Module 15: King And King

Image from: http://www.indiebound.org/book/9781582460611

Summary:
There was a queen who reigned a kingdom for many years and was tired of doing it.  She wanted to spend more time to herself and demanded his only son to look for a potential girl to marry so that he may become king.  The prince did not want to do such task but wanted to help his mother so he agreed.  Right away the queen sent out invitations to princesses from all over the world to come over and meet the prince.  After meeting so many of them, the prince and queen had little hope for a possible wedding...until he meets the perfect person!

Reviews:
The text is brief and lighthearted, and it presents the gay relationship with matter-of-fact ease. But it's the illustrations that really shine. Whimsical, textured collages mix beautiful papers, fabrics, and bright paint in scenes that show the bossy queen, the wildly imagined town, the eclectic princesses, the wedding, and finally, a kiss between the two starry-eyed princes. Adults will know what's coming early in the story, but many kids won't. They'll simply like the fun artwork and the final twist on conventions. For another picture book with a gay theme, see Michael Cart's Focus on Harvey Fierstein's The Sissy Duckling


Engberg, G.  (2002, July).  De Hann, Linda and Nijland, Stern.  King & king.  [Review of the book King & king, by L. De Hann].  Booklist, 98(21), 32.  Retrieved from http://www.booklistonline.com

Impressions:
The beginning of the story seemed like any other fairy tale reading but the illustrations were different than expected.  I would see why this book may be challenged at a library if a young patron questions why he picked a prince and not a princess.  It was fun to see all the princesses try to impress the prince during their visit to the kingdom.

Suggestions: 

Students will be given a chance to write a persuasion letter towards whether the book should or should not stay in the library.  This will help them improve their writing skills and have the time to discuss how there will be times when someone will be offended on what people will say, think, and do.  It will also help to discuss book banned week and the history of why it exists in the libraries.


Bibliography:
De Haan, L. & Nijland, S.  (2002).  King and king.  Berkeley, CA: Tricycle Press.

Module 14: Time You Let Me In: 25 Poets Under 25

Image from: http://www.barnesandnoble.com/w/time-you-let-me-in-naomi-shihab-nye/1102116687

Summary:
The author collects poems from 26 poets that are under the age of 25.  Each poem provides a variety of topics that many people can relate to.  Each poem by these poets are given their own personal feelings and makes it very meaningful to readers.  Not all the collection is really about romance but they do mention about immigration, family, friendship, flight encounters, and so on.

Reviews:
He knows how to reach teens, and this lively collection by young contemporary writers is rooted in the strong, emotional particulars of family, friendship, childhood memories, school, dislocation, war, and more; interestingly, there is almost no talk of sex or romance. The spare lines are passionate, wry, irreverent, and eloquent about meaning found in daily-life scenarios.  Teens will connect with the passionate, unmoderated feelings that arc given clarity and shape in each poem.


Rochman, H.  (2010, January 1).  Time you let me in: 25 poets under 25.  [Review of the book Time you let me in: 25 poets under 25, by N. Nye].  Booklist 106(9), 256.  Retrieved from http://www.booklistonline.com

Impressions:
It was amazing to have all this collection of poems into a book because all of them were very unique.  Each poem was a surprise to me when reading them because I did not expect what poem would I read next.  This would be a great book for young teenagers to read for its variety of poems.

Suggestions: 

This is a great opportunity to have a poetry night at the library.  Students can read a poem that caught their attention from this book and make their own.  A date is set for poetry night and parents are welcomed to go and hear the students recite poems.  This can help the community get together and enjoy the night.

Bibliography:
Nye, N. (2010).  Time you let me in: 25 poets under 25.  New York, NY: Greenwillow Books.

Module 13: Rapunzel's Revenge

Image from: http://roespot.blogspot.com/2011/10/book-review-rapunzels-revenge-by.html

Summary:
The story begins how a young girl is highly supervised by Mother Gothel whom she thought was her biological mother.  The setting has a western theme to it.  Due to her curiosity, she decides to climb over the big wall that separates the area where Gothel dominates and an area where is gray and deserted.  Once she finds out what's out there, she encounters the field mines where she bumps into her actual biological mother.  She finds out it is her by starting a conversation.  Rapunzel gets caught and confronts Gothel towards what she found out.  Gothel gives her a choice: whether she decides to stay at her side and eventually take over what she has created, or be imprisoned for the rest of her life.  She is taken to a forest to a very tall tree and is imprisoned there.  She could not leave since the tree was so tall.  Due to the food Gothel would automatically grow due to the magic powers she possessed, it made Rapunzel's hair grow dramatically fast.  Gothel went to visit her for the last time to convince her to come back to her but refused.  Gothel decides to close the entryway little by little and stopped growing any food inside.  She eventually escaped using her very long hair and chooses to get even with Gothel and rescue her biological mother.  Meeting with a young man named Jack, they both go through quests and risky adventures until someday confront Gothel.

Reviews:
Hale's art matches the story well, yielding expressive characters and lending a wonderful sense of place to the fantasy landscape. Rich with humor and excitement, this is an alternate version of a classic that will become a fast favorite of young readers.


Coleman, T.  (2008, September 1).  Rapunzel's revenge.  [Review of the book Rapunzel's revenge, by D. Hale].  Booklist 105(1), 144.  Retrieved from http://www.booklistonline.com

Impressions:
When I noticed that there was a Western theme to the story, I was not quite sure how they would implement the sudden growth of Rapunzel's hair.  She was definitely not the damsel in distress in this story that's for sure.  I did expect more from the ending though since Jack and Rapunzel had to do so many favors to eventually get to Gothel.

Suggestions: 
This book would be great to demonstrate it to a class and begin a discussion on how this type of book is different from others.  We will have them get the chance do their own graphic novel as a group using the Comic Life program.  Once the books are done, then we can book bind them to keep in the library for others to read.
 

Bibliography:
Hale, D. & Hale, S.  (2008).  Rapunzel's revenge.  New York, NY: Bloomsbury.

Module 12: Maritcha: A Nineteenth Century American Girl

Image from: http://www.amazon.com/Maritcha-A-Nineteenth-Century-American-Girl/dp/0810950456

Summary:
This story is about a young lady and her family that lived quite well despite the discrimination and segregation the country was going through.  The family owned many properties and rented them out to people that needed a place to stay.  Maritcha seemed to have a disease that affected her spine and prevented her from going to school until the age of 13.  She dedicated much of her time to catch up with her schooling since she was supported by her mother and father.  Then the Civil War began and many were drafted which some decided to go on strike.  The strike targeted politicians, government officials, the rich and the blacks and destroyed many of the properties.  One of the properties happened to be Maritcha's family home.  A choice was made to move out of their home for their safety and only take what they could and leave everything behind.  The story later mentions the struggles she goes through to make it as far as she did.

Reviews:
Lyon had a distinguished family, and Bolden shows how its members inspired her to succeed against formidable odds, even when she felt that "the iron had entered my soul." Bolden supplements quotes from Lyon's accounts with extensive research and enthralling detail, and the result is both an inspirational portrait of an individual and a piercing history about blacks in the nineteenth and early-twentieth centuries--subjects rarely covered in books for youth. An author's note describes Lyon's adult achievements and lends insight into Bolden's research. Notes and a selected bibliography conclude this powerful volume.


Engberg, G.  (2005, February 1).  Bolden, Tonya.  Maritcha: a nineteenth-century American girl.  [Review of the book Maritcha: a nineteenth-century American girl, by T. Bolden].  Booklist 101(11),  48.  Retrieved from http://booklistonline.com

Impressions:
Maritcha was a very brave young girl that also demonstrated her determination to become a better person even though she went through discrimination throughout most of her life.  It was good to see her still trying to go to school even though no one wanted to be around her.  I would not have that courage to keep going just like she did.

Suggestions: 
After reading this book to a selected class, students can research on someone that has gone a long way from where they came from.  Once a section of biography books have been placed on the cart for students to have access, then they may create a newsletter about the person and present it to the class.

Bibliography
Bolden, T.  (2005).  Maritcha: a nineteenth century American girl.  New York, NY: Abrams.


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Module 11: Witch-Hunt: Mysteries of the Salem Witch Trials

Image from: http://openlibrary.org/books/OL8457771M/Witch-Hunt

Summary:
Many people in Salem were accused of being witches which created trials to determine their fate.  The accusers demonstrated the torment and the torture they went through because of these witches.  Many of these so called witches were mainly poor and women who would have children out of wedlock which at the time was very wrong.  But it is to our surprise that even a very known and rich woman was also accused of witchcraft and the accusers made sure it was known of her wrongful doings.  The author provides the information that was documented at the time and begins to question whether their actions were indeed true.  Placing second thoughts on readers increases the interest to continue reading the book.  


Reviews:
He isn't shy about injecting his own voice in the mix; he often speaks directly to readers, putting the history into a context that sharp teens can grasp and encouraging them to think about how the events connect to their lives and to contemporary culture and politics. To enrich and clarify the history, he quotes from an extraordinary, well-documented array of sources and recorded testimonies (of accused and accuser alike), producing a dense, wide-angle view of the tragedy that evaluates causative theories ranging from deceit and outright fraud to spoiled food that caused hallucinations. The subject will undoubtedly attract readers, but this is not for those in search of spoon-fed fact; rather, it's for teens who love to debate and to dig into what's between the pages of their history books.


Zvirin, S.  (2003, November 1).  Aronson, Marc.  Witch-hunt: mysteries of the Salem witch trials.  [Review of the book Witch-hunt: mysteries of the Salem witch trials, by M. Aronson].  Booklist 100(5), 288.  Retrieved from http://www.booklistonline.com


Impressions:
Aronson really had me thinking of what could have happened and why didn't it happen in another way during the witch trials.  It is good to encounter with that kind of book to keep my mind thinking.  Although it was very hard for me to keep up with the stories when he would move from one to another.  I needed to take a quick look at the previous pages to remember what names were mentioned before and if they were related to the story I was reading at the moment.

Suggestions: 
Since the author was able to provide his own insight on the witch trials that occurred, this would be a great opportunity to have the students make a book trailer and provide their own personal insight of what is going on.  They might agree with the author or may disagree on his viewpoints using technology as well.
   

Bibliography:
Aronson, M.  (2003).  Witch-hunt: mysteries of the Salem witch trials.  New York, NY: Simon & Schuster.

Module 10: The Greatest Skating Race

Image from: http://www.betterworldbooks.com/the-greatest-skating-race-id-0689845022.aspx

Summary:
At the beginning of the story the name of the main character telling the story is not mentioned and is only known as a young boy.  Since his grandfather, the family has had a skate making business which is very popular in the Netherlands.  The story mentions about a famous skating race that occurred every year during the winter and which one day the boy would like to participate in.  Pim Mulier was famous because of the race.  He skated through eleven towns through very cold winds in less than 13 hours.  The boy acknowledges the admiration of his triumph at the time.  But soon their lives started to change when World War II began and the German soldiers took over and the business started to slow down drastically.  A family is in need of  help after the father is caught helping England through communication.  Piet, the main character, is given a very difficult and life risking task to help out the family that is in danger.

Reviews:
Pier's long, lucid, first-person narrative appears in short dramatic lines ("I could feel the scrape of our blades against the ice/And I could feel the cold air inside my chest"), and Daly's sepiatone illustrations stay true to the boy's viewpoint, both in the few tense, full-page close-ups (as when the children confront the border guards) and in the spacious views of the kids speeding through the white landscape. The focus on the historic skating race is sometimes confusing, but the war is always in the background, and the physical reality of the thrilling rescue will hold skating fans.


Rochman, H.  (2004, October 1).  Borden, Louise.  The greatest skating race: a World War II story from the Netherlands.  [Review of the book The greatest skating race: a World War II story from the Netherlands, by L. Borden].  Booklist 101(3), 48.  Retrieved from http://www.booklistonline.com
  

Impressions:
It is always good to hear about traditions that are going around all over the world.  Those traditions are what makes the most memorable moments with people that you care and love.  It is unfortunate to see something like this be interrupted by a war that no one wants in their town.  Even though Pier is a fictitious character in the story, it reminds the reader that the race was what strengthen the character to help the other children out.

Suggestions: 
A timeline model using pictures brought from home can be given to students for them to complete on events that happened during their lives.  Although the main character was fictitious, he mentioned his life along with actual events that happened in Netherlands to further explain the facts.  The timeline can be presented and then kept for their own personal keepsake. 

Bibliography:
Borden, L. (2004).  The greatest skating race: a World War II story from the Netherlands. New York, NY: Margaret K. McElderry.

Module 9: Mystery At the Club Sandwich

Image from: http://hcplonline.org/books/booklists/print.cfm?list=greatmysteriesforgrades3and4january2010

Summary:
Nick had a lot on his plate.  He is a private detective solving a case where Lola the singer literally lost her marbles.  The black and white illustrations helps set the mysterious mood of the story but uses animals to portray the characters in the story.  Nick's payments is accepting peanuts or any food that was made of peanuts.  He interrogates many people that work at the club sandwich to find out who is the person responsible for stealing Lola's marbles as well as examining Lola's dressing room in search of any clues he can find.  At the end he reveals who the criminal is and why that person has them.     

Reviews:
Cushman uses black watercoior washes, colored pencil, and pastel against a stark white background, suggest- ing the silver nitrate photographs and popniar hlaek-and-white movies ofthe gumshoe era. The animal characters in their 1930s garb, including Nick in loosened tie, trench coat, and fedora, appear in varying page layouts from partial to fnll spreads, Nick's conversa- tional tone recalls the famons adnit mystery writers of the past; "Sam, Phil, and Dashiell," to whom the book is dedicated, would be proud.

Orlando, M.  (2005, January).  Mystery at the club sandwich.  [Review of the book Mystery at the club sandwich, by D. Cushman].  School Library Journal 51(1), 89.  Retrieved from http://www.schoollibraryjournal.com

Impressions:
This is a great book I would like to read to my own child someday.  I enjoyed the jokes related to their characters due to being animals.  The black and white illustrations really impacted the scenery of the story.  Elementary students would definitely love the story as much as I did.

Suggestions: 
This is a great book to read to students who will later create a face masks of their character and turn it into a play for others to watch.  Students will get into groups of four and act out the story at the library.

Bibliography:
Cushman, D.  (2004).  Mystery at the club sandwich.  New York, NY: Clarion.

Module 8: Num8ers

Image from: http://darkfaerietales.com/review-num8ers-rachel-ward.html

Summary:
What if you had a secret talent that you are not very proud of?  Jem can see in people's eyes and know the date of their death.  She is trying to live a normal life even though it is really not so quite as normal anyway.  She is an orphan who made friends with a boy they call Spider.  She tries to keep it to herself until one day tragedy occurred at the London Eye Ferris Wheel and forces Spider out of the area before anything could happen.  What will be the outcome of the talent she possesses?  Will it help her and her friend or destroy her?

Reviews:
 Ward's first novel is a fast-paced thriller with deep philosophical roots and tremendous empathy for those who don't fit the mold, not to mention a jaw-dropping ending that stands alone beautifully while whetting readers' appetites for the sequel. Clear, straightforward prose is the perfect voice for prickly Jem, and Ward's complex, intriguing characterizations challenge the reader to look beyond appearances. The British setting and tone will intrigue, not deter, U.S. readers. A fascinating premise, creatively explored.


Carton, D.  (2009, December 15).  Staring down death.  [Review of the book Num8ers,  by R. Ward].  Booklist 106(8), 336.  Retrieved from http://www.booklistonline.com

Impressions:
The main character was the kind of person that I wanted to desperately help.  She was in need of attention and wanted to tell someone of her unfortunate talent of knowing when a person's time was up in the world.  Many of the teenagers can relate to how they feel like no one is there for them at times even though many adults have no idea they feel that way.  There is a hook that readers may not be able to resist.

Suggestions: 
This book can be great for a book club discussion.  Participants can discuss what parts of the story interest them, how they would change the ending of the story,  or try to explain why the main character had the special talent and how she could have used it in a positive way.

Bibliography:
Ward, R.  (2009).  Num8ers.  New York, NY: Chicken House/Scholastic.

Module 7: Purge

Image from: http://distraction99.com/tag/purge/

Summary:
Janie was a person that faced many struggles in her life that she was not able to cope with.  She could not talk to anyone about it and would eventually resort to throwing up.  At first she felt disgusted but then after several times she feels some kind of escape from it all when throwing up. There is no mention of the problems she was facing at first, only the incident where she ruins her sister's wedding reception.  The reader goes through the rehab she attends at the Golden Slopes, the people she meets and interacts there, and the sessions she goes through with her parents and the group.  The group is divided into two: the bulimics (Janie is in that group) and the anorexics.  Janie does not think it is necessary to be there and highly believes she can control it.  She starts to realize little by little how it affects her and the people she is with that love and care for her.

Reviews:
Janie moves from denial of habitual bulimia to release back to her regular routine in only three weeks.  Her parents are loving, her family is loyal, and her friends are forgiving.  The universality of Janie's blindness to her own behavior is clearly portrayed, as is her later insight into her destructive choices.  Drinking and sexual situations are necessary to the plot and are described realistically.  This is a worthy addition to the current books on the topic for its relatively lighter touch and accessibility.


Edwards, C.  (2009, July).  Eating disorders.  [Review of the book Purge, by S. Littman].  School Library Journal, 55(7), 8.  Retrieved from http://www.schoollibraryjournal.com


Impressions:
This book seemed very real to me and felt like I was part of the story.  Little did I find out when reading the author's information that the author herself went through bulimia.  It must taken a lot of courage to write a book that I am pretty sure brought some memories from the past.  This helps others to understand how some people fall into this addiction and try to help in some way.

Suggestions:
Since this book talks about eating disorders,  the school nurse can discuss the dangers of anorexia and bulimia while starting up a group debate.  This will give them a chance to voice their opinion and be able to defend it.

Bibliography:
Littman, S. (2009).  Purge.  New York, NY: Scholastic Press.

Module 7: Joey Pigza Swallowed The Key

Image from: http://brdc.lib.overdrive.com/C8F9F4CF-531C-4DEA-AA9A-6756D6F6C19D/10/513/en/Default.htm

Summary:
Joey is a young third grader who has an unstable life at home and is diagnosed with ADD (attention deficit disorder).  His father has the same condition which the story tells the reader why he was never around in Joey's life.  His grandmother raised him as a young child due to the fact that his mother was too busy chasing after his father.  But his grandmother was too old to raise such a child like Joey and it made it hard for both to live together as a family.  His mother eventually returns and both mother and grandmother bump heads while living together which somehow his grandmother leaves for unknown reasons.  His mother has a very hard time trying to raise him and going to work all at the same time.  An unexpected turn of events leaves Joey to move to another school meant for Special Education students to have better control of him, not because he was actually a special ed. student.

Reviews:
Gr. 4-6. Hyperactive Joey Pigza has trouble concentrating and controlling his mood swings, in a scenario familiar to many children, Joey frustrates his mother and himself in an effort to be less wired. With the help of medicine, counseling, and special education, he eventually starts to lead a more normal life.

Cooper, I.  (2001, December 15).  Joey Pigza swallowed the key.  (In sickness and in health.)  [Review of the book Joey Pigza swallowed the key, by J. Gantos].  Booklist 98(8), 729.  Retrieved from http://booklistonline.com

Impressions:
I was always the outsider looking in the situation when it came to students with ADD.  This book has lead me to be the person from the inside looking out and realized how difficult it was for a child to try to control their ADD without medication.  It was obvious that Joey really tried to do his best and be liked by the positive things he wanted to do.  This story reminded me of a child that was in my class a couple of years back and at the end I had no hard feelings towards him.  I felt like I should have done more just like Joey's teacher and nurse wanted to do for him.

Suggestions: 
An author visit would be great for this book in order to ask any questions of how he gets his ideas.  This interaction will help students realize how a book can be put together and how to organize the ideas.  The author would sign copies of the book for those who are interested in obtaining their own copy.

Bibliography:
Gantos, J.  (2000).  Joey Pigza swallowed the key.  New York, NY: HarperCollins Publishers.



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Module 6: Smoky Night

Image from: http://emilyreadsagain.blogspot.com/2011/05/smoky-night.html

Summary:
A young boy sees a riot for the first time in his life right in his neighborhood.  The illustrations displays the intensity of the riot such as crumbled red paper in the background.  The riot gets worse when a fire starts in his own apartment building from the rioters themselves and so the people needed to evacuate for safety.  He begins to worry when he can't find his cat Jasmine but his mother encourages him by saying that she is ok and knows how to take care of herself.  


Reviews:
Books can be barriers against the wind, though, and Smoky Night . . . [is a] perfect example of [a] picture book that, in [its] treatment of tough topics, invite[s] reading and healing discussion, not only by kids of the traditional target age--6 through 9--but also by older kids, even those in high school. The problem is getting the books into the hands of these older kids. Because the production, marketing, and distribution of books all hinge on the perceived need to categorize, any title that can't be easily labeled with an "age appropriate" designation runs the risk of being lost. . . .

Cart, M.  (1995, September 15).  Barriers against the wind.  [Review of the book Smoky night, by E. Bunting].  Booklist 92(2), 150.  Retrieved from http://booklistonlie.com

Impressions:
It was sad to see a child experience a violent riot in his neighborhood but glad to see his family and the neighbors finally uniting during this time.  I enjoyed the illustrations that portrayed the violence of the scene.  It is rarely seen using this type of illustration with violence involved and sends a very powerful message.


Suggestions:
A lesson can be made in focusing the illustrations of a book.  Students can bring materials from home from a list given to them and students can create their own personal page of a class book using those same materials.  Students can create a page about themselves as a collage theme.  Magazine pages can be used, strings, ribbon, buttons, and any other materials can be used to create a unique page.  Once the pages are created, the librarian can place them together to make a class book.


Bibliography:
Diaz, D. (1994).  Smoky night.  San Diego, CA: Harcourt Brace.

Module 5: Before We Were Free

Image from: http://www.juliaalvarez.com/young-readers/

Summary:

Anita De La Torre is a young twelve year old who lives in the Dominican Republic in a compound when once her relatives lived.  Due to the decisions of her father and uncles in killing the dictator, many of the relatives flew to the U.S. to escape.  Anita and her family was the only family to stay longer.  Her father and her uncle decided to continue the plan which they eventually succeed only to be captured by the dictator's son.  Anita, her mother, and brother were in hiding to avoid being tortured by the SIM.  They all somehow move to New York to escape to later find out her father and uncle got killed before being rescued.  But many people tell Anita how they think her father is truly a hero now that the country can elect their own president.  Due to her father's death, the family decide to stay in New York for a while and try to move on with their lives through pain and changes in lifestyle.

Reviews:

Gr. 7-10.  What is it like for a 12-year-old girl living under a ruthless dictatorship in the Dominican Republic in 1960?  Alvarez draws on her own cousins' and friends' experiences to tell the political story through the eyes of Anita, whose father is involved in a plot to assassinate the dictator and bring democracy to the island.  This doesn't have the passionate lyricism of Alvarez's great adult novels.  The pace, at least for the first half of the book, is very slow, perhaps because the firs-person, present-tense narrative stays true to Anita's bewildered viewpoint and is weighed down with daily detail and explanation of the political issues ("I feel just awful that my father has to kill someone for us to be free").  Yet it is Anita's innocence, her focus on the ordinary, that young readers will recognize.  She's busy with school, friends, getting her period, falling in love, even as the secrets and spies come closer, and finally, the terror destroys her home.  Her father is arrested; she and her mother are hiding.  There's no sensationalism, but Anita knows the horrific facts of how prisoners are tortured and killed.  Trying to block out the truth, she loses her voice, even forgets the words of things, until she starts to write in a secret diary.  Readers interested in the history will grab this.

 Rochman, H. (2002, August).  Alvarez, Julia. Before we were free.  [Review of the book Before we were free, by J. Alvarez].  Booklist 98(22), 1945.  Retrieved from http://www.booklistonline.com.


Impressions:

This story was difficult for me to be engaged to due to the fact that the main character had limited information about that was going on.  But after three or four chapters, I was able to know more or less what was going on.  This is a good book for people that can understand the hardships other countries go through.  Placing the little girl as the main character shows people that sometimes they feel helpless and they too want to help in some way but can be too hard due to their age.  

Suggestions:

I would highly recommend this book during a history lesson using a Venn Diagram.  On the right side the student can fill out things that occur in the U.S. and on the left what Anita encountered in her native land.  The middle area of the diagram are the similar things between them and discuss in class.

Bibliography:

Alvarez, J. (2002).  Before we were free. New York, NY: Knopf.

Module 5: Forged by Fire

Image from: http://books.simonandschuster.com/Forged-By-Fire/Sharon-M-Draper/9780689806995

Summary:

Gerald Nickelby begins to describe his difficult life as a son whose mother is a drug addict, a stepfather that physically abuses him his mother and his younger sister.  His younger sister also goes through sexual abuse by his own father as well while Gerald tries at any cost to defend her.  Gerald finds a new meaning in his life when he meets his sister.  Jordan, his stepfather, is arrested after trying to molest his own daughter and their mother doesn't forgive them for doing that.  Monique, Gerald's mother, always defends Jordan and accepts his actions even though the situation is not so great for the family.  Angel, his sister, is dealing with all this through dancing and the only person she trusts is Gerald.  Throughout the story, Gerald faces more tragedies but tries to live a normal life as much as he can and eventually becomes a very brave and smart young man.

Review:

  Gr 7-10--The riveting first chapter was originally published as a short story in Ebony magazine under the title "One Small Touch."  While the rest of the book does not sustain the mood and pace of the initial chapter, Forged by Fire is a grim look at an inner-city home where abuse and addiction are a way of life and the children are the victims.  There's no all's-well ending, but readers will have hope for Gerald and Angel, who have survived a number of gut-wrenching ordeals by relying on their constant love and caring for one another.

Hurlburt, T.  (1997, March).  Forged by fire.  [Review of the book Forged by fire by S. Draper].  School Library Journal, 43(3), 184.  Retrieved from http://www.schoolibraryjournal.com

Impressions:

 This was a very intense book where children are mistreated by their own family.  I was really hooked by it and left me speechless after I finished reading the book.  I really wanted to know how the outcome of their parents' lives would change when justice comes to them.  The main character in the story was very strong and brave and I believe that the strength came from his sister to protect her.

Suggestions:

Once reading this book, counselors can be invited to talk and discuss the importance of self respect and respect from others.  They may talk about child abuse and neglect and provide key points on how to report it without being afraid.  This is the best time to encourage these discussions so everyone can be aware of children's rights.

Bibliography:

Draper, S.  (1997).  Forged by fire.  New York, NY: Atheneum Books for Young Readers.

Module 4: The Witch of Blackbird Pond

Image from: http://thehillhangout.com/?p=434

Summary:
Katherine Tyler was a young teenager that recently lost her grandfather (and her parents as well due to a tragic accident) and all his assets due to a workers bad business choices.  She leaves her hometown in Barbados to seek her aunt and uncle and to avoid marrying a very old man, who wanted to save everything she had with her grandfather.  Her grandfather had many servants, Kit learned how to read which during that time is very uncommon, and she learned how to swim.  Kit arrives with her aunt, uncle, and cousins and is not fully accepted there.  Later becoming friends with Hannah Tupper, the witch from Blackbird Pond, Kit encounters many misfortunes by the friendship and her own unique personality and upbringing.  A love triangle with her cousins Mercy and Judith also brings encounters all of them can't help to avoid.  Kit even goes on trial for witchcraft towards the end of the story.

Reviews:
Gr. 6-8. Hurt masterfully read this Newbery award winner, set in seventeenth-century Puritan New England.  Orphan Kit Tyler sails to the Connecticut colony to live with her aunt and uncle, but despite earnest attempts to belong, her behavior is unacceptable by Puritan standards.  Criticized by the community, Kit seeks solace with a kindly old Quaker woman.  Hurt's youthful voice and soft New England accent perfectly match Kit's buoyant personality and well-meaning antics.  Hurt's perception of the story enables her to shift seamlessly among characters, and she ably portrays everyone, including Kit's soft-spoken aunt and her terse, unforgiving uncle.  The villager's talk of heresy is thick with suspicion, and Hurt's capable reading accentuates this sense of foreboding.

Rich, A.  (2002, November 1).  The witch of Blackbird Pond.  [Review of the book The witch of Blackbird Pond, by E. Speare].  Booklist, 99(5), 518.  Retrieved from http://www.booklistonline.com 

Impressions:

I can see young girls reading this book and would enjoy the story, especially the love situation the girls encounter.  I was impressed by the way Kit showed her courage for everyone she cared about and put herself to one side and even in danger.  Not many girls had that kind of courage during those times.  I was also intrigued by the way the trial changed all the scenarios to make it seem like she was actually doing witchcraft.  I am glad that at the end Kit found peace.  

Suggestions:

This would be great to invite the debate teacher into the lesson and provide a list of topics to create a trial during the library visit.  Students are divided into groups and have an accuser, the accused, and the two lawyers.  This experience will help them know what the main character went through when she had to go through trial and fight for her freedom.

Bibliography:

George Speare, E. (1958).  The witch of Blackbird Pond.  New York, NY: Houghton Mifflin.

Module 4: Call it Courage

Image from: http://mrtelles.pbworks.com/w/page/10239319/Call%20It%20Courage

Summary:
There is a place called Hikueru where the main character Mafatu, a Polynesian, lives.  At the age of three, tragedy occurred on the ocean that made his mother lose her life.  At that moment, Mafatu was very afraid of the water and could not complete the tasks of a fisher and in the village everyone made fun of him.  Even his father was embarrassed by him because he could not do the usual tasks like the others.  Only Uri, a yellow dog and an albatross named Kivi were his only friends.  One day he decides to leave the village and go to an island nearby to prove to the people that know him that he is not a coward.  His journey going away was very rough due to a very heavy storm that left him with no food or water and thought he was not going to make it out alive.  When he lands on an island, he tries to search for any living being, food and water to get his strength back.  He found the place strange at first because he could not find anyone around.  Throughout his stay, he was able to make a knife out of a whale's bones, killed a wild pig, killed a shark to rescue his dog Uri, killed an octopus in order to get the knife he made underwater, and made his own boat by hand in order to go back to his village.  It is when he realized that he was capable of doing things without fear.  On his last night at the island, he hears drumming noises and finds that he landed on the eaters of men land!  When they see him, they chase after him with clubs that they have made while Mafatu and Uri run for their lives and were able to reach the boat.  They were able to escape the chaos but was very difficult because there was no wind for the boat to move.  By the time they reached the village, Mafatu was exhausted and unrecognizable by the people that knew him, even his own father.  The ending is when the people know that it is him and notice the necklace he made out of the pigs teeth that he killed.  His father comments his pride towards him.

Reviews:

Gr. 4-7. In this Newbery Medal winner set on a South Pacific island, 12-year-old Mafatu, son of the Great Chief of Hikueru, is labeled a coward because he is afraid of the sea. Determined to save face with his people and conquer his fear, Mafatu takes off in his canoe to prove that he is a worthy member of his tribe.

Scales, P.  (2005, January). Call it courage.  [Review of the book Call it Courage, by A. Sperry]. Book Links, 14(3), 38.  Retrieved from www.booklistonline.com/booklinks.

Impressions:
The story also demonstrates courage by the character.  He needed to find himself to prove to everyone what he is capable of doing.  I considered it very hard to have gone through what he did since he was not really a skillful person as he should have been.  Uri also played the loyal companion part very well.

Suggestions:

Although this book is older and would need some type of promotion for young readers to read, a book display can be done in the library during the week when Newbery Medals for the year are announced.  Students need to see what books are out there besides the 2000 and up winners.  That way they can see why these books were also picked as winners during that time.

Bibliography:
Sperry, A. (1971).   Call it courage.  New York, NY: Collier Books.

Module 3: Chanticleer and the Fox

Image from: http://theartofchildrenspicturebooks.blogspot.com/2011/01/good-book-cover-design.html

Summary:
The story begins with the Once upon a time... the drawings of the illustrations change.  In one it is in black and white and the other it is in color.  The main character of the story is a rooster named Chanticleer that lived with seven hens and was owned by a widow and her two daughters.  One day he dreamt that someone was out to eat him.  Later on in the week there was a fox that indeed tricked him and took him by the throat.  Chanticleer was able to make the fox talk and slip away from his mouth.  Once again the fox tried to trick him by coming down from the tree but this time Chanticleer did not fall for that.  At the end the widow mentions that one must not trust the flattery of others.

Reviews:

younger for reading aloud. Dramatic and immediate for storytelling, this companion volume handsome design with spacious type, thick paper, and full-page painting and illustrated title page for each story.


Rochman, H.  (1998, May 1).  Favorite medieval tales.  [Review of the book Chanticleer and the fox, by B. Cooney].  Booklist 94(17), 1515. Retrieved from http://www.booklistonline.com

Impressions:

I really like books that give a moral to the lesson, especially to younger kids.  Chanticleer was really lucky to be alive after what he went through.  Although the beginning threw me off because the author introduces the human owners of Chanticleer because I thought they were part in the major plot of the story.

Suggestions:

Once the story is read, a discussion is started on why we should not always trust what strangers say and what comments can be seemed nice for someone to hear.  A story time lesson can tie to this book and afterwards color a rooster that is given to each student and write at the bottom of the paper what one thing they should not trust when a stranger tells them something.  This helps them to become more self aware of their surroundings.  Then once they are done, they can present their paper to the class.

Bibliography:

Cooney, B. (1958).  Chanticleer and the fox.  New York, NY: Harper Collins.

Module 3: The Little House

Image from http://www.landofnod.com/authors-(a---i)/toys-gifts/1

Summary:
A little house was built by a man who had all the intentions to use it for many generations to come.  Throughout the book, the little house describes the night and day along with the seasons that came and gone.  Things changed when a road was being built in front of the house and slowly the trucks and cars are  constantly driving by the house.  Then more buildings were made around the house, elevated train was going by, and subways were there.  That caused a lot of traffic and pollution which for the little house it was not the same.  During that time, there was no one living in the little house and looked unnoticed and abandoned.  The little house needed a new coat of paint, the windows were broken, the shutters cracked but the house was still good to live in.  One day the great great great granddaughter of the person that build the house decided to move the house back in the country side and live in it.  She made sure everything was replaced an painted the house.  The little house was happy to be at her new spot.

Reviews:

Preschool-Gr. 2. This classic story of a house built in the country, and the city that grows out to meet it, won the 1943 Caldecott Medal. In the beginning, the little house sits atop a hill surrounded by apple trees, whose blossoms signal the coming of spring. The city is only a faint glow far away. But as time passes, more signs of the city appear: a road bringing carriages, then trucks, tall buildings, stores, and bright lights that obscure the nighttime sky. When the family living there moves, the little house is abandoned, until someone rescues it by returning it to the country.


Goss, G.  (2001, June). The little house.  [Review of the book The little house, by V. Burton]. Book Links, 10(6), 40.  Retrieved from www.booklistonline.com/booklinks.

Impressions:

This is a story that makes you think about how an object would feel if they went through emotions.  I enjoyed the fact that one was encountering and seeing what the house was seeing and feeling.  I also liked the way the words seemed to form the shape of a path.  The words seemed as if they were part of the illustrations.

Suggestions:

While reading the story, students have a piece of paper, pencil, and crayons to draw what is read to them. Students can have the opportunity to create their own version of the little house and changes to the surroundings the house goes through.  It can motivate them to listen and think about it as well.

Bibliography:
Burton, V. (1942).  The little house.  New York, N Y: Houghton Mifflin Co.

Model 2: The Cat Ate My Gymsuit

image from: http://www.betterworldbooks.com/the-cat-ate-my-gymsuit-pb-id-0786272678.aspx

Summary:
The story is about a girl named Marcy Lewis that goes to Dwight D. Eisenhower Jr. High.  The only close friend that she had was named Nancy Sheridan and thought that maybe she was her friend because she had to be.  Throughout the book, Marcy was a very insecure young girl which her father had a lot to do with it.  The title of the book means one of many excuses why Marcy would not change during P. E. due to the fact that she considered herself very large.   She then had the chance to meet a special teacher that changed everything around for her and many of her peers.  Ms Finney encouraged everyone to voice out what they believed and taught her lessons differently than other teachers.

Review:
Gr. 5-8.  Published in 1974 and considered a "modern classic," Danziger's novel about overweight teenager Marcy Lewis is an excellent choice for a multicast performance.  The story contains lost of dialogue and characters with distinct personalities.  Written during an era when calling oneself "Ms." was radical, principals unilaterally suspended students, and adults routinely smoked cigars and cigarettes, the story holds up amazingly well.

Beauregard, S.  (2005, April 1).  The cat ate my gymsuit.  [Review of the book The cat ate my gymsuit, by P. Danziger].  Booklist, 101(15), 1400.  Retrieved from http://www.boolistonline.com

Impressions:  
I liked how the character changed from being very afraid and negative about herself to someone that was standing up for what she believed in and not be afraid of anything and anyone.  I could relate to that character because I was always scared and respected my elders even though they might have been wrong at times.  This will help some students that are in that situation to be more independent when solving problems.

Suggestions:
Students can create a quilt of memories that a teacher has impacted their education just like the main character encountered.  This would be great to display their quilt made of pieces of paper tied together with ribbon during teacher appreciation week.

Bibliography:
Danziger, P. (1974).  The Cat Ate My Gymsuit.  New York, NY: G D Putnam.

Module 2: The Little Engine That Could

Image from: http://margotmagowan.wordpress.com/2012/01/09/would-the-little-engine-that-could-get-published-in-2012/ 

Summary:
The story is about a train that was supposed to send toys and food for the boys and girls that live over the mountain.  On the way over there, the train suddenly stopped and could not go on.  The toys started to ask for help with other trains that were passing by.  Each engine had its own excuse in not helping the toys out.  One was a passenger train, the other was a freight train that only moved big machines around, and a rusty train that was too tired to move anything around.  At the end, a little blue train stopped to help them and was having a hard time going over the mountain at first.  The train said, "I think I can."  The train was able to do it and the toys and food were safely delivered to the boys and girls.

Review:
Preschool-Gr. 5. For decades, Piper's inspirational story of the courageous little blue engine has taught children about the value of inner strength.  Bright, Whimsical illustrations add to the visual appeal of both these delightful stories.

Stern, S. (2006, July 1).  Two of a kind.  [Review of the book The little engine that could, by W. Piper].  Book Links, 15(6), 6-8.  Retrieved from http://www.booklistonline.com/booklinks

Impressions:
The color on the illustrations will definitely help capture the young readers on the story about the little engine.  The illustrations and descriptions of the objects being sent to the young boys and girls how much older the book really is.  This helps the children to see what was out there at the time and what objects seemed to interest those children.

Suggestions:
This book can motivate students to give children a book that they might not be able to buy during the Christmas Holidays.  Students can write letters to children and donate a book that they may no longer use anymore.  It is great to discuss that giving is also as great as receiving.

Bibliography:
Piper, W.  (1976).  The little engine that could.  New York, NY: Platt & Mink Publishers.

Module 1: Rainbow Fish

Image from: http://handmadebeginnings.blogspot.com/2010/06/story-and-art-rainbow-fish_19.html

Summary:

Rainbow Fish was admired by those who knew him because he looked different from others.  Some started to ask Rainbow Fish if he can give one scale to each of them and Rainbow fish said no because Rainbow Fish didn't consider them as unique if he did.  So everyone started to avoid him when Rainbow Fish was around.  Eventually Rainbow Fish started to feel lonely and spoke to starfish about his issue.  Starfish suggested to talk to Octopus which everyone considered him smart and knowledgeable.  Octopus suggested to give away the scales and Rainbow Fish was not too thrilled with the idea.  Rainbow Fish now has to decide to be the most unique fish underwater or not be unique but have more friends than before.

Review:

Gr. 1-4.  This well-loved story follows a selfish fish that finally makes friends by sharing its colorful scales.  Beautiful purpler, blue, and pink tractions depict the scales that are the envy of the other fish.

Stern, S. (2009, July).  The rainbow fish.  [Review of the book Rainbow fish, by M. Pfister].  Book Links, 18(6), 23.  Retrieved from www.booklistonline.com/booklinks


Impressions: 
This is a really cute book to help young students to realize that a friendship needs to be cared for by caring for others whether it is in good times or in bad.  The main character learned that giving friends the time and effort is much better than having so many things but without being able to share it to anyone.

Suggestions
Prior to visiting the library, a notification can be made telling the students to bring their favorite object as a show and tell and explain to everyone why the object makes them feel special and happy at once.  This is a great opportunity to get to know the students better and enjoy a good time.

Bibliography: 

Pfister, M. (1992).  Rainbow Fish.  New York, NY: North-South Books.