallaro

Summary:
When Dorothy leaves a storm shelter to chase after her dog, Toto, she is swept away in a tornado.  Her house lands on the Wicked Witch of the East, killing her.  The Good Witch of the North explains they are surrounded by dessert and it would be impossible to get back to Kansas without help from the Wizard of Oz.  Then she sends Dorothy off with directions to follow the yellow brick road and to wear the silver shoes the Wicked Witch of the East was wearing.  (The shoes have unknown but special powers).  Along the way, Dorothy befriends a scarecrow, a tin woodman, and a cowardly lion who decide to join Dorothy because they each have something to request from the Wizard.  They walk into a beautiful field of poppies that knocks out the lion and Dorothy.  The Tin Woodman and Scarecrow can carry Dorothy through the field, but must solicit the help of an army of mice to pull the lion.  After the field, they reach the Emerald City.  The Wizard of Oz says he will grant their wishes if Dorothy kills the Wicked Witch of the West.  When the group reaches the western land, the Wicked Witch of the West sends her slaves, the Winkies, to attack them.  Dorothy's friends defeated the attack, so the Wicked Witch of the West sent flying monkeys.  Dorothy was held hostage and one of her shoes was stolen by the Witch.  Dorothy was so mad she threw a bucket of water which killed the Wicked Witch of the West.  When they returned to the Emerald City, they waited many days only to find out the Wizard was a fake.  He still managed to make good on his promises, but when Dorothy was set to travel with him in a hot air balloon to Kansas, the balloon left without her because she had to chase after Toto.  They group traveled to the Good Witch of the North for help.  She told them the silver shoes would help Dorothy get back to Kansas and they did.  The Scarecrow, Tin Woodman, and Lion returned to various parts of the kingdom to be kind and welcomed leaders. 

APA Reference:
Cavallaro, M.  (2005).  The Wizard of Oz. New York, NY: Puffin Books.


My Impressions:
As I perused the graphic novels shelf at my public library, a Puffin Books series of graphic novels based on classic novels and plays caught my eye.  The series included graphic novel adaptations of the Call of the Wild, Frankenstein, Treasure Island, The Red Badge of Courage, The Wizard of Oz and many Shakespeare classics.  I was intrigued at the concept, so I picked up the story I knew best, The Wizard of Oz, to see how its graphic novel adaptation compared.  I was pleasantly surprised.  It was fun to read and to notice the differences.  Some parts of the dialogue seemed to come directly from the movie version, while the treatment of the characters had a more modern spin.  

I think this would be a fun series to incorporate into a school library for a few reasons.  First, graphic novels are flying off library shelves right now.  The more, the merrier.  Second, even if a fad (although I doubt it), these selections would have more longevity than the basic manga or general graphic novel.  They can be applied within the curriculum both as a paired selection to target comparison skills and as an accommodation for students with special learning considerations such as English language learning or Dyslexia.  Third, teachers would be able to embrace these more easily than some of the other graphic novels students enjoy.  

I think graphic novels can be a bit of a mystery to teachers.  Many teachers have not been exposed to graphic novels or comic books either as a child or adult, so they are daunting to incorporate into a book discussion or into the curriculum.  I found this to be true of American Born Chinese.  I know it earned the Michael L Printz Award, but I do not support that it was worthy of the award.  When you compare it to other Printz Award winners such as Jellicoe Road, there is far less depth and complexity.  I imagine I may be missing the merit of American Born Chinese, but I would not be as excited to see a student read this book as I would if they were reading quality award-winning books.  I saw it as a silly collection of stories that would appeal to boys especially, but I did not see award-winning quality.  I imagine I have a lot of learning to do about graphic novels because a committee chose this book for a reason.  The Wizard of Oz graphic novel version proved a good bridge to the genre as I get more familiar with this book style. 


Professional Reviews:

A lively and charming adaptation of the quintessential American fairytale. Caballero's black-and-white art uses clean lines, bold blacks and pleasingly variegated panel layouts to breathe fresh vigor into Baum's timeless classic. The storyline moves briskly while staying mostly faithful to the original text, though purists might cavil at the telescoping of Dorothy's admittedly redundant journey to Glinda's castle. The real delight here is the re-imagining of beloved characters for the 21st century, ironically reminiscent of Baum's own prairie populism. These Munchkins are no Art Deco midgets, but as friendly and familiar as Wal-Mart shoppers. The Tin Man becomes a genial robot with a buzz-saw appendage, and the Scarecrow a likable homeboy. Generous, openhearted Dorothy herself is clearly on the cusp of adolescence, spunky and self-reliant in her boot-cut jeans and Wonder Girl bracelets; and her magical silver shoes (no glittery ruby pumps here!) look comfortable and sturdy, far more sensible for the long trek down the Yellow Brick Road. By no means a substitute for the original, but certainly a worthy companion, and well able to stand on its own.

[Review of the book The wizard of Oz, by M. Cavallaro].  (2005). Kirkus Reviews, 73(14), 786.  Retrieved from http://www.kirkusreviews.com

In adapting the classic story for L. Frank Baum's The Wizard of Oz: The Graphic Novel (Puffin Graphics), Michael Cavallaro sets Dorothy's Kansas house into a small town of today. Uncle Henry wields a wrench instead of a plow, and Dorothy herself-about age 15-wears low-slung jeans and a hoodie. This sharply drawn black-and-white version will appeal to youth who appreciate a contemporary feel. David Hutchison's Oz the Manga (Antarctic Pr.) puts a more fanciful spin on the characters-the Tin Woodman is a large, clanking mecha exuding steam from his head, while the scrawny-sultry Wicked Witch of the West lives in a high turret cantilevered off a grotesque factory. By far the most striking adaptation is The Wonderful Wizard of Oz (Image Comics), a stylized and stylishly colored French import by David Chauvel and Enrique Fernández. Their Woodman portrayal suggests a Don Quixote built from a large tin can, while the winged monkeys appear as elegant mandrills. For more visually sophisticated readers of any age.

Cornog, M. (2009).  [Review of the book The wizard of Oz, by M. Cavallaro]. Library Journal, 134(1), 68.  Retrieved from http://www.libraryjournal.com

Library Uses:
Write the Movie Summer Challenge:  The Wizard of Oz graphic novel has similarities and differences to the movie version.  As a summer project, challenge students to write a graphic novel based on their favorite movie.  As an incentive for participating, have a movie and popcorn party where all participants can share their graphic novels and vote on one the movies to watch.  

Module 12--The Burn Journals by Brent Runyon

Source: http://wrrh322spring11.files.wordpress.com/2011/01/theburnjournals.jpg

Summary:
 Brent is an eighth grader that comes home from school one day and decides to kill himself.  So, he soaks his bathrobe in lighter fluid and sets himself on fire.  His brother calls 911.  After this incident, he survives but it severely burned.  He spends the first part of his recovery at the Children's National Medical Center in Washington D.C.  Here, he deals with agonizing burn treatments and, later, a therapist that irks him when she tries to find out why he killed himself.  After several months, he moves to a rehabilitation center in Delaware where he undergoes physical and psychiatric therapy.  Both hospitals become like home to Brent.  By the time he eventually returns home it is an adjustment.  He has found his brother, now in college, is not close to him anymore nor are many of his friends.  He has some special moments where celebrities meet or call him, but life is still tough for Brent.  He does not go back to his regular school right away.  Instead, he attends a school and therapy group for troubled teenagers before finally adjusting to part-time days at a regular school.  By the end of the story, Brent is no longer severely depressed and has learned to accept himself for who he is, even though he now wears a special mask and mesh clothing to aid the on-going recovery of his burns. 

APA Reference:
Runyon, B. (2004).  The burn journals.  New York, NY: Vintage Books.


My Impressions:
Most biographies that I have read are of people with inspirational lives. They are the first to do something or they contributed to historical events or they invented something.  This biography was very different: dark, gross, and disturbing.  Reading it was not enjoyable, but I felt compelled to read more and learn more of the tragic experience of a troubled teenager.  Most people have been in the situation where they see someone with an injury or handicap in public and know they should not stare.  It is only natural to wonder what happened, why, and how the person feels about it.  This biography was like an invitation to know the answer to these mysteries.  I was surprised at the honesty Brent exhibited in the retelling of his experience.  He thought a rehabilitation outing to get ice cream and watch a movie with a hospital nurse might be a romantic date, for example.  He was honest about what drove him to kill himself, what he thought of other patients and hospital staff and the ins-and-outs of intricate medical procedures that often left him physically exposed in very non-private ways.  As an adult, I hold much appreciation for Brent's honesty because this book is a valuable tool that will reach through thick-walled youths who need to hear the ramifications of Brent's fateful wrong choice.  Though fascinating, this book was not a page turner.  Because of its grotesque and disturbing details I could only read it in small doses.  It is a story I will never forget and would be an excellent addition in a high school or middle school library, but also one that has a high potential for a complaint or challenge from a concerned parent not willing to let their child peek into a dark world. 



Professional Reviews:

Engrossing from first page to last, this book based on Runyon's own adolescent experiences draws readers into the world of an eighth-grader whose life is irrevocably changed the day he deliberately sets himself on fire. Brent, after narrowly escaping death, wakes up in a hospital with 85% of his body severely burned and begins a slow, arduous path to recovery. Rather than analyzing reasons the patient wanted to kill himself, the first-person narrative remains focused on the immediate challenge of survival, incorporating meticulous details of Brent's day-to-day ordeals in the hospital and later in a rehabilitation center. Time, at first, is measured by Brent's fluctuating levels of discomfort and comfort, ranging from the excruciating pain of having bandages removed to the sheer bliss of tasting ice cream for the first time in several weeks. And his repentant apologies to his parents and to Craig, his brother, who discovers Brent immediately after the incident, are wrenching in their honesty ("I hope Craig can love me again"). When his wounds begin to heal, Brent's thoughts turn from the present to the future as he nervously makes plans to return home and re-enter society. Despite its dark subject matter, this powerful chronicle of Brent's journey to heal expresses hope, celebrates life and provides an opportunity to slip inside the skin of a survivor with a unique perspective. Ages 14-up.

[Review of the book The burn journals by B. Runyon]. (2004). Publishers Weekly, 251(41), 81. Retrieved from http://www.publishersweekly.com

Gr 8 Up-- One February day in 1991, Runyon came home from eighth grade, had a snack, soaked his full-length bathrobe in gasoline, and set himself on fire. He intended to kill himself. Everything shortly after is written in short bursts as the author takes readers in and out of his various states of consciousness: the helicopter ride; the parade of nurses, doctors, therapists, and orderlies at Children's Hospital in Washington, DC, and the regimented details of his care divided among them; and the pain of the burns on 85 percent of his body. The entries lengthen and the story builds like a novel as the author takes readers along as co-patients. The dialogue between Runyon and his nurses, parents, and especially his hapless psychotherapists is natural and believable, and his inner dialogue is flip, often funny, and sometimes raw. The details of the surgery, therapy, and painstaking care that go into healing burns are fascinating, and are likely to grip teens with a taste for gore or melodrama. Runyon's brave willingness to relive this horrifying year in unflinching detail is perhaps even more fascinating, as is the slowly unfolding mystery of the sadness that made a smart, popular, funny, loving boy try to take his own life. Depression, regret, and rebirth are the themes that tie the narrative together, and the subtle tension among the three are beautifully related, offering no neat resolution. The authentically adolescent voice of the journals will engage even those reluctant to read such a dark story.


Jones, T. E. (2004). [Review of the book The burn journals by B. Runyan]. School Library Journal, 50(11), 172.  Retrieved from http://www.schoollibraryjournal.com

Library Uses:
Counselor, Teacher and Librarian Collaboration:  Purchase enough copies to have a voluntary book study with a group of teachers and school counselors.  The aim of the book study would be to understand and discuss Brent's situation in relation to how we might reach deeply troubled youths that are certainly part of the school community.  

Module 11--Creature ABC by Andrew Zuckerman

Source: http://www.goodreads.com/book/photo/6525742-creature-abc

Summary: 
 Organized as an alphabet book, each letter is represented with a photograph of an animal.  With the turn of a page, there is another photograph and word to describe the animal.  It starts with a photograph of an alligator leg and the word Alligator for "Aa".  It ends with a photograph of the back of a zebra and the word zebra for "Zz".  In between insects, nocturnal animals, wolves, and an oryx are among the featured creatures.  The book ends with a glossary that includes a sentence or two about each creature. 

APA Reference:
Zuckerman, A.  (2009).  Creature abc.  San Francisco, CA: Chronicle Books. 


My Impressions:
The journey of a reader toward maturation is really apparent when you consider the simplicity of this book in relation to others in the genre.  It is quite amazing how a young child, first learning to read, can draw appropriate levels of learning from the simple nature of an alphabet format photography book with one word per 2 pages.  Then, just a few short years later, their books are filled with complex vocabulary and concepts such as those in 14 Cows for America.  Eventually, readers reach the ability where a book such as Art Attack, is a welcomed labyrinth of words.  While simple, Creature ABC is quality.  The photography is sharp and interesting to peruse.  The poses of the animals are often unexpected (such as the close-up of the rooster's face).  The large negative space adds good contrast for young readers and the text introduces new vocabulary (such as quills, vulture, and mandrill).  


Professional Reviews:

PreS-Gr 2--The power behind this thick, square alphabet book lies in the breathtaking photography. Striking zebra-skin endpapers lure readers into the book. On each spread, a letter of the alphabet is presented in large, bold font in its capital and lowercase form along with a teasing photograph. The page turn shows a more complete photograph and the word describing it. Usually the letters stand for one animal, such as "Ee" for "Elephant." But there are a few exceptions--such as the letter "Nn" denoting "Nocturnal" and "Qq" for "Quills." The portraits stand out sharply from the white backgrounds, helping to focus readers on the animals' stunning details and colors. A glossary offers tidbits of animal trivia about each of the 26 entries, which might inspire readers to seek out more information. Based on photographs from Zuckerman's adult coffee table book Creature (Chronicle, 2007), this playful trip through the alphabet and nature will be visually inspiring for young children.

Roach, J. (2009). [Review of the book Creature abc, by A. Zuckerman]. School Library Journal, 55(11), 92. Retrieved from http://www.schoollibraryjournal.com

This adaption of Zuckerman's adult pictorial Creature (2007) uses white backdrops in striking juxtaposition with brilliantly detailed photographs to introduce animals and the ABCs. Children will marvel at the portraits, in which elephant freckles, mandrill stripes and porcupine quills appear in such startling clarity that the animals seem to breathe on the page. The design devotes two double-page spreads to each letter and animal. Young readers encounter upper- and lower-case characters first (Dd), along with an introductory shot. Then a turn of the page reveals the creature's name (dove) and another breathtakingly close picture. The placement of images remains compositionally compelling throughout, with animals appearing in motion, in fragments or relating with another creature. Readers find a glossary in the back, with fascinating facts about each animal embedded in a grid with ample white space and small pictures. Little ones just learning letters won't be able to hold this hefty book on their own, but the large format will make for fantastic lap-sit sessions. Older children won't tire of staring into the eyes and souls of such beautiful, mysterious creatures. (Picture book. 3-8)

[Review of the book Creature abc, by A. Zuckerman].  (2009). Kirkus Reviews, 77(15), 113.  Retrieved from http://www.kirkusreviews.com

Library Uses:
School ABC or Nature ABC:  Students walk the school with digital cameras to capture school-related objects or walk outside the school to capture nature-related items.  These can be compiled to create an ABC book.  Prior to searching for items to photograph, students can brainstorm items that start with each letter.  

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Module 10--Esperanza Rising by Pam Munoz Ryan

Source: http://pmtweenreviews.files.wordpress.com/2010/07/esperanza-rising.jpg

Summary:
Esperanza was wealthy Mexican girl living comfortably and happy on her father's ranch, El Rancho de los Rosas, in Aguascalientes, Mexico.  Every year on Esperanza's birthday, they have a big party and Esperanza's father gives her a special doll.  The night before she turns thirteen her father is killed by bandits.  The home where she, her mother, and her grandmother live is burned to the ground when her mother refuses to sell the house and to marry her Tio Luis.  Esperanza and her mother escape to the United States with one of their servant families.  Esperanza struggles to understand how she is now a poor immigrant in a work camp.  Her mother works in the fields harvesting crops while she cares for babies at home.  One day, during a dust storm, her mother breathes in dust spores that cause a debilitating illness.  Her mother can no longer work and eventually needs hospital care.  Esperanza begins to work in the field to pay for her mother's care and to save money for her grandmother to join them in America.  Meanwhile, Miguel, the son of Esperanza's former servants, tries to find work as a train mechanic.  He is turned down repeatedly.  Esperanza still believes she is above him.  After Esperanza tells Miguel he will never be more than a peasant, he takes off.  When Esperanza's mother gets out of the hospital, Esperanza discovers Miguel stole the money she was saving to bring her grandmother to join them.  She is heartbroken and angry.  Then, Miguel arrives by bus with her grandmother.   This is the second effort he was made to earn her favor because he and his father together rescued roots from Esperanza's ranch in Mexico so she could grow her father's roses in America.  After a year of struggle, Esperanza finds that she has hope for the future even though she must start over and it will be difficult. 

APA Reference:
Ryan, P.M. (2000). Esperanza rising.  New York, NY: Scholastic, Inc. 

My Impressions:
This has been one of my favorite books of the semester.  I was fascinated by the history of the ranch land arguments in Mexico because my boyfriend's wealthy Spanish descendents were forced from the Mexican ranch lands to El Paso, Texas, during the same time period.  I have enjoyed quite a few books from the Great Depression era but never one that shares the perspective of Mexican workers.  Beyond the history, I appreciated the seamless flow between Spanish words and the English text.  The use of some Spanish vocabulary would be interesting for any child who did not know Spanish as well as validating for those children that speak Spanish.  The characters were dynamic, conflicted, and demonstrated change throughout the book.  This made the story captivating and memorable.  While intended for a middle school audience, this book would still make an excellent read-aloud to younger students. 

Professional Reviews:
At times Esperanza Rising, although it takes place in Depression-era Mexico and the United States instead of Victorian England, seems a dead ringer for Frances Hodgson Burnett's A Little Princess. Both are dramatic riches-to-rags stories about girls forced to trade fancy dolls and dresses for hard work and ill-fitting hand-me-downs after their beloved fathers die. Thirteen-year-old Esperanza even possesses a touch of Sara Crewe's romantic spirit. The daughter of an affluent Mexican rancher, she had been taught by her father to believe that the "land is alive," that she could lie down beneath the arbors in her family's vineyards, press her ear to the ground, and hear a heart beat. Yet can this still hold true for Esperanza when she no longer reigns as queen of the harvest but labors in the fields of a foreign country, picking grapes on someone else's land for pennies an hour? The transition does net come easily for her, and thus her story ultimately diverges from The Little Princess's fairytale script to become a poignant look at the realities of immigration. Political as well as personal history inform the sometimes florid narrative (loosely based, we are told in an afterword, on the experiences of the author's grandmother). Esperanza's struggles begin amidst class unrest in post-revolutionary Mexico and intersect with labor strikes in the United States, which serve to illustrate the time period's prevailing hostility toward people of Mexican descent. In one of the more glaring injustices she witnesses, striking workers, who were born American citizens and have never set foot on Mexican soil, are loaded onto buses for deportation. Through it all, Esperanza is transformed from a sheltered aristocrat into someone who can take care of herself and others. Although her material wealth is not restored in the end, the way it is for Sara Crewe, she is rich in family, friends, and esperanza — the Spanish word for hope.

Happermann, C. M. (2001). [Review of the book Esperanza rising, by P.M. Ryan]. Horn Book Magazine, 77(1), 96.  Retrieved from http://www.hbook.com

Gr 6-9 --Ryan uses the experiences of her own Mexican grandmother as the basis for this compelling story of immigration and assimilation, not only to a new country but also into a different social class. Esperanza's expectation that her 13th birthday will be celebrated with all the material pleasures and folk elements of her previous years is shattered when her father is murdered by bandits. His powerful stepbrothers then hold her mother as a social and economic hostage, wanting to force her remarriage to one of them, and go so far as to burn down the family home. Esperanza's mother then decides to join the cook and gardener and their son as they move to the United States and work in California's agricultural industry. They embark on a new way of life, away from the uncles, and Esperanza unwillingly enters a world where she is no longer a princess but a worker. Set against the multiethnic, labor-organizing era of the Depression, the story of Esperanza remaking herself is satisfyingly complete, including dire illness and a difficult romance. Except for the evil uncles, all of the characters are rounded, their motives genuine, with class issues honestly portrayed. Easy to booktalk, useful in classroom discussions, and accessible as pleasure reading, this well-written novel belongs in all collections.

Goldsmith, F. (2000). [Review of the book Esperanza rising, by P.M. Ryan] School Library Journal, 46(10), 171.  Retrieved from http://www.schoollibraryjournal.com

Library Uses:
Book Cover Designers:   Students redesign a book cover for Esperanza Rising that makes a book-to-self connection.  On the front of the book cover they include important elements of the story using drawings or collage.  On the back part of the book cover, they use drawings or collage to portray a time in their life that they had to overcome an obstacle.