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 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 8--Inkheart by Cornelia Funke

Source: http://www.booksofwonder.com/prodinfo.asp?number=241387

Summary: 
 Meggie and her father Mo, a book repairman, move around a lot.  Unbeknownst to Meggie, her father read aloud from a book called Inkheart when she was very young.  He caused a character named Dustfinger to escape from the book and Meggie's mother to enter into it.  When Dustfinger shows up one day, Mo decides they must escape because the evil Capricorn, a character in Inkheart, might find them.  They flee to Aunt Elinor's large house filled with her collection of books.  They soon discover Dustfinger is a traitor to them and has given them up to Capricorn's men.  On various occasions Meggie, Mo, and Elinor are captured and held prisoner in Capricorn's Village.  During their trials and tribulations with Capricorn, Meggie discovers she also has the same power to read characters out of books.  Among other characters Meggie's mother and a young boy are read back out of the book.  Meggie, Mo, Meggie's mother, and Aunt Elinor avenge Capricorn, killing him and torching the entire village.  Some characters are read back into the book as well as the author himself.  In the end, Dustfinger steals the last copy of Inkheart and it is assumed he will use it to get read back into the book (his true desire).  Meggie and both parents live happily together.  Aunt Elinor returns back to her house with another prisoner from Capricorn's Village to restore her book collection that was burned by Capricorn's men. 

APA Reference:

Funke, C. (2003). Inkheart.  New York, NY: Scholastic, Inc.

My Impressions:
This book never ended.  At least, it seemed that way.  I am not a fan of the fantasy genre.  My boyfriend dragged me to the last two Harry Potter movies and I fell asleep through those after spending the first 30 minutes of each frustrated and confused by the plot.  It was as if my brain was incapable of comprehending what was happening.  I felt exactly the same way with Inkheart.  I had a very hard time understanding what was going on.  The summary above was written with great difficulty.  Despite reading the whole book, I am still not entirely sure what happened.  This is not to say the book was without merit.  I would recommend it to young fantasy fans.  The 528 pages I trudged through would thrill many fantasy-minded students.   The length of the book is reminiscent of those thick Harry Potter novels.  I can just see the proud smile of accomplishment from a student just finished with Inkheart.  Additionally, I found the interaction between Meggie and Mo a sweet father-daughter combination.  The connection to other book characters (Tinkerbell, for one)  would be a fun element for students.  Overall, this is a well-written fantasy book that I would be confident in adding to a school library collection. 

Professional Reviews:

Who hasn't dreamed of it — characters leaping from the pages of a book to interact with the reader? Or, better yet, the reader transported — quite literally — into the make-believe world of a novel? In this tale of adventure and fantasy by the author of The Thief Lord (rev. 11 /02), twelve-year-old Meggie and her father Mo live in a house overflowing with "small piles of books, tall piles of books, books thick and thin, books old and new." But it's one particular book that brings a stranger named Dustfinger to their house one rainy spring night. Meggie learns that many years earlier, while Mo was reading aloud a novel called Inkheart, his voice somehow brought many of its characters — including Dustfinger and the evil despot Capricorn — "slipping out of their story like a bookmark forgotten by some reader between the pages." Now Dustfinger (who longs to return to his fictional origins) wants Mo to read him back into the book, while Capricorn (who likes it here just fine) wants Mo to use his powere to read gold and riches out of stories such as Treasure Island and summon a malevolent, immortal character called the Shadow from the pages of Inkheart. Thanks to Harry P., kids may not be scared off by this volume's heft, though they may wish the pacing wasn't quite so leisurely — even the novel's many chases and hostage-takings are related in a deliberate fashion. But bibliophiles will delight in a story that celebrates books (each chapter begins with a literary passage ranging from Shakespeare to Sendak), and the conclusion is especially satisfying.

Sieruta, P. D. (2004). [Review of the book Inkheart, by C. Funke]. Horn Book Magazine, 80(1), 81-82.  Retrieved from http://www.hbook.com/

Gr. 5-8.  Mo used to love to read to his daughter Meggie--until he found that had the power to "read" characters both in and out of books.  Some of the most wicked creatures from books end up coming to life in his "real" world, and Meggie's mother ends up stuck inside a book.  This elaborate fantasy tale of magical beings and high adventure is also a tribute to the power of books. 

[Review of the book Inkheart, by C. Funke]. (2004). Book Links, 13(5), 35.Retrieved from http://www.booklistonline.com/

Library Uses:  

Fantasy Book Club:  Recruit students who are diehard Harry Potter fans to read the Inkheart series then meet a few times to compare the two series, create book trailers and determine a new fantasy series to read for the next semester. 

Module 7--Mockingbird by Kathryn Erskine

Source: http://www.readerkidz.com/2010/12/12/books-for-every-celebration-in-a-childs-life/

Summary: 
Caitlin is a fifth grader with Asperger’s so she sees the world in black and white and does not understand emotions very well.  Her older brother, who helped her deal with social skills, was killed in a school shooting.  This is the second tragedy for Caitline because her mother had previously passed away from cancer.  Like the rest of the small town, she is looking for closure and decides to find it by finishing her brother’s Eagle Scout project, building a cedar chest, with her dad.   Ultimately, she finds her own meaning of friendship, closure, finesse, and empathy with the help of her counselor, Mrs. Brooks.

APA Reference: 

Erskine, K. (2010). Mockingbird. New York, NY: Philomel Books.

My Impressions:

 

I was fascinated by Caitlin's perspective and the way Erskine completely engrossed readers into Caitlin's world.  I have had one student that had Asperger's and I made a lot of connections to the way the student thought and acted.  Caitlin's narration demonstrates over and over how so many gray situations--figurative language and emotional reactions, especially--confuse and frustrate a person with Asperger's.  I felt the school shooting was a clever way to display Caitlin's understanding and misunderstanding of tragic events.  It added interest as you first tried to understand what happened to her brother and, second, wanted to see how Caitlin processed the situation.  I found the ending a little too neatly wrapped up.  Caitlin learned the concept of empathy and other abstract concepts quickly, perhaps too quickly for a person with Asperger's. 

Professional Reviews:

Gr 4-6-- From inside Caitlin's head, readers see the very personal aftermath of a middle school shooting that took the life of the older brother she adored. Caitlin is a bright fifth grader and a gifted artist. She also has Asperger's syndrome, and her brother, Devon, was the one who helped her interpret the world. Now she has only her father, a widower who is grieving anew and whose ability to relate to his daughter is limited. A compassionate school counselor works with her, trying to teach her the social skills that are so difficult for her. Through her own efforts and her therapy sessions, she begins to come to terms with her loss and makes her first, tentative steps toward friendship. Caitlin's thought processes, including her own brand of logic, are made remarkably clear. The longer readers spend in the child's world, the more understandable her entirely literal and dispassionate interpretations are. Marred slightly by the portrayal of Devon as a perfect being, this is nonetheless a valuable book. After getting to know Caitlin, young people's tendencies to label those around them as either "normal" or "weird" will seem as simplistic and inadequate a system as it truly is.

Brautigam, F. (2010). [Review of the book Mockingbird, by K. Erskine]. School Library Journal, 56(4), 154-156.  Retrieved from http://www.schoollibraryjournal.com

This heartbreaking story is delivered in the straightforward, often funny voice of a fifth-grade girl with Asperger's syndrome, who is frustrated by her inability to put herself in someone else's shoes. Caitlin's counselor, Mrs. Brook, tries to teach her how to empathize, but Caitlin is used to depending on her big brother Devon for guidance on such matters. Tragically, Devon has been killed in a school shooting. Caitlin, her dad and her schoolmates try to cope, and it is the deep grief they all share that ultimately helps Caitlin get to empathy. As readers celebrate this milestone with Caitlin, they realize that they too have been developing empathy by walking a while in her shoes, experiencing the distinctive way that she sees and interacts with the world. Erskine draws directly and indirectly on To Kill a Mockingbird and riffs on its central theme: The destruction of an innocent is perhaps both the deepest kind of psychosocial wound a community can face and its greatest opportunity for psychological and spiritual growth. (Fiction. 8-12)

[Review of the book Mockingbird, by K. Erskine]. (2010)  Kirkus Reviews, 78(5), 198. Retrieved from http://www.kirkusreviews.com  

Library Uses:  

• After students read To Kill a Mockingbird in reading class, display books that include To Kill a Mockingbird in the plot such as Mockingbird and Jellicoe Road.
• Suggest it as a read aloud for a teacher who has a student with Asperger’s or is otherwise "different" in their classroom.  Create discussion questions that will help classmates make conclusions about how a person with Asperger's thinks and how they might want to be treated. 

Module 7--Faith, Hope, and Ivy June by Phyllis Reynolds Naylor

Source: http://kissthebook.blogspot.com/2009/08/faith-hope-and-ivy-june-by-phyllis.html

Summary: 

Ivy June and Catherine were selected to be the ambassadors of their schools for an exchange program.  Each girl stayed with the other girl and her family for two weeks.  In many ways, the girls are very different. Catherine is from the city of Lexington and wealthy.  She lives with younger twin siblings, her mother (who is frequently ill) and father.  They also have a maid.  Ivy June lives in the remote country without indoor plumbing and with her grandparents because Ivy June does not fit in her mom and dad's tiny house with all her siblings.  The girls each keep a journal to record the stereotypes they held and differences and commonalities they encounter.    At first, the feel uncomfortable in each other's presence, but begin to trust each other.  In the end, the two girls become close friends that stick by each other when Catherine's mom has heart surgery and Ivy June's grandfather gets trapped in a mine.  They stay in touch even after the student exchange is over.  Ivy June's grandfather retires from mining and Catherine's mother recovers from surgery. 

APA Reference:


Naylor, P.R. (2009). Faith, hope, and Ivy June. New York, NY: Delacorte Press.



My Impressions: 

I thought this was a wholesome, but interesting book.  What a great combination!  The concept of the book sets a good stage to bring up prejudices about other socioeconomic classes.  The writing allows prejudices to be suggested because of the honest narration and diary entries from the two main characters.  I, too, learned quite a bit about Ivy June and her poor lifestyle and connections to cave mining.  I have never met a cave miner and had not thought about all the dangers they face daily and the fear a family might go through on a daily basis when their loved one works in the mine.  Those details were my favorite aspect of the book.  I had not realized until I finished reading the book that Phyllis Reynolds Naylor also wrote the Shiloh series.  I was excited about this connection because it would be a great way to gain more interest for this book during a book talk. 

Professional Reviews: 

In this delightful story we are invited into the lives of two seventh-grade girls from Kentucky.  Ivy June Moslcy and Catherinc Combs have been chosen to take part in a student exchange program.
The girls take turns leaving their homes to live and attend school with the other. Although it seems as if the girls will have nothing in common, they develop a good relationship. Ivy June leaves her Appalachian home to visit Catherine and her close-knit family's large home with indoor plumbing. She blossoms in the new setting. A few weeks later Catherine visits Ivy June and her family and learns to live without phone reception, without running water, and in crowded living conditions. The girls' bond is cemented when Catherine's mother has to undergo heart surgery, and Catherine is unable to be there. Ivy June supports Catherine during this frightening experience. A few days later, when Ivy June's beloved grandfather is trapped in a coal mine, Catherine extends her stay in Thunder Creek to be there during Ivy June's time of need. They discover that the most important things they have in common are the love of family amid the power of love, faith, and hope. Recommended.

Glantz, S. (2009). [Review of the book Faith, hope, and Ivy June, by P. R. Naylor].   Library Media Connection, 28(2), 73. Retrieved from http://www.librarymedia connection.com

Newbery Medalist Naylor's (Shiloh) reflective, resonant novel shapes credible portraits of two Kentucky girls participating in a seventh-grade exchange program. Since her parents' house is too cramped, outspoken Ivy June lives nearby with her bighearted grandparents in a remote mountain hollow, with no indoor bathroom or phone. More reserved Catherine attends private school in Lexington, where she shares a rambling home with her family. In thoughtful, articulate journal entries interspersed with third-person chapters, the girls, who spend two weeks together with each family, share their initial expectations and subsequent impressions ("if Mammaw ever saw the stuff they put on our plates, she'd give it to a dog," Ivy June writes about the cafeteria food). The bond between the girls strengthens when they simultaneously experience traumatic events (Ivy June's coal miner grandfather becomes trapped underground; Catherine's mother undergoes emergency heart surgery). Leaving the hollow, Catherine responds to a comment that she'll have a lot to tell when she arrives home: "To tell it's one thing.… To be here--that's something else." Naylor's deft storytelling effortlessly transports readers to her Kentucky settings--and into two unexpectedly similar lives. Age 9-12.

[Review of the book Faith, hope, and Ivy June, by P. R. Naylor].   (2009).  Publishers Weekly, 256(24), 49-50.  Retrieved from http://www.publishersweekly.com

Library Uses:  


Gain interest in this book by setting up a pen pal exchange program (either through e-mail or through snail mail) with a school different from yours.   Have the students in the pen pal club from both schools read Faith, Hope, and Ivy June then write about the book as well as their own lives.

Module 6--Probuditi! by Chris Van Allsburg



Source: http://www.booksofwonder.com/prodinfo.asp?number=140112

Summary:
Calvin gets to see a hypnotist for his birthday with his friend Rodney.  When they get home they try to hypnotize Calvin's little sister, Trudy.  They believe they have succeeded when Trudy follows their commands to act like a dog.  After they get a few laughs in and their neighbor complains about the barking, they try to stop the spell by saying the hypnotist's word, but cannot remember it correctly.  Trudy remains under the spell, so they take Trudy in a wagon to seek the magician's help without success.  When they return home they try to douse Trudy with a bucket of water to wake her out of the spell.  It works, but their mom sees them do it.  She punishes Calvin.  At the very end of the story, Trudy slips that she remembered details from her spell even though a hypnotized person shouldn't, indicating that she was the one playing a trick the whole time.

APA Reference:

Van Allsburg, C. (2006).  Probuditi!  New York, NY: Houghton
Mifflin Company.

My Impressions: 
This book was downright hilarious thanks to the striking illustrations that breathe life into a clever plot.  I will forever remember the illustration of Trudy with her tongue sticking out and acting like a dog.  The text was well-written in terms of both vocabulary and structure--definitely a good example of a quality picture book for older readers.  The inference involved at the end challenges the comprehensions of even the best readers due to its subtlety.  For these reasons, I would love to have this book in my future library's collection.  As a little sister myself, I especially loved the sneaky revenge Trudy pulled off.  

Professional Reviews: 

A rare outing from Van Allsburg, featuring as smooth a case of payback as ever was. Calvin returns from watching a hypnotist's act determined to visit yet another torment on his beleaguered little sister, Trudy, by hypnotizing her. His delight at seeing her barking loudly and capering about like a dog changes to dismay, however, when she fails to snap out of it on command, and then to deep gloom when his frantic efforts to waken her earn him supper-less exile to his room. With sepia-toned, characteristic photorealism, Van Allsburg views his African-American characters from low angles and zeroes in on their animated faces. Trudy-as-a-dog is not only particularly hilarious, with glassy eyes and hanging tongue, but totally convincing, too--until, that is, she makes a sly remark at the end. Smaller siblings everywhere will applaud the elegant way she turns the tables on her big brother.


[Review of the book Probuditi!, by C. Van Allsburg]. (2006)  Kirkus Reviews, 74(20), 1080. Retrieved from http://www.kirkusreviews.com  


 PreS-Gr 3 --Van Allsburg's latest story opens with a spider and a scream coming from Trudy (offstage), caused by an older brother's prank. Although Calvin's mother is none too pleased with her son, she honors his birthday with tickets for a magician/hypnotist. When the boy and his friend witness the strutting and clucking of a pearl-clad matron who believes she's a chicken, they can't wait to build their own rotating spiral disk. With Mom at the beauty parlor, the moment is ripe with Van Allsburgian possibility, and the artist delivers with fresh and funny scenes. Under hypnosis, Trudy becomes a dog. The suspense builds as the boys struggle to remember the word that will break the spell. The highly textured pastel and pencil drawings, rendered in a range of warm browns, are offset by creamy, rich backgrounds. The sepia look is well suited to the '40s setting. The masterful compositions display the depth, varied viewpoints, and marvelous mixture of patterns and surfaces that readers have come to expect from the artist. The expressions and postures of the African-American heroine are hilarious. Probuditi! displays a clear sympathy for the thankless role of a younger sibling; however, while Calvin is howling at the memory of his sister "barking and drooling," it is she who has the very satisfying last laugh (offstage).


Lukehart, W. (2006). [Review of the book Probuditi!, by C. Van Allsburg]. School Library Journal, 52(12), 116-118.  Retrieved from http://www.schoollibraryjournal.com



Library Uses:  

Do You See What I See?:  Prior to coming to the library for a scheduled class visit, students can participate in a lesson with their teacher.  In the lesson, students will use only the illustrations to infer what was happening in the story.  What emotions do the characters seem to have?  What is each character doing?  What are the relationships between the different characters?  When students come to the library, they will hear the story read aloud. 

Module 5--Moses: When Harriet Tubman Led Her People to Freedom by Carole Boston Weatherford

Source: http://www.uri.edu/library/cml/resources/coretta.html

Summary: 
At the beginning of the book, Harriet Tubman is still a slave in the South.  She leaves everything and everyone behind one night to take both a spiritual and physical journey to freedom after singing a song as a clue to her loved ones.  She is being chased for recapture, but finds inspiration through her faith in God.  She follows the North Star.  When dogs are tracking her scent, she travels through a brook because God spoke to her and kept her safe.  Eventually, Harriet is exhausted and sleeps under a tree, surrounded by wildlife.  She rides fearfully in the back of a wagon.  She reaches freedom in the north, but feels called to help others, including her family, so she returns to make the dangerous trip with others. 

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

My Impressions: 
The illustrations are amazing.  Truly--you could remove the pages and frame them.  The paintings are realistic 2-page spreads with gorgeous details.  The one with all the animals surrounding her as she slept would have been my favorite as a child and it certainly spoke to me as an adult.  The text was poetic and deep.  While  Weatherford took great liberties in adding the spiritual dialogue between Harriet Tubman and God, it really made the text as noteworthy as the illustrations.  While the existence of the talk of God is something to be aware of within a children's library, I would feel confident defending the quality of this book should a complaint ever rise.  I like that Harriet Tubman is not portrayed as angry or defiant as is sometimes the stereotype of African-Americans fighting for freedom from slavery or for other civil liberties.  Instead, she is portratyed as strong, optimistic, and a leader. 

Professional Reviews:
Gr 2-5-- Tubman's religious faith drives this handsome, poetic account of her escape to freedom and role in the Underground Railroad. The story begins with Tubman addressing God on a summer night as she is about to be sold south from the Maryland plantation where she and her husband live: "I am Your child, Lord; yet Master owns me,/drives me like a mule." In resounding bold text, God tells her He means for her to be free. The story is sketched between passages of prayerful dialogue that keep Tubman from giving up and eventually call upon her to be "the Moses of [her] people." Deep scenes of night fill many double pages as the dramatic paintings follow her tortuous journey, arrival in Philadelphia, and later trip to guide others. Shifting perspectives and subtle details, such as shadowy forest animals guarding her while she sleeps, underscore the narrative's spirituality. Whether filled with apprehension, determination, or serenity, Tubman's beautifully furrowed face is expressive and entrancing. A foreword briefly explains the practice of slavery and an appended note outlines Tubman's life. The words and pictures create a potent sense of the harsh life of slavery, the fearsome escape, and one woman's unwavering belief in God.

Bush, M. (2006). [Review of the book Moses: When Harriet Tubman led her people to freedom, by C.B. Weatherford]. School Library Journal, 52(10), 129-130.  Retrieved from http://www.schoollibraryjournal.com


In elegant free verse, Weatherford imagines Tubman's remarkable escape from slavery and her role in guiding hundreds to freedom. Diverse typography braids three distinct narrative strands. White or black type delivers the third-person immediacy of Harriet's journey: "At nightfall, Harriet climbs into a wagon, / and the farmer covers her with blankets. / As the wagon wobbles along, Harriet worries that it is heading to jail." Larger, italic type telegraphs the devout Harriet's prayerful dialogue with God: "Shall I leap, Lord?" God's responses to her beseeching questions garner capitalized letters in warm grays. Nelson's double-page, full-bleed paintings illuminate both the dire physical and transcendent spiritual journey. At night, the moon lights Harriet's care-wracked face below a deep teal, star-pricked sky. By day, she disappears: A distant safe farm appears under a wan blue sky; a wagon transporting the hidden Harriet silhouettes against a golden sunset. Unique perspective and cropping reveal Tubman's heroism. Reaching Philadelphia, she's haloed in sunlight. Embracing her role as conductor, Harriet's face, eyes on the journey ahead, fairly bursts the picture plane against a blazing blue sky. Transcendent. (foreword, author's note) (Picture book. 5-9)

[Review of the book Moses: When Harriet Tubman led her people to freedom, by C.B. Weatherford]. (2006). Kirkus Reviews, 74(17), 914.  Retrieved from http://www.kirkusreviews.com

Library Uses:  
Inspired Bookmarks:  Students create bookmarks about what they learned about Harriet Tubman and the Underground Railroad.  They can show their thoughts with artwork or poetry/writing.  The bookmarks can be displayed briefly then returned to students.