Module 9 - Mysteries

Byars, B. (1997). The dark stairs: a Herculeah Jones mystery.
New York, NY: Penguin Books.

Summary:
Herculeah Jones is young detective following after her private investigator mother and father who is a police officer.  Solving mysteries is in her blood as she depends on help from her friend Meat.  The present mystery has to do with a missing man, who has been missing for 10 years.  He has been presumed to have been murdered, but there is no body.  Where could the body have gone to?

My Impression:
This mystery is a great story for older elementary age students who love mysteries.  The story and plot are simple enough for elementary students, yet complex enough to hold the reader's attention.  Students will want to read more of the Herculeah Jones mysteries.

Review:
The Dark Stairs: A Herculeah Jones Mystery
Booklist
Gr. 4-6. Byars shows how delightful middle-grade mysteries can actually be. It's her quirky, wonderful characters that make the difference. Herculeah Jones didn't get her name because she was "dainty and shy." She's bossy, obstreperous, and curious to a fault, and with her father a police officer and her mother a private investigator, there's always plenty to attract her attention. just as snoopy is her hefty, totally devoted sidekick, Meat, though he's as bumbling and meek as she is efficient and brave. Their Holmes-Watson relationship is an integral part of this refreshing whodunit, which also offers genre fans genuine suspense as well as some laugh-out-loud comedy. The first in a promised series, it finds the investigative duo enmeshed in the mystery surrounding a creepy old house and Mrs. Jones' equally creepy new client. Byars adds such zest to traditional plot conventions that readers will anxiously await the pair's next adventure.
Zvirin, S. (1994). The dark stairs: a Herculeah Jones mystery. Booklist, 90(22), 2042. 

Suggested Library Use:
Mysteries can be a great source to use in prediction of future events.  The librarian could read a chapter and then have students make predictions about what they think will happen next. 

You could also take this mystery and compare and contrast with another mystery.

Module 8 - Fantasy & Science Fiction



Collins, S. (2008). The hunger games.
New York, NY: Scholastic Inc.

 Summary:
The setting of this dystopic, science fiction story is in Panem, a country that formally was the United States.  The country is divided into districts and each district has a boy and girl 12-18 years of age choosen each year to represent their district to go and fight in the Hunger Games to the death of all except for the final winner of the Hunger Games while the entire nation watches the televised turn of events.

My Impression:
This story was well written and a very engaging novel.  The author does a great job writing a story that the reader doesn't want to put down.  There is no wonder that the story has been made into a movie to be released March 23.

Review:
Hunger Games
School Library Journal Review
Gr 7 Up- In a not-too-distant future, the United States of America has collapsed, weakened by drought, fire, famine, and war, to be replaced by Panem, a country divided into the Capitol and 12 districts. Each year, two young representatives from each district are selected by lottery to participate in The Hunger Games. Part entertainment, part brutal intimidation of the subjugated districts, the televised games are broadcasted throughout Panem as the 14 participants are forced to eliminate their competitors, literally, with all citizens required to watch. When 16-year-old Katniss's young sister, Prim, is selected as the mining district's female representative, Katniss volunteers to take her place. She and her male counterpart, Peeta, the son of the town baker who seems to have all the fighting skills of a lump of bread dough, will be pitted against bigger, stronger representatives who have trained for this their whole lives. Collins' characters are completely realistic and sympathetic as they form alliances and friendships in the face of overwhelming odds; the plot is tense, dramatic, and engrossing. This book will definitely resonate with the generation raised on reality shows like "Survivor" and "American Gladiator." Book one of a planned trilogy.
Baird, J. (2008). Hunger Games. School Library Journal, 54(9), 176.

Suggested Library Use:
Using this book with Jr. High or High School students to read together as a book study. Students would read and discuss the book on a regular basis.  Once the movie comes out the students could discuss a comparison of the book verses the movie.

Module 7 - Realistic Fiction Novel

 

Baskin, N. (2009). Anything but typical.
New York, NY: Simon & Schuster for Young Readers.


 

Summary:
Jason is an autistic boy who struggles to fit in with his peers.  He sees the world through different eyes and the author gives us some of that insight in the struggles that Jason faces at school and in life in general.  Jason begins to see his struggles differently after he meets girl who has struggles of her own.

My Impression:
This story was well written to expose the reader to the struggles this autistic boy dealt with.  Jason, the autistic boy, tells the story and shares many different situations he deals with at home and at school.  This is a great read for anyone who has dealings with autistic individuals.  It should give you a real perspective of what goes on in their minds.

Review:
Anything but Typical
Booklist
Gr. 4-7 *Starred Review* Baskin tells this luminous story entirely from the point of view of Jason, an autistic boy who is a creative-writing whiz and deft explainer of literary devices, but markedly at a loss in social interactions with “neurotypicals” both at school and at home. He is most comfortable in an online writing forum called Storyboard, where his stories kindle an e-mail-based friendship with a girl. His excitement over having a real friend (and maybe even girlfriend) turns to terror when he learns that his parents want to take him on a trip to the Storyboard conference, where he’ll no doubt have to meet her in person. With stunning economy, Baskin describes Jason’s attempts to interpret body language and social expectations, revealing the extreme disconnect created by his internalization of the world around him. Despite his handicap, Jason moves through his failures and triumphs with the same depth of courage and confusion of any boy his age. His story, while neither particularly heartbreaking nor heartwarming, shows that the distinction between “normal” and “not normal” is whisper-thin but easily amplified to create the chasm between “different” and “defective.” This is an enormously difficult subject, but Baskin, without dramatics or sentimentality, makes it universal. As Jason explains, there’s really only one kind of plot: “Stuff happens. That’s it.”
Chipman, I. (2009). Anything but typical. Booklist, 105(11), 40.

Suggested Library Use:
Before reading this book use a KWL chart to see what students know about autism, questions they have and adding what they learn once they have finished reading this novel.  This would be a great book to use to teach students about this particular disability.  There are several vocabulary words students may be unfamiliar with that will provide opportunity to use a dictionary to find the meaning of the words.

Module 7 - Realistic Fiction

Clements, A. (1996). Frindle. New York, NY:
Simon & Schuster Books for Young Readers.

Summary:
This is a story about a 5th grade boy who coins a new word and convinces his classmates to use it.  One of Nick's teachers objects to the use of the word and the battle of wills continue throughout the story.  Nick's new word creates quite a stir of events.

My Impression:
This story is a very realistic story of events that could happen.  The students portrayed are typical of 5th grade students seeking to become independent and trying to be the center of attention.  Students will enjoy seeing the turn of events in this great realistic fiction story.

Review:
Frindle
Booklist

Gr. 3-6. Ten-year-old Nick Allen has a reputation for devising clever, time-wasting schemes guaranteed to distract even the most conscientious teacher. His diversions backfire in Mrs. Granger's fifth-grade class, however, resulting in Nick being assigned an extra report on how new entries are added to the dictionary. Surprisingly, the research provides Nick with his best idea ever, and he decides to coin his own new word. Mrs. Granger has a passion for vocabulary, but Nick's (and soon the rest of the school's) insistence on referring to pens as "frindles" annoys her greatly. The war of words escalates - resulting in after-school punishments, a home visit from the principal, national publicity, economic opportunities for local entrepreneurs, and, eventually, inclusion of frindle in the dictionary. Slightly reminiscent of Avi's Nothing but the Truth (1991), this is a kinder, gentler story in which the two sides eventually come to a private meeting of the minds and the power of language triumphs over both. Sure to be popular with a wide range of readers, this will make a great read-aloud as well.
Weisman, K. (1996). Frindle. Booklist, 93(1), 125.

Suggested Library Use:
Frindle could be used to introduce the exploration of the use of the dictionary.  Take time to Look at word orgins and how new words are formed along with the dictionary's organization including entries and their different parts.

Module 6 - Picture Books

Willems, Mo. (2003). Don't let the pigeion drive the bus!
New York, NY: Hyperion Books for Children.

Summary:
The driver of the bus takes his regular break and leaves instructions with the passengers to not let the pigeon drive the bus.  Through the rest of the book the pigeon tries to persuade the passenger to let him drive the bus.  The text is simple, yet very engaging for students as they read it.

My Impression:
Students love this book with its engaging text.  The pigeon's begging involves the students in wanting to respond to the pigeon's continual requests.  It is a great book to use when teaching persuasion.

Reviews:
Don't Let the Pigeon Drive the Bus!
School Library Journal's Reviews
PreS-Gr 2 - A brilliantly simple book that is absolutely true to life, as anyone who interacts with an obdurate three-year-old can attest. The bus driver has to leave for a while, and he makes one request of readers: "Don't let the pigeon drive the bus." It's the height of common sense, but the driver clearly knows this determined pigeon and readers do not - yet. "Hey, can I drive the bus?" asks the bird, at first all sweet reason, and then, having clearly been told no by readers, he begins his ever-escalating, increasingly silly bargaining. "I tell you what: I'll just steer," and "I never get to do anything," then "No fair! I bet your mom would let me." In a wonderfully expressive spread, the pigeon finally loses it, and, feathers flying and eyeballs popping, screams "LET ME DRIVE THE BUS!!!" in huge, scratchy, black-and-yellow capital letters. The driver returns, and the pigeon leaves in a funk - until he spies a huge tractor trailer, and dares to dream again. Like David Shannon's No, David (Scholastic, 1998), Pigeon is an unflinching and hilarious look at a child's potential for mischief. In a plain palette, with childishly elemental line drawings, Willems has captured the essence of unreasonableness in the very young. The genius of this book is that the very young will actually recognize themselves in it.
Ratterree, D. (2003). Don't let the pigeon drive the bus! School Library Journal's Reviews,49(5), 132.

Suggested Library Use:
This is great book to use with lower elementary age students to introduce the use of persuasion.  Students can be involved in the simple text and respond to the begging of the pigeon to drive the bus.

Module 5 - Pura Belpre Award Winner

Soto, G. (1997). Chato's Kitchen. 
New York, NY: The Putnam & Grossett Group.

Summary:
The Pura Belpre award winner, Chato’s Kitchen, takes place in a Latino neighborhood with Chato (a cat) inviting his new neighbors, a family of mice, to dinner. The mice suspect there is trick to the invitation and invites their friend, a dog to go with them.  Chato decides they can all eat together.  The setting and the events of the story are very typical of Latino culture.

My Impression:
This story is well written and students will love reading it multiple times. Children are exposed to Spanish language and ways of the Latino culture.

Review:
Chato's Kitchen
Horn Book Magazine
K-2 - Illustrated by Susan Guevara. Chato, a "low-riding cat with six stripes," spends an afternoon in the kitchen along with his best friend, Novio Boy, a cat with "the loveliest growl in the barrio." They prepare a mouthwatering array of dishes, including fajitas, enchiladas, and chiles rellenos, but the heartlest dish is yet to come, for Chato has thoughtfully invited his new neighbors - a "tasty" family of mice. When the rodents arrive and announce that they've brought Chorizo, the cats think that the guests have come with even more treats: "Sausage! Chato and Novio Boy . . . gave each other a 'low four.'" However, the cats are in for a surprise. Chorizo, it turns out, is an old family friend from the old neighborhood, and he's neither sausage nor mouse. He's a dog -"a low, road-scraping dog." Chato resigns himself to a mouseless meal, comforted that dinner will still be pretty good because, "after all, it came from Chato's kitchen." Humorous details abound in Guevara's richly colored artwork, which portrays the characters with affection and authenticity. The illustrations convey the cats' cool and confident attitude - Chato has a gold hoop in one ear and wears his baseball cap backward, while Novio Boy, bandanna round his head, has a flashy cross dangling from his cat collar; both cats sport pencil-thin mustaches. Soto's fresh and satisfying fare is distinctively seasoned with the sights and sounds of East Los Angeles; the sprinkling of Spanish words and phrases adds the perfect flavor. A glossary - including the items on Chato's menu - precedes the story.


Suggested Library Use:
Teaching students about welcoming new neighbors could be discussed after reading this book.  Also, incorporating a look at the Latino foods and culture could also extend this story.

Brabander, J. (1995). Chato's Kitchen. Horn Book Magazine, 71(5), 591-592.

Module 5 - Coretta Scott King Honor



Rhodes, J. (2010). Ninth Ward.
New York, NY: Little Brown Books for Young Readers.

 Summary:
A Coretta Scott King Honor book is realistic fiction.  It was written about a family and friends during Hurricane Katrina. The main characters are a 12 year old girl and her elderly caretaker, Mama Ya-Ya, who is raising her. They ride out Hurricane Katrina helping each other through this tragic event in their lives. This book offers some realistic insight into the people who survived this event their close knit family ties and close knit community they live in, the Ninth Ward.  Many of these people were too poor to evacuate during Hurricane Katrina and must rely on each other.


My Impression:
Author Jewell Parker Rhodes shares the story of a 12 year old girl and her Mama Ya-Ya, who has been raising her since she became an orphan when her teenage mother died in childbirth.  Rhodes showes the closeness of the two main characters and the close ties the neighbors have with one another.  The events of the evacuation and the hurricane along with the breaking of the levies seem very realistic.  A great story that tells of close family ties and friendship that is true to this culture and community.


I visited this same area about a year after the hurricane and saw much of the devistation that was still there.  This brought the events of this novel to life.


Reviews:
Ninth Ward
School Library Journal

Gr 5-8--Hurricane Katrina is whirling toward New Orleans in this touching novel (Little, Brown, 2010) by Jewell Parker Rhodes. Twelve-year-old Lanesha is a confident loner in her Ninth Ward neighborhood. Other kids tend to avoid her because she has the sight--she sees ghosts--and casually ignores them. Lanesha concentrates on her studies. She loves math, words, her teachers, and above all things, midwife Mama Ya-Ya who took her in when her mother died giving birth. Lanesha has snooty light-skinned uptown relatives, but they abandoned her to the loving care of Mama Ya-Ya. Lanesha watches in amazement as her beloved Ninth Ward prepares for the storm of the century. Fortitude, a vocabulary word Lanesha relishes, will be necessary to see her through the storm. After Mama Ya-Ya dies, Lanesha must be brave and save herself and her best friend when the water begins to rise. Sisi Aisha Johnson, a gifted narrator, brings richness and texture to each character and her performance emanates with the humor, warmth, and grace of this fine story. This 2011 Coretta Scott King Honor Book is not to be missed.

Melgaard, T. (2011). Ninth Ward. School Library Journal, 57(3), 77.

Kirkus Reviews

10-14 years--Born with a caul, 12-year-old Lanesha can see and sometimes communicate with spirits, and her guardian, former midwife Mama Ya-Ya, has dreams and visions that foretell the future. Their exquisitely happy, though poor, life in the New Orleans Ninth Ward is disrupted by news of a powerful storm approaching. Mama Ya-Ya knows it will get bad, but she has no means to get Lanesha out of the city. Knowing she herself will soon die, Mama Ya-Ya decides to wager that Lanesha's talents, both her supernatural skills and her more commonplace pluck and creativity, will see the young girl and her friend TaShon through Hurricane Katrina safely. The two children must confront not only the intense storm and Mama Ya-Ya's death but rapidly rising flood waters to survive. Rhodes's characters are likable and her story gripping. Unfortunately, though, romanticized depictions such as this one threaten to undermine our collective sense of the true plight of pre- and post-Katrina Ninth Ward residents. A good title for discussion when balanced with historical accounts of Katrina and her aftermath.

NINTH WARD. (2010). Kirkus Reviews, 78(14), 682.

Suggested Library Use:

This book could be used when studying historical fiction that is paired with a non-fiction book about Hurricane Katrina.  Students could compare and contrast the events of the two text.