Module 4 - Newbery Medals 1984

Cleary, B. (1983). Dear Mr. Henshaw. New York,
NY: Harper Collins Publishers, Inc.

Summary:
Leigh Botts began writing his favorite author, Mr. Henshaw, in second grade.  He now is in sixth grade.  He has just moved to a new town and school.  His parents have divorced and he doesn't get to see his dad much because he is a truck driver and is gone a lot.  Leigh shares with Mr. Henshaw his struggles with his parents divorce and his dad gone all the time.  He also has struggles being the new kid at school and someone keeps stealing food from his lunch.  Mr. Henshaw encourages Leigh to keep a journal and to work on his writing.  In the end Leigh enters a writing contest at school only because of the encouragement from Mr. Henshaw.

My Impression:
Dear Mr. Henshaw is a book that many students could relate to as they go through struggles with moving and divorce.  Students can find comfort in knowing they aren't the only one experiencing these feelings.  The encouragement that Mr. Henshaw gives Leigh to work on his writing through journal writing can be therapeutic for students dealing with struggles.

Review:
Dear Mr. Henshaw
School Library Journal
Gr. 4-7 - Cleary succeeds again.  Leigh Botts lives with his recently divorced mother and writes to his favorite author, Boyd Henshaw.  When Henshaw answers his letters and encourages him to keep a journal, he does so, and in the process solves the mystery of who is stealing food from his lunchbox, invents an alarm for said lunchbox, tries to write a novel, and in the end, writes a prize-winning short story about an experience with his father.  The semi-epistolary style, at first between Leigh and Mr. Henshaw, then exclusively in Leigh's journal, gives a clear sense of his life, his thinking process, and his coming to grips with his father's absence.  His resolution to continue loving his difficult-to-love father and to try to get along and make friends in a new home and school will certainly move young readers, regardless of their own situations.  And, as usual, Cleary's sense of humor leavens and lightens what might otherwise be a heavy work of social realism.
MacDonald, R. (1983). Dear Mr. Henshaw [Book Review]. School Library Journal, 30(1), 120.

Suggested Library Uses:
Dear Mr. Henshaw could be used to encourage students to journal write.  This will develop their writing skills and could also be an outlet for students struggling with difficulties in their lives.

Another application of this book could be using it with teaching about the mechanics of letter writing.

Module 4 - Newbery Medal 1945

Lawson, R. (1977). Rabbit Hill. 
New York, NY: Puffin Books.

Summary:
Robert Lawson's story, a 1945 Newbery Winner, takes place in the country near Danbury, Connecticut known as Rabbit Hill.  The animals are excited at the prospect of new people moving into the big house that has been vacant for a long time.  The animals are in hope the new people will plant a garden so they will have an abundant food source which they have not had in a long time.  They anxiously wait to see if the new people will be kind and friendly, not expecting the surprise turn of events.

My Impression:
This was a delightful book with a wonderful story.  Children will enjoy the storyline and conversations that take place between the animals.  They will relate well with the people who move into the big house and live in harmony with the animals on Rabbit Hill.

Reveiw:
Rabbit Hill
School Library Journal
Gr 3-6‘Uncle Analdas and his community of woodland animals who are anticipating the arrival of the "new folks," the people who are moving to Rabbit Hill. When the new folks eventually become part of the animals' lives, both benefit from their association with the other. Although the story probably will not have broad appeal, this version would serve to enhance collections of Newbery Award winners.
Brightman, M. & Mandell, P. (1996). Rabbit Hill [Book Review]. School Library Journal, 42(8), 64.

Suggested Library Use:
Studying Newbery Award Winning books would be a great way to incopporate Rabbit Hill as a winner from 1945.  Students could compare and contrast Newbery Award books from the present to older winners.

Module 3 - Caldecott Medal 1987

Yorinks, A. (1986). Hey, Al.
New York: Farrar, Straus and Giroux.

Summary: Al and his dog live in a one room apartment and they aren’t happy with their life and wish it will change.  An exotic bird shows up one morning telling Al he needs a change.Through a course of events they go to “paradise”  with this exotic bird.  It isn’t all they thought it would be. Life isn't to great with all these exotic animals. Al and his dog decide they'd rather be back in their previous life.  They soon get to return to their old life which is better than they thought. My Impression: This story is a great story to talk to students about "the grass is greener on the other side."  I like the brightly colored pictures and the unexpected events that teach a great lesson. Review: Hey, Al School Library Journal K-Up - The theme here is, "be happy with who you are," or may be, "there's no free lunch."  Al, a janitor, lives a meager existence with his companion (dog) Eddie in New York City.  They complain to each other about their lot and are ready to take off to a better place with a huge bird who just pops in and invites them.  This "island in the sky" is perfect.  All its inhabitants are friendly birds, and there's nothing to do but enjoy the tropical paradise.  But when they both begin to sprout feathers and beaks, they realize that there is a price to pay, so they take off, Icarus-style--including a plunge into New York Harbor.  Safely home, they discover that "Pardise lost is sometimes Heaven found."  Egielski's solid naturalism provides just the visual foil needed to extablish the surreal character of this fantasy.  The muted earth tones of the one-room flat contrast symbolically with the bright hues of the birds' plumage and the foliage of the floating paradise.  The anatomical appropriateness of Al and Eddie plays neatly against the flamboyant depiction of the plants.  Text and pictures work together to chanllenge readers' concept of reality, with touches such as the stacks of delivered newpapers outside Al's door when he returns, from --his "dream"? Marantz, K., Jones, T. E., Gale, D., & Cherenfant, G. (1987). Hey, Al [Book Review]. School Library Journal, 33(7), 151. Suggested Library Uses: This book can be used to teach inferencing by reading a portion of the text and having the students infer what will happen next.  It could also be used to teach about being satisfied with what you have.

Summary:

Al and his dog live in a one room apartment and they aren’t happy with their life and wish it will change.  An exotic bird shows up one morning telling Al he needs a change.Through a course of events they go to “paradise”  with this exotic bird.  It isn’t all they thought it would be. Life isn't to great with all these exotic animals. Al and his dog decide they'd rather be back in their previous life.  They soon get to return to their old life which is better than they thought.

My Impression:

This story is a great story to talk to students about "the grass is greener on the other side."  I like the brightly colored pictures and the unexpected events that teach a great lesson.

Review:

Hey, Al
School Library Journal
K-Up - The theme here is, "be happy with who you are," or may be, "there's no free lunch."  Al, a janitor, lives a meager existence with his companion (dog) Eddie in New York City.  They complain to each other about their lot and are ready to take off to a better place with a huge bird who just pops in and invites them.  This "island in the sky" is perfect.  All its inhabitants are friendly birds, and there's nothing to do but enjoy the tropical paradise.  But when they both begin to sprout feathers and beaks, they realize that there is a price to pay, so they take off, Icarus-style--including a plunge into New York Harbor.  Safely home, they discover that "Pardise lost is sometimes Heaven found."  Egielski's solid naturalism provides just the visual foil needed to extablish the surreal character of this fantasy.  The muted earth tones of the one-room flat contrast symbolically with the bright hues of the birds' plumage and the foliage of the floating paradise.  The anatomical appropriateness of Al and Eddie plays neatly against the flamboyant depiction of the plants.  Text and pictures work together to chanllenge readers' concept of reality, with touches such as the stacks of delivered newpapers outside Al's door when he returns, from --his "dream"?

Marantz, K., Jones, T. E., Gale, D., & Cherenfant, G. (1987). Hey, Al [Book Review]. School Library Journal, 33(7), 151.

Suggested Library Uses:

This book can be used to teach inferencing by reading a portion of the text and having the students infer what will happen next.  It could also be used to teach about being satisfied with what you have.

Module 3 - Caldecott Medal 2004



Gerstein, M. (2003). The Man Who Walked Between the Towers.
Brookfield, Connecticut: Roaring Brook Press.


Summary:
This book is not a traditional biography about Philippe Petit who is the French man who walked on a tightrope between the unfinished Twin Towers.  The ink and oil illustrations present the dramatic events of Petit’s walk between the towers through the poetic text. 

My Impression:
When I first saw this book I thought it would be fiction, but was suprised to see that is was a biography of Philippe Petit involving the occurance of his wal on a tightrope between the Twin Towers as they were being constructed.  The pictures offer great reflection on the events that took place.

Review:
The Man Who Walked Between the Towers
School Library Journal Reviews

K-Gr 6 - As this story opens, French funambulist Philippe Petit is dancing across a tightrope tied between two trees to the delight of the passersby in Lower Manhattan. Gerstein places him in the middle of a balancing act, framed by the two unfinished World Trade Center towers when the idea hits: "He looked not at the towers, but at the space between them and thought, what a wonderful place to stretch a rope - |." On August 7, 1974, Petit and three friends, posing as construction workers, began their evening ascent from the elevators to the remaining stairs with a 440-pound cable and equipment, prepared to carry out their clever but dangerous scheme to secure the wire. The pacing of the narrative is as masterful as the placement and quality of the oil-and-ink paintings. The interplay of a single sentence or view with a sequence of thoughts or panels builds to a riveting climax. A small, framed close-up of Petit's foot on the wire yields to two three-page foldouts of the walk. One captures his progress from above, the other from the perspective of a pedestrian. The vertiginous views paint the New York skyline in twinkling starlight and at breathtaking sunrise. Gerstein captures his subject's incredible determination, profound skill, and sheer joy. The final scene depicts transparent, cloud-filled skyscrapers, a man in their midst. With its graceful majesty and mythic overtones, this unique and uplifting book is at once a portrait of a larger-than-life individual and a memorial to the towers and the lives associated with them.
Lukehart, W. (2003, November 1). The Man Who Walked between the Towers [Book]. School Library Journal Reviews, 125.

Suggested Library Use:
This book lends itself to a variety of activities.  You can use it to study the character traits of Petit or discuss the dangerous activities that take place making sure the students know that this was also illegal for Petit to do what he did.  The students could also do research on other dangerous activities people have undertaken.

Module 2-Classic Chapter Book

Howe, J. (1983). The Celery Stalks at Midnight.
New York, NY: Atheneum Books for Young Readers.

Summary:

A cat named Chester, a dog named Harold, and a puppy named Howie star in this sequel to Bunnicula: A Rabbit Tale of Mystery and Howliday Inn.  The family pets to the Monroe family find Bunnicula (a rabbit) missing from its cage.  Concerned that the rabbit is a vegetarian vampire, the other animals set out to find Bunnicula to protect the Monroe family, but it may be too late.

My Impression:

This a cute book written from the perspective of the three family pets.  I had some difficulty following the storyline to begin with because I had not read one of the previous books of the series.  Howe helps make connections to past events with his references to past occurrences throughout the story.  I would like to go back and read the previous books in the series.  This is a great series for children 8-12 who are animal lovers.  They will enjoy the conversations and events the animals find themselves caught up in.

Reviews:

The Celery Stalks at Midnight

School Library Journal

Gr. 4-6

When readers hear about dead beets, killer parsnips ;and homicidal heads of lettuce lurking in the neighborhood, they won't think it's a vegetable war--they'll know that Bunnicula, the vampire(?) rabbit has returned. And, according to Chester the cat, Bunnicula's vegetable minious are dangerous, constantly looking for fresh blood to drain.  As everyone knows, a vampire can be destroyed by driving a stake through its hear, so, in order to put a stop to Chester's constant nagging and fear, unconvinced Harold goes along with Chester's idea of spearing the white vegetables with toothpicks in order to save home and family from the poser of this dastardly rabbit.  The amusing and skillful black-and-white sketches capture the animals' antics and expressions of alternating doubt, skepticism, disgust ant worry in this clever tale abounding with puns, wild chases and slapstick humor.  Bunnicula (Atheneum, 1979) fans will be delighted to rejoin cynical Chester, Howie, and dachshund puppy and canine narrator Harold, who, at the end, becomes apprehensive for even he admits he hears the thump thump thump of an artichoke heart.--Trev Jones, "School Library Journal"

Jones, T. (1983). The Celery Stalks at Midnight [Book]. School Library Journal, 30(1), 124.

Suggested Library Use:
The Celery Stalks at Midnight could be used as a books in an author study of James Howe focusing on his writing style and use of personification throughout his books.

Module 2-Classic Picture Book

Marshall, J. (1976). George and Martha: Rise and Shine.
New York, NY: Houghton Mifflin Co.

Summary:
James Marshall writes another book featuring two great hippos.  Good friends are hard to find, but George and Martha show us what true friends are like.  There are five short chapters exploring friendship.

My Impression:
Every child needs to read stories about friendship and George and Martha: Rise and Shine is a great one even though they are hippos.

Reviews:
George and Martha: Rise and Shine
School Library Journal
K-3 George and Martha, friendly hippopotamuses whose daily actions culminate in minor epiphanies, return in five vignettes corresponding roughly to vaudeville sketches.  The appeal of this whimsical hippo couple who tame snakes, watch scary movies, and plan surprises increases with acquaintance: so wise, unpretentious, and filled with love is this pair that they unobtrusively instill an understanding of true companionship.  The illustrations, predominately in yellows, greens, and maroons provide a gentle homey feel.--Allene Stuart Phy, English Department, George Peabody College for Teachers, Nashville, Tenn.
Phy, A., Gerhardt, L. N., Pollack, P. D., Abramson, J., & Stenson, L. (1976). George and Martha Rise and Shine [Book Review]. School Library Journal, 23(2), 100.


Suggested Library Use:
Share this story during a study on friendships.  Students could share their experiences of friendships with a special friend.  Students could also make inferences as the story is read, by stopping after several pages.  Students would then use the information they already have about George and Martha and infer or predict future encounters.

SLIS 5420 Youth Literature -- Module 1 - The Runaway Bunny



Brown, M. (1972). The Runaway Bunny.
New York: Harper Collins Publishers.

Summary:
Previously published in 1942--A bunny tells his mother he is going to runaway.  His mother tells him she will come after him.  The two have a drawn out conversation about the various places  the bunny will go or the character he will turn into to runaway from his mother.  His mother always responds with how she will seek him out with matching characterizations to locate the bunny and bring him home.


My Impression:
This classic provides a sweet, gentle story that adult will enjoy reading to a young child.  It shows the love of the mother rabbit towards her young child through the reassuring words that no matter where the bunny goes she will come and find him.  This is a must read for parent to read their young child.


Reviews:
The Runaway Bunny
Children's book review by P.J. Rooks

Ages 2+ The Runaway Bunny, written by Margaret Wise Brown and illustrated by Clement Hurd, is a sweet story that tells the tale of a little bunny's imaginative plans to run away. He will become a hidden crocus in a garden, a rock in a mountain and a fish, among other things. For each of these plans, however, his mother has a "foiled-again" response -- she will become a gardener, a mountain climber, a fisherman, etc.



There is no plan too wild or far-reaching that this little bunny's mother will not come searching for him -- truly a story of unconditional, all-reaching, all-surviving love.
In the end, the little bunny decides he can stick it out with Mom since trying to run away would just be a waste of his time anyway, so Mom offers him a carrot and the deal is done.
Rooks, P.J. (2012). The Runaway Bunny [Book Review]. Steve Barancik's Best Children's Books. http://www.best-childrens-books.com/runaway-bunny.html

Suggested Library Use:
This book could be used with Preschool students during a storytime followed by a discussion of how our parents protect us.