Module 10: Looking for Alaska

by John Green

Miles, who is a fan of famous people's last words, leaves his mother and father before his junior year of high school to attend Culver Creek boarding school in Alabama. He goes in search of the "Great Perhaps," which are some of the last words of François Rabelais. There, he instantly falls into an intelligent, rebellious and entertaining group of friends including Chip, or the Colonel as he is called, Takumi and a beautiful and original girl named Alaska Young. The group enjoys smoking cigarettes, reading, and pranking the "Weekday Warriors," who are the priveleged students at school that go to their rich houses on the weekends. Miles, or Pudge as he is later called, has a crush on Alaska, but she is dating a kind boy in college. Alaska reveals her dark past where she watched her mother have a brain aneurism and die instead of calling 911 when she was eight years old. Her father has forgiven her, but she still feels the emotional pain and guilt. One night, Alaska receives a phone call and leaves her friends immediately in a car before dying in a car accident. This book is divided into the life of Miles Before the death of Alaska Young and After the death of Alaska young. Miles and his friends never discover if it was a car accident or suicide, but they honor her memory by fulfilling the group of friend's one last planned prank. Miles remembers Alaska fondly and has learned to forgive is a crucial lesson.

Impact on me
Throughout the novel, and we assume Alask'a life, her favorite novel lead her to continually ponder the question "How will we ever get out of this labyrinth of suffering?" This question is alluded to throughout the novel and after Alaska's death, Miles concludes that the way out of the "labyrinth" is forgiveness. Forgiveness seems very basic and small, but based on the novel and based on real-life, forgiveness is complicated and can be very hard to follow through with. I liked the main characters and given the fact that they are at boarding school that is far away from home, it was believable that they were so smart, independent, well-read and mature. I thoroughly enjoyed this novel and am so impressed with the sentences, ideas and general writing style of the author, John Green. I will certainly read more works from him.

Reviews
When 16-year-old Miles Halter arrives at boarding school, he is immediately taken under the wing of his scheming, acerbic roommate, Chip, and the beautiful, brainy, and reckless Alaska Young. The story of this trio's light and dark escapades brims with humor, insight, and intelligence as well as a good deal of emotional pain with which these true friends attempt to cope.
Looking for Alaska. (2005). School Library Journal, 51,82.

Girls will cry and boys will find love, lust, loss and longing in Alaska's vanilla-and-cigarettes scent.
Looking For Alaska. (2005). Kirkus Reviews, 73(5), 287.

Looking for Alaska will haunt readers with its memorable characters, its literary and philosophical questions about life and death that so fascinate teens, and its ultimate affirmation of a life fully lived.
Glantz, S., & Scordato, J. (2005). Looking for Alaska. Library Media Connection, 24(3), 66-67.

In the Library
This is a great book to use in classrooms learning about philosophy and religion because the book deals with issues surrounding these subjects. A fun and engaging idea to advertise the book in the library is to blow up a book cover of the book and hang the poster on the wall with post-its notes readily available by the giant book cover. Students can write various things on the post-its: what they learned, who their favorite character was and why, memorable quotes, their favorite parts of the book, their own answer to Alaska's question, "How will we ever get out of this labyrinth of suffering?" and anything else they would like to add. The eventual post-its covering the giant book cover on the wall will be a learning tool, extremely interesting to read, and garner attention for the book for other students to read and enjoy.

Green, J. (2005). Looking for Alaska. New York: Dutton Books.

Module 10: The Perks of Being a Wallflower

by Stephen Chbosky

Charlie writes letters to someone he feels that he can be honest with, though the reader never knows who the recipient of the letters is, nor Charlie's real name since he uses different names for everyone in his letters. The letters begin as Charlie, after learning his friend Michael committed suicide, ponders the complexities of his current teenage life and his internal feelings. Charlie begins high school very lonely, but soon makes friends who Sam, a girl whom Charlie likes, and Patrick, two seniors who happen to be step-siblings. The two encourage Charlie to be himself and to not feel self-conscious and awkward all the time. Another way that Charlie grows is through a school teacher that gives him plenty of books to read that Charlie reflects on throughout the novel. Charlie's letters show random occurences in high school including dating his first girlfriend (who he wishes was Sam, but is not), experimenting with drugs, losing the trust and friendship of Sam and Patrick, as well as later falling into a weird panic/depression after having sex with Sam. As a result, he goes to a mental hospital where he realizes that his favorite person in the world, Aunt Helen, molested him. Charlie learns a lot from his first year of high school and believes the next year will be better for him.

Impact on me
I really enjoyed hearing the tales of Charlie's accounts of high school because he is so intelligent and emotional. As a freshman high school teacher, however, I did not quite view Charlie as a realistic, public school, run-of-the-mill freshman. I could barely see him as a freshman in college. Though, it is obvious that Charlie is more gifted than those of his age based on the books he reads in the novel and his observations and analysis of them. I sort of understand why this book was banned. Obviously, the book refers to drugs, sex, homosexuality, suicide, and has vulgar language, but many young adult novels do these days. Also, these are topics that are discussed in high school and also seen in most teenage television shows. I enjoyed the book, but I did not find it absolutely unique to other books with similar themes and similar narrators. I believe most teenagers would agree with Charlie's quote on the very first page of the novel: "I want you to know that I am both happy and sad and I am still trying to figure out how that could be."

Reviews
Charlie begins high school and is welcomed into a close circle of friends who see him through his first kiss, his first cigarette, and his first relationship.
Squicciarini, S. A., & Person, S. (2008). The Perks of Being a Wallflower. Voice Of Youth Advocates, 31(2), 107.

Charlie develops from an observant wallflower into his own man of action, and, with the help of a therapist, he begins to face the sexual abuse he had experienced as a child. This report on his life will engage teen readers for years to come.Francisca Goldsmith, Berkeley Public Library, CA Copyright 1999 Cahners Business Information.
Goldsmith, F. (1999). The perks of being a wallflower (Book Review) (Undetermined). School Library Journal, 45(6), 126.

Teen books may not be able to compete with the visuals of The Matrix, but they do provide a few hours of what teens may need most: time to think. And there's nothing bleak about that.
Spitz, D. (1999). The perks of being a wallflower (Book Review) (Undetermined). Time, 154(3), 79.

In the Library
This is a book that I absolutely would want to have a book discussion about. I want to know how student readers view the issues in the novel, how they relate it to their own life and school, what they have had to deal with in their life and how they cope with it all. I believe this book creates a unique opportunity to discuss their feelings so that they do not feel alone and do not commit suicide like Michael does at the beginning of the novel and like so many other teenagers. Another idea is to create a book mosaic for this book. I have written of this idea from The First Part Last, but I will repeat the idea and instructions. Book Masiacs are big posters that have any number of squares on them, could be 8, could be 20. These squares contain diverse snapshots from The Perks of Being a Wallflower: imagined images, a thought-provoking quote, the book's theme, a character sketch, anything the creator wants to add! The end result will create a type of art work that will garner positive attention and rightfully shows the various scenes in the book. The Perks of Being a Wallflower seems to draw an artsy crowd-I would love to see what magnificent Book Mosaics are created using this book!

Chbosky, S. (1999). The Perks of Being a Wallflower. New York:Pocket Books.

Module 9: Take Me Out of the Bathtub and Other Silly Dilly Songs

by Alan Katz
Illustrated by David Catrow

Old favorite songs like "Take Me Out to the Ballgame," which is where the title is drawn from, are created into new words and meanings using the same sing-along rhyme. For example, the tune of "Rockabye Baby" is turned into "Sock in the gravy, Glove in the soup, Tie in the meat loap and here's a scoop." Every new title of a "silly dilly song" has "to the tune of" in parantheses underneath so that the reader knows how to read the 'new' song.

Impact on me
I definitely found this book to be entertaining! I did have to read several of the songs again and again to match up the words with the tune. I believe this is one of those books that parents and teachers should read before they read it to their children and students so that the reader can get the tune just right. The illustrations that accompanied each new song were very funny and colorful. I enjoyed reading this unique and creative book.

Reviews
This hilarious collection goes straight to the heart of playground humor...The watercolor illustrations are equally entertaining, with exaggerated features and situations giving them a cartoon look. "Go Go Go to Bed" depicts an exhausted mom slumped in a chair with toys and a child literally bouncing off the ceiling above her. There's something here to tickle most funny bones.
Marino, J. (2001). Take Me Out of the Bathtub and Other Silly Dilly Songs (Book Review). School Library Journal, 47(4), 132.

Well-known songs, including ″Oh Susannah″ and ″Row Row Row Your Boat,″ are presented with new words and titles, such as ″I'm So Carsick″ and ″Go Go Go to Bed.″
Peterson, L. (2001). Take me out of the bathtub and other silly dilly songs (Book Review) (Undetermined). Booklist, 97(21), 2016.

In the Library
After the librarian reads this book to students, students can think of a song that they know and create their own words that create a brand new song with the same rhyme scheme and tune. This is a high-level skill that students will find very fun! They can also draw a picture to go with their newly created song. Another fun idea to accompany this book is to read this to students in the library while learning about poetry in their classroom. This would be a great lesson to remind students that we use poetry in our everyday life, like songs they have heard their entire lives. Students can then discuss how they easily memorized these songs and discuss skills to memorize other things, like dates, important people and facts.

Katz, A., & Catrow, D. (2001). Take Me Out of the Bathtub and Other Silly Dilly Songs. New York : Margaret K. McElderry Books.

Module 9: Your Own, Sylvia: A Verse Portrait of Sylvia Plath

by Stephanie Hemphill

Stephanie Hemphill, the author, uses self-written poems to chronicle and display the life of Sylvia Plath. The poems begin at the birth and early childhood of Sylvia, written from the point of view of her parents, then grand-parents. The poems follow her through secondary school, then under-graduate work at Smith, her depression and individuality and a suicide attempt. Sylvia then travels to Cambridge on a Fullbright scholarship, marries the poet, Ted Hughes, moves back to America, then back to London. She eventually has two children, seperates from Ted after she discovers his affair with Assia, writes her most famous poems, and kills herself. Every poem in this story is followed by the real life inspiration for the poem, such as actual quotes by the person the poem is written in the viewpoint of, statistics, and other various, factual information.

Impact on me
The poems clearly reflected the real life events of Sylvia Plath's life and the real perspectives of those she encountered in life and was very close to. This verse novel interested me to immerse myself in the life of Sylvia Plath and learn everything about her! I read her poems, I read ever biography online I could and watched the movie Sylvia, where Gwenyth Paltrow portaryed Sylvia Plath. What an interesting and sad life this novel clearly and artfully showed me. I absolutely loved this novel. Since the audience is for young adults and young adults traditionally have a fascination with suicide, I worry that this verse novel and the life of Sylvia Plath in general glorifies suicide since Sylvia Plath became famous after she stuck her head in an oven. Everyone aroudn Sylvia was devestated by her suicide and it impacted many, many lives, so I hope that a suicidal teen never reads this!

Reviews
"Who are, you, Sylvia Plath?" begins the first of more than 150 poems comprising this fictionalized biography, the genre-bending follow-up to Stephanie Hemphill's award-winning YA novel-in-verse, Things' Left Unsaid (2005). Told from the perspectives of Plath's friends, relatives and acquaintances, these poems deftly unfurl a narrative of her life from birth to just beyond her premature death, all the while directing readers to Plath's work with the aid of factual footnotes accompanying each piece.
Your Own, Sylvia: A Verse Portrait of Sylvia Plath. (2007). Kirkus Reviews, 75(23), 9.

Hemphill's searing, insightful poems paint a scintillating portrait of Plath, tracing the events of her turbulent life from her birth in 1932 to her suicide in 1963. Written in various voices, the verses convey perceptions of those who knew her well, impressions of less-intimate acquaintances, and-in offerings penned "in the style" of particular Plath poems-Plath's own perspective. A dynamic introduction to an American icon.
Your Own, Sylvia: A Verse Portrait of Sylvia Plath. (2007). School Library Journal, 53,75.

Hemphill ambitiously undertakes a fictionalized portrait of Sylvia Plath in poems, many of them inspired by Plath's own works...Hemphill's innovative portrait may not shed any new light on this tragic figure, but it could well act as a catalyst to introducing Plath to a new generation.
Your Own Sylvia: A Verse Portrait of Sylvia Plath. (2007). Publishers Weekly, 254(12), 64.

In the Library
This verse novel provides an excellent introduction and lesson supplement for poetry! The librarian can chose to read 2-3 poems for Sylvia Plath and discuss the imagery, tone, style, rhyme, or whatever the students would like to discuss. Students could take this discussion a step farther and write their own poetry or just mimic the style of Sylvia Plath's poems that have been discussed. Another idea to get more students in the school involved is to have a contest. Volunteer students will create a picture (paint, draw, etc.) that directly relates to one of Sylvia Plath's poems. The best three pictures can then be displayed in the library. Students can guess what poem each pictures represents. The first student to guess correctly could win a prize!

Hemphill, S. (2007). Your Own, Sylvia: A Verse Portrait of Sylvia Plath. New York : Alfred A. Knopf.

Module 8: The Chameleon Wore Chartreuse

by Bruce Hale

Chet Gecko-private eye, a lizard who attends an elementary school with various other animals, is asked by Shirley to find her brother, Billy, who went missing. In exchange for a stinkbug pie, Chet agrees to take on the case and eventually teams up with Natalie, a bird, who helps him. Chet, and later Natalie, encounter many adventures that lead them to discover that Herman, a Gila monster, has enlisted Billy to help him steal the school statue after creating a diversion by letting out a large number of bugs. Luckily, Chet Gecko discovers their plan and stops them.

Impact on me
The dialogue and thoughts of the main character, Chet Gecko, were pretty funny. I wonder how an "ages to 8 to 12" (the text on the book of the book) student would view the witty word choice of the author, Bruce Hale. This book was by far my least favorite of the mystery books that I read. The "mystery" was just too silly and boring for me. Like the review from Knight (below) says, the adult characters were all very mean, especially the teachers! Being a kind teacher myself, I found this to be offensive because teachers work very hard for all of their students. This book did not show the good and caring qualities of teachers. This book is a part of a series, so obviously it is very successful; I just did not enjoy it.

Reviews
The clever dialogue is filled with the kind of sarcastic similes that would have made Mickey Spillane proud. ("Brick snorted and giggled, a sound like two owls in a blender.") Even for satire, however, the book is often over the top. Adult characters are uniformly unattractive-gleefully cruel teachers, a sloppy coach, and a feline principal who sharpens his claws on the curtains.
Knight, E. E. (2000). The Chameleon Wore Chartreuse (Book Review) (Undetermined). School Library Journal, 46(8), 155.

The mystery is slight and its construction is haphazard, getting submerged under the trappings of the story; the trappings, however, are zesty and entertaining. The combination of school details, animal classmates, and homage to Raymond Chandler is glib but broadly and sustainedly humorous; Hale capably plays the elements
against one another to increase the amusement value (Chet gets out of a sticky situation by dropping his tail), and the deadpan monosyllabic style is wittily effective.
Stevenson, D. (2000). The chameleon wore chartreuse (Book Review) (Undetermined). Bulletin Of The Center For Children's Books, 53(10), 357.

In the Library
The sentences found in this book were very creative and playful. Students could write down three of their favorite sentences on sentence strips to put up in the library. Students can then see good writing on the wall and use these as examples in their own writing. The sentence strips would also make great advertisements for the series itself. This book also has various characters with different personalities. Students can draw and paint these characters and write quotes about them on the same paper. This would be a great lesson in characterization and again, provides a great visual to advertise the series in the library.

Hale, B. (2000). The Chameleon Wore Chartreuse. San Diego, CA:Harcourt.

Module 8: The Dollhouse Murders

by Betty Ren Wright

Amy is fed up with being the sister sitter for, LouAnn who is mentally handicapped. She runs away to Aunt Clare, who is staying at her grandparents' old country house cleaning the place up in order to sell it. Aunt Clare tells Amy she can stay there for a little while to take some time away from her sister, LouAnn. When Aunt Clare and Amy are in the attic, Amy spots a dollhouse that is an exact replica of the house they are in. Aunt Clare was given the dollhouse at the age of fifteen by her grandmother. Amy finds the dollhouse fascinating and shows her friend, Ellen, the house who is equally amazed. But soon, Amy begins to suspect that the dollhouse is haunted because the dolls (who are the doll version of her five year old father, Aunt Clare and their grandparents, who fostered the children when their parents died) move by themselves and even cry. Amy and Ellen discover that her great-grandparents were murdered and believes the dolls are trying to tell them the truth. The grandmother doll eventually throws mini-books off the shelf in a desperate attempt before she is murdered. This leads Amy, Aunt Clare and even LouAnn to find the exact real-life book with a letter inserted revealing the murderer from so many years before. The murdered turns out to be their gardener, Reuben and Aunt Clare is relieved because she thought the murderer was her ex-fiance and has been living with the guilt of this her entire life. She is not relieved and can build a happy life.

Impact on me
This was just a random book that I picked out and I did not have many expectations for since it was under the elementary mystery choices. I was so impressed and finished this book in one day! The writing was phenomenal, consisting of suspense (which honestly really did give me a few scares!) and the emotions of Amy as she contemplated the burden of taking care of her mentally handicapped sister. I would recommend this book to my high school students! It was so well-written with no obvious foreshadowing and a great plot mixed in with a great mystery.

Reviews
The combination of a beautiful fascinating dollhouse, dark family secrets, ghostly events, danger and suspense are sufficient to make this a likely choice for escape reading.
Harris, K., & Gerhardt, L. N. (1983). The Dollhouse Murders (Book Review). School Library Journal, 30(3), 84.

The attic is always a great place to look for nuggets of one’s family history, but when 12-year old Amy explores her great-grandparents’ attic, she uncovers clues to a chilling family secret.
Children's audio/video reviews. (1999). Publishers Weekly, 246(19), 34.

In the library
After reading this book, students can discuss the pace and frequency of the suspense scenes as well as the clues to solving the mystery of the murders. With the librarians help, the students can write these discussed stylistic devices down and put them on a posterboard in the library near the Mystery section. When other student patrons are in the mystery section or have read a mystery book, they can compare the posterboard notes with their own thoughts of mystery books or books they will read or are reading. Students can take this idea further and write their own mystery stories using the style, pacing, suspense tactics, foreshadowing and clues they learned from reading and discussing The Dollhouse Murders. Students can then share their mystery stories with one another in order to discuss the students' own mystery stylistic styles.

Wright, B. R. (1983). The Dollhouse Murders. New York : Holiday House.

Module 7: Charles and Emma

by Deborah Heiligman

Charles Darwin, the naturalist made famous for providing the proof of evolution and natural selection, makes a list highlighting the pros and cons of being married. He decides there are more positives on his list and married his first cousin, Emma Darwin. Their relationship and marriage turns out to be more than he could have predicted, they are two people that are completely in love. Their opinions only differ on one key issue, religion. Emma is devoted to God, prays constantly, believes in heaven and believes in God above all else. Throughout her life, she tries to convince Charles of God's presence, but he simply can not believe based on his scientific evidence. The couple gives birth to ten children, though three end up dying. Two children pass away as infants and their third is the ten year old, Annie. This was the couple's favorite child and her death absolutely crushes them; Charles and Emma hardly ever speak of Annie for the rest of their life. Charles suffers of illness throughout his entire life and works on his research throughout his pains. Emma is his constant nurse and Charles dies in Emma's arms.

Impact on me
This book blew me away! I did not know that a non-fiction work filled with research and direct quotes could be so romantic and so magical. The love between Charles and Emma was so palpable based on Heiligman's writing that I found myself giddy during the days that I spent reading this book. Heiligman's personal questions based on the questions of faith for Charles Darwin left me wondering if Charles did believe in God a little bit with obvious doubts. Perhaps the world will never know what his private thoughts and oral conversations with Emma really did consist of in the matters of faith, religion and God. This book also provided a supplemented viewpoint on evolution and how this concept was founded.

Reviews
With great empathy and humor, Heiligman’s lively narrative examines the life and legacy of Darwin through the unique lens of his domestic life, an inspired choice that helps us understand that for all the impact his theory would have on the world, nowhere did its consequences resonate so loudly as within the walls of his own home.
Hunt, J. (2009). Charles and Emma: The Darwins' Leap of Faith. Horn Book Magazine, 85(1), 115.

She shows how Darwin's love for his intelligent, steadfast, and deeply religious cousin was an important factor in his scientific work-pushing him to document his theory of natural selection for decades before publishing it with great trepidation. Just as the pair embodied a marriage of science and religion, this book weaves together the chronicle of the development of a major scientific theory with a story of true love. Published for young adults, this title will be equally interesting to adults drawn to revisit Darwin on his 200th birthday.
Heath, E. (2009). Charles and Emma: The Darwins' Leap of Faith. School Library Journal, 55(1), 127.

This nonfiction account provides a new perspective on the scientist and his life. Focusing often on Darwin's wife, Emma--who took an opposite stance from his on religion and the afterlife--these stories offer a sensitive and personal glimpse into the man, his lingering illnesses and his sincere devotion to his eight children and beloved wife.
Charles and Emma: The Darwins' Leap of Faith. (2010). Christian Century, 127(25), 26.

In the library
Charles and Emma would be a wonderful book to read and discuss when the science classroom's teach the controversial (and much talked about in public schools)creationism and evolution. Charles and Emma hits both of these topics with an unbiased point of view that could get biased and/or learning students to really think about the implications and evidence given for both lessons. This book can also be references as students write research papers which must include sources and minimal direct quotations. This book is an excellent and engaging example for students to read and to reference when writing research papers, and even short answer questions used for standardized tests.

Heiligman, D. (2009). Charles and Emma New York : Henry Holt and Co.

Book Trailers

Charles and Emma
by Deborah Heiligman



Beastly
by Alex Flinn



The Sisterhood of the Traveling Pants
by Ann Brashares

Module 7: Now & Ben: The Modern Inventions of Benjamin Franklin

by Gene Barretta
Benjamin Franklin is responsible for various inventions that we use today, including the lightning rod, bifocals, the odometer clocks with a second hand and many more. He developed many inventions that the modern world has improved upon such as the fireplace, swim flippers, and the glass armonica (musical instrument) among other things. He also played an important role in creating four major documenst that helped shape the world, including America's Constitution and the Declaration of Independence.

Impact on Me:
What an inspiring and informational picture book that teaches readers about Benjamin Franklin's inventions and how to think outside the box! When the reader turns every page, they see "Now..." on the first page and "Ben..." on the secong page. This organization was extremely clever and helped make Benjamin Franklin's inventions and work very timeless and very clear. Excellent idea for a book!

Book Reviews:
What a busy man! Though they are not minutely detailed and somewhat cartoonish, these bright and cheerful illustrations still give readers a lot to enjoy. The last spread shows Franklin standing in on futuristic Earth, asking readers how his inventions will shape the future. This will be a delightful addition to other books about Franklin.

Now & Ben: The Modern Inventions of Benjamin Franklin. (2006). Library Media Connection, 25(2), 82-83.

A clever, concise introduction to the contributions of this colorful colonial figure…Engaging and humorous watercolor cartoons depict just how Franklin’s inventions were conceived and developed. The yellow mottled endpapers are filled with sketches of the inventions featured within.

Auerbach, B. (2006). Now & Ben: The Modern Inventions of Benjamin Franklin. School Library Journal, 52(3), 206.

In the Library:
After the librarian reads this book or students read Now & Ben individually, students can create "Now..." and "Then..." posters for inventions created by someone else besides Benjamin Franklin. This will ensure that students use research skills to search for other inventors and inventions. These posters can be hung in the library to teach all students! This book can also be used to aide in the teaching of biographies, creative thinking, historical events like the Declaration fo Independence. This book can be read to students and students can then discuss inventions they have thought of or how to improve upon current inventions.

Barretta, G. (2006). Now & Ben: The Modern Inventions of Benjamin Franklin. New York : Henry Holt and Co.

Module 6: The Yellow Star: The Legend of King Christian X of Denmark

Carmen Agra Deedy,
Illustrated by Henri Sorensen
The Yellow Star tells the tale of a legend of the Danish King's defiance of the Nazis. After Nazis started to occupy the border of Denmark, The Danes' beloved King took the Nazi flag down from the palace. The Nazis told all the Danish Jews to sew a yellow star to their clothing at all times. King Christian X rode his horse, unarmed, through the streets of Denmark's capital wearing a yellow star himself. Soon, every Dan wore a yellow star and stood united.

Impact on me:
This story had so few words and did not force emotions on the reader, but boy did it draw emotions out of me as a reader! What an incredibly inspiring story that really helped me to see the overwhelmingly good in humanity during such terrible, dark times. Though this story was a legend, there is obviously truth to the King's and the Danes' resistance to the Nazis. The documented facts at the end of the story show me what a kind and loyal community the Danish government created in the entire country.

Book Reviews:
When the Nazis direct all Danish Jews to wear yellow stars, King Christian responds by wearing a star himself, inspiring other Danes to follow along. While this tale turns out to be only a legend, it captures the dignity of the Danish people and their remarkable resistance to the Nazis. Illustrated with realistic oil paintings.

The Yellow Star: The Legend of King Christian X of Denmark. (2007). School Library Journal, 53(3), 63.

Although there is no factual account that this story happened exactly as it was told, there is a lot of evidence that King Christian and the Danish people saved thousands of Jewish lives. An inspirational story, this book is useful not only for Holocaust education; it also serves as a reminder that we can and should stand up for what is right and battle forces that are evil.

Heller, H. M. (2001). The Yellow Star: The Legend of King Christian X of Denmark. Multicultural Review, 10(1), 97.

In the Library:
This book can be used in both Social Studies and English classrooms when students are learning about World War II and/or the Holocaust. The librarian can read individual classes this book followed by a discussion that integrated their classroom learning with the book just read to them. This book is recommended for grades 3-5, but I feel that this book could be used at the middle school and high school level to give a depressing lesson on Nazi Germany a silver lining and give students hope. After the librarian reads this book, an elementary class can create yellow stars and write their nationality or simply their hometown on the star to show how the class is different, yet united. This would be a fun real-life extension of the book.

Module 6: Day of Tears

by Julius Lester

Pierce Butler is forced to sell the hundreds of slaves from Butler Plantation when he is forced to pay his gambling debts. Slaves are seperated from their families as they are sold in the largest slave auction in history. Emma takes cares of his children, Sarah and Frances because their mother was forced to leave after the couple divorced. Emma was promised that she would not be sold, but she ultimately was. She later escapes to freedom and has children and grandchildren as a free woman. The novel is told from different points of view, from both whites and slaves.

Impact on Me:
I honestly felt sorry for both sides of the story (Pierce Butler vs. the slaves), of course the majority of my sympathies went to the slaves whose families were torn apart and who were someone else's property. This book provided me with a well-informed view of the economy of the south, the lifestyle, the viewpoints (some extremely warped!), the controversies in slavery, and the emotions of both skewed slave owners and slaves. Though there were many characters, all of the characters were well-developed and extremely dynamic (there literally was not one flat character who was all good or all evil).

Book Reviews:
"When readers get a glimpse into the characters’ future lives, they are glad to see things did not work out as planned. This is a fast moving book with personal dramas unfolding on each page that will hold reader interest until the end."
Lester, J., & Scordato, J. (2005). Day of Tears. Library Media Connection, 24(1), 80.

Julius Lester’s moving historical novel (Jump at the Sun, 2005) is performed in this full-cast recording. Based on an actual event and actual characters, the story begins during “The Weeping Time,” the largest-ever slave auction, held in George in 1859. Lester’s lyrical dialogue performed by different voices creates a powerful statement on the blinding injustice and cruelty of slavery.
Day of Tears: A Novel in Dialogue. (2006). School Library Journal, 52, 46.

In the Library:
This is certainly a great book to pair with social studies or even English teachers that are teaching history and lessons on slavery and even the southern economies reliance on slaves. In the library, students who have read the book can make a map of the underground railroad that Emma and her husband, Joe, along with another couple took across the river to freedom in Ohio. The map can be hung on the library wall near the hardcover book to draw interest. Students can also take one of their favorite novels and create narrations for all of that particular novel's characters just like the writing et-up of Day of Tears. This would be a fun activity, but also an activity that appeals to a high-level of bloom's since students are creating and using high-level thinking/writing skills.

Nicholls, D. (2010). Day of Tears. New York : Vintage Books.

Module 5: Twilight

Stephenie Meyer

Bella, a 17 year old high school girl, moves to the small town of Forks, Washington to live with her father. She meets the odd and handsome Edward Cullen at school and can not decide if he enjoys her presence or not. Soon, Edward miraculously saves Bella from a van in the school parking lot. Bella soon learns that Edward and subsequently his entire family are vampires. Bella and Edward fall madly in love before Bella is faced head on with a dangerous vampire named James, who nearly sucks her blood, before Edward saves Bella. The two later go to Bella's prom where she ponders becoming a vampire to spend an eternal life with Cullen.

Impact on Me
I, of course, had heard of the Twilight novels and have seen the movies that have come out in theatres, so I was excited to read the first novel. Oddly enough, I found that I enjoyed the movie more than the book. I found the writing to be bland and far too repetitive. I enjoyed the steemy romance that Meyer created between Bella and Edward and found their love believable. The entire fantastical world created in the books was appealing and entertaining, but the overused phrases really took away any chance of me recommending this book to others. Though, I am pretty sure most young adults have already read this book :)

Reviews
She’s most fascinated by Edward— the youngest of the five — and it turns out he feels the same, though to protect her from his own vampiric urges, as well as those of his family, there’s a great deal of pushing away and keeping his distance before his own passion can’t be denied. Ah, but the passion is all chaste kisses and long romantic conversations. It’s rather fascinating that these two teens (or at least Bella—Edward’s a few hundred years old) seem like characters from a Victorian novel, even though everything else in the book is very contemporary. This comes, no doubt, from Meyer’s own Mormon upbringing. Growing up as an avowed “good girl” herself, Meyer writes teens who don’t smoke or drink or have sex — mirroring the lives of Meyer’s friends and her own teenage years. But that isn’t necessarily unrealistic. A lot of contemporary YA fiction features outsiders, but I’d say that most kids don’t live on the edge. They might like to read about the outsiders, they might even dream about their lives, but that doesn’t mean they want to live them.
De Lint, C. (2008). Twilight. Fantasy & Science Fiction, 114(4), 38.

Bella knows that there is something dashing and daring about handsome Edward, but little does she dream that she has fallen in love with a vampire. Learning that his clan feeds only on wildlife, she feels safe–until a rival clan that preys on humans comes after her. A nail-biting tale of terror, suspense, and romance.
Fleishhacker. (2005). Best Books 2005. School Library Journal, 51(12), 42.

In a Library
Whether I enjoyed the book or not, this book has gotten many reluctant readers to read! A great way to continue the reading motivation is advertising for the final movie that is coming out in November. Movie posters would create interest for the entire Twilight saga that will be on display in the library. A fun idea for the advent of the movie would be to have a vampire/werewolf fantasty writing contest for students to write a short story. In preparation for writing these short stories, the librarian can select similar genre books to also have on display in the library for students to read and generate ideas from. After students submit stories, students can judge the stories to choose a winner, or three winners. Students can also create mythological characters inspired by Twilight characters to put on display in the library complete with character traits written beside a drawing or other type of creation.

Meyer, S. (2005). Twilight. New York : Little, Brown and Co.

Module 5: Among the Hidden

Margaret Peterson Haddix
In a future where population control is law, families are allowed to have no more than two children. Luke, the main character, is a third child, also called a shadow child, and therefore has lived his entire life in secret. Luke is forced to live his life indoors when houses began to build around his family's farm house. He can not go to school, play outside or even eat with his parents and two older brothers. Luke discovers a third child named Jen that lives near him. The two become friends and confide in each other. Jen's father is a member of the Population Police and she is extremely outspoke about the violation of her rights. She organizes a rally against the government and Population Police for shadow children, but Luke is too scared to attend. Luke later learns that Jen and all of the shadown children have been killed in the rally. Jen's father, who is under strict surveillance due to suspicion of rebellion, gives Luke the ID card of a legal boy who was killed in an accident. Luke is forced to leave his family in search of a normal life as his new identity.

Impact on Me
This book was well-written and is an interesting read for younger readers, such as those in fourth-eighth grade. I enjoyed the book's themes and hypothetical future warnings, but I did not find the writing to be that entertaining. If I was not reading this for class, I most likely would have stopped reading it half way through. I felt sorry for Luke's situation and the world he lived in, but I found him to be a bit of a boring character.

Reviews
This first title in Margaret Peterson Haddix's Shadow Children series (S & S,
1998) introduces listeners to a time in the not-so-distant future when having more than
two children is illegal. Luke Garner is a third child, a shadow child, whose existence is punishable by death. Luke has spent his whole life hiding until one day he catches a
glimpse of another third child in a new house near his home. Luke discovers Jen, a
bold girl who makes him dream of freedom.
Yusko, S., & Mandell, P. (2005). Among the Hidden. School Library Journal, 51(5), 66.

Luke is the third son in this futuristic novel in which only two children are allowed in a family. The secrecy surrouning Luke's existence is threatened when Luke risks everything to meet another shadow child.
Among the Hidden. (2003). Read (Teacher's Edition), 52(13), 5.

This title has some of the same tones as The Giver by Lois Lowry (Houghton Mifflin, 1993), though the writing is not as taught. Definite food for thought and discussion.
Hoy, S. (1999). Reviews: Fiction. Book Report, 18(1), 63.


In a Library
After students read this book, they will be anxious to know what happens next in Luke's journey. Students can hypothesize what will happen to Luke by writing a paragraph and submitting it to the librarian. The librarian can then read the creative answers to all of the students who submitted an answer or post all of the answers, anonymously if students want, on a wall that will advertise the book. After students are able to read the submissions (about a week), the librarian can put the second book on display so that interested students can discover what actually happens to Luke. The librarian can use Among the Hidden to discuss current events in other countries, like China, where population control is a real thing. This would be ideal in a social studies or even English class, but it could be used in a booktalk. Students can discuss the realities of population control, such as the possibly missed contributions from illegal individuals, how the welfare system would work with a small population and even lead to a discussion of the failed attempts of communism.

Haddix, M. P. (1998). Among the Hidden. New York : Simon & Schuster Books for Young Readers.

Module 4: Anything But Typical

Nora Raleigh Baskin

Jason Blake is a 12 year old boy with autism who is anything but typical. This story is told in the first person, allowing readers to observe how others treat Jason and observe how Jason views every given scenario. Jason enjoys writing stories on Storyboard, a platform for writers to read and critique others work. A young girl named Rebecca with the storyboard name, PhoenixBird and Jason begin to message back and forth providing writing feeback for one another. When Rebecca is at the same Storyboard convention as Jason, his dreams of having a girlfriend come crashing down as he can not find the words to speak with her, or even eye contact. The book ends with Jason realizing who he is and being proud that, though he is not typical, he is a writer.

Impact on Me
This book brought out both wonderful and heart-breaking emotions in me. I found the erratic and sporadic writing to directly reveal Jason's thoughts, which kept me emotionally invested and in tune in Jason The main character's day-to-day life with autism showed me how different a brain can be wired and, possibly, how an individual with autism views life. I found that this book did not only elicit sympathy for Jason, it also showed Jason's realization that his differences are a strength and make him unique. He realized that not everyone had the same mind as him that could produce the stories that he writes. The novel ends with Jason accepting who he is and being grateful for who he is. I found this to be extremely positive and it made me, as a reader, realize that differences are special and should be treasured. This book, among other realistic fiction books, make me feel very grateful for my own life.

Reviews
Baskin writes with striking honesty, especially about Jason’s relationship with his parents, and incorporates many details about Jason’s perceptions of and reactions to
people that might help readers better understand their autistic peers. The book’s greater strength, though, is communicating to readers how some of the same things that bother Jason might also bother them—whether it is bright lights, noisy rooms, or foods that touch—and establishing common ground.
S. D., L. L. (2009). Anything but Typical. Horn Book Magazine, 85(3), 289.

As if adolescence isn't difficult enough by itself, 12-year-old Jason Blake isnot a "nenrotypieal" (NT), he's autistic and interprets the world differently from other
children. As a result, kids at school make fun of him and no one seems to understand him, including bis family. Writing stories is one of Jason's few escapes, the one place wbere he can really be himself. After Jason begins a tentative relationship with Rebecea (PhoenixBird) on Storyboard, an online writing forum, he struggles with the fear of meeting her in person. Simnltaneonsly, he narrates his past, giving listeners a glimpse of what life is like growing up as an autistic cbild.
Lawler, T. (2009). Anything But Typical. School Library Journal, 55(9), 61.

The first-person narration gives dramatic voice to Jason's inner thoughts about his family and his own insecurities,even as he withholds details (usually about incidents at school) from readers. Jason's powerful and perceptive viewpoint should readily captivate readers and open eyes.
Anything but Typical. (2009). Publishers Weekly, 256(6), 48-50.

In a Library
The librarian can create a posterboard, titled "Anything But Typical" with a picture of the book cover on it, for students to anonymously stick post-its notes on writing situations where they feel like an outcast. By other students seeing what others have written anonymously, it will help others to not feel so alone if they feel like an outcast in a given situation, or help others to make an effort to include others in that situation. This will also be an incredible PR for the book itself if students have not already read it. Another idea is to have students write post-its, again anonymously, of things they are sorry they have negative things done to others in the past, such as teasing, bullying, fighting or judging too quickly. This is a great idea for students to recognize mean actions. A final visual aid for the library is to have quotes and statistics about autism, both positive and negative attributes and facts, so that students can learn to recognize and learn more about autism, as well as become more comfortable with those with the disorder.

Baskin, N. R. (2009). Anything but Typical. New York : Simon & Schuster Books for Young Readers.

Module 4: MONSTER

Walter Dean Myers

Steve Harmon is one of many young men in Harlem on trial for killing a man in a convenient store. Since he is only 16 and is a well-mannered and well-behaved boy, prison absolutely terrifies him. To help him cope, he writes a screenplay to document his experience in prison, on trial, show his past experiences and reveal his inner complex and gritty thoughts. Towards the end of the novel, Steve is proclaimed innocent, but he is left with feelings of uneasiness and confusion about himself.

Impact on Me
After reading this novel, I realized that I judge people all the time who are in prison, in court and even just in trouble. I assume that they know right from wrong and the decision is easy. They should not have been in with the wrong crowd or be in the wrong place at the wrong time, it is all about decisions. And though decisions are important, most things are situational and individual. It is important to look at who someone is on the inside before stereotyping. Steve Harmon is called a Monster by his prosecuter. This label, and perhaps even identity, crushes the young and impressionable Steve and spins a terrible web of self-pity, self-doubt and self-loathing for him. It breaks my heart to watch Steve unravel and the weight of the adults' judgements manifest in his own heart.

Reviews
Myers's novel leaves ample room for discussion of topical issues for teenagers. For instance, visible minorities and the judicial system, judicial errors (guilty or innocent), and perhaps self-identity. Steve Harmon struggled with the fact that he in fact might be a "Monster" as the Prosecuter called him. He starts to believe this idea, starts to doubt himself and his innocence. Overall, Monster was a worth-while read.
Staunton, J. A., & Gubuan, F. (2002). Monster (Book). Journal Of Adolescent & Adult Literacy, 45(8), 791.

One aspect I did not like is how it is written: Myers has Steve write the book as a movie script, so it is a little confusing and difficult to follow. With lots of characters, it’s hard to remember who is who, and what their purpose is. On the other hand I really liked the diversity of the characters, and how they adapt to the different events in the book. -Spencer Brown
Myers, W. (2010). Monster. Teen Ink, 21(10), 19.

Steve thinks he's just a normal, good kid. He does well in school and gets along with his family. How did he end up in court, fighting a life sentence in prison? The only way Steve can handle being inside the juvenile-justice system is to write about it, as if it were a movie. Monster is an exciting, scary, award-winning novel that reads like a film script.
Myers, W. (2000). Monster (Book Review). Scholastic Scope, 49(4), 4.

In the Library
After a volunteer group reads Monster, they can pair a quote from Monster with a quote about judging, stereotyping and racial profiling others. These two quotes together could be placed throughout the library with opposite symbols such as yin and yang signs. This would certainly interest students in the book and the book's weighty messages. Another idea to attract similar attention is to have volunteer students to research real events where people were racial profiled and/or stereotyped and have the actual news article (could be electronic) hanging on one side of the library or near the quotes mentioned above (if the librarian were to do both activities). Students can see that ours and others' judgement effects innocent people or those that are guilty with a rocky and complicated childhood or past. Finally, after reading this book, teenagers could potentially have an incredible discussion. One question I would love to ask and discuss is: Was Steve actually innocent or guilty? Steve gives us conflicting stories about the robbery and the murder of Mr. Nesbitt. The reader genuinely is left not actually knowing Steve's role in the incident.

Myers, W. D. (1999). Monster. New York: HarperCollins.

Module 3: Criss Cross

Lynne Rae Perkins

Criss Cross reminds me of a tween-friendly and pure version of Salinger's Catcher in the Rye. It is the end of the school year for a handful of young teenagers who are embarking on a commonplace, uneventful summer in a small town during the 1960's. Young boys and girls' paths cross, listen to radio shows, suntan, relax, wonder and admire the opposite sex, reflect and learn from each other, simply think, and simply be. This book highlights and hones in on individual moments and thoughts uniquely drawn out and intricately explored.

Impact on me
This book made me want to start it over again just to figure out if I missed what the meaning of the book was. The sentence on the front describes how I felt perfectly, "She wished something would happen." It is ironic because nothing actually happened in the story, yet everything happened all at the same time. I honestly would recommend this book to everyone just to have a conversation with them about the book and ask what type of emotions and thoughts it gave them. Criss Cross definitely took me back to the days of my adolescence before I was on the clock working for money and planning for the rest of my life. When everything in life was pure and simple.

Reviews
In keeping with Perkins’s almost Zen-like tone, such flubbed opportunities are viewed as unfortunate but not tragic. “Maybe it was another time that their moments would meet.” Like a lazy summer day, the novel induces that exhilarating feeling that one has all the
time in the world.
Heppermann, C. M. (2005). Criss Cross. Horn Book Magazine, 81(5), 585.

Through narrative that has the flow of stream-of-consciousness writing but is more controlled and poetic...Part love story, part coming-of-age tale, this book artfully expresses universal emotions of adolescence.
Criss Cross. (2005). Publishers Weekly, 252(43), 58.

In the Library
The librarian can assign this to students in the school's book club or even reading and creative writing classes. The post-reading discussion that this book would generate would be absolutely enlightening for all involved. Questions to discuss could be: How do people make connections with others? Is there one true love for all of us? or are there various people scattered around the world? What moments define an individual? Another idea for students who have read this book is to set up a scrapbook year-round in the library that students can write their thoughts in regarding the topics of the book, students can answer the questoins above, create art work and sketches relating to the book, etc.

Perkins, L. R. (2005). Criss Cross. New York : Greenwillow Books

Module 3: The First Part Last

Angela Johnson

The novel alternates the time periods of 16 year old Bobby's life before the novel starts, now, and his life after the novel starts, then. Nia, told him she was pregnant on his birthday, leaving the two lovers confused, overwhelmed and not knowing what the fate of their baby will be. Even so, during Nia's pregnancy, the couple shares heart-warming and happy moments up until Nia is put in a coma due to a traumatic complication at the very end of her pregnancy. Now, Bobby raises his daughter, Feather, while juggling school and struggling to balance teenage life with his new role as a single father. Bobby goes through ups and downs, but ultimately decides to raise his daughter in a place outside the city, Heaven, Ohio.

Impact on me
I was absolutely blown away by the creativity, grit, despair, triumph, and happiness that this tiny book offered. The phenomenal writing style allowed me to read this book in one sitting wondering what would happen to Nia, the mother, since she was not in any of the "now" story, but was such a caring, loving person in the "then" story. I thought that the characters of Nia and Bobby were well-developed and extremely relatable to teens from any socio-economic background. This viewpoint of a teenage father was a tale I have not read about or seen in a movie. Angela Johnson portrayed Bobby with a perfect balance of maturity, immaturity, responsbiility and irresponsibility. Brilliant!

Reviews
Johnson does a good job portraying most of the hardship of being a teenage parent, such as still being young and having to take care of yourself as well as the baby, but she leaves out one critical detail. She does not mention how Bobby gets the money to buy the baby food and diapers. The author does, however, do a good job showing the issues Bobby has concerning responsibility such as when Bobby gets tired of having to take care of his baby and leaves it with the babysitter for too long. This shows that it is very hard for Bobby to deal with the responsibility. I would recommend this book to teens, both boys and girls, because it shows them how hard it is to raise a baby. Because many teenagers can relate to Bobby in that they perceive life the same way he does, the readers will know that if they do not act responsibly and stay away from sex before marriage, this could happen to them.
Blasingame, J., & Lester, N. A. (2004). The First Part Last (Book). Journal Of Adolescent & Adult Literacy, 47(5), 429-432.

...From the first page, readers feel the physical reality of Bobby’s new world: what it’s like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again. The great cover photo shows the strong African American teen holding his tiny baby in his arms.
Rochman, H. (2003). The First Part Last (Book). Booklist, 100(1), 122.

In this award-winning prequel to Heaven, sixteen-year-old Bobby takes on the responsibility of raising his daughter, Feather.
Hinton-Johnson, K., & Dickinson, G. K. (2005). The First Part Last. Library Media Connection, 23(7), 45.

In the Library
To make sure that young adults are drawn to this book, I feel that the librarian or even selected students should make Book Mosaics to put on the walls of the library. Book Masiacs are big posters that have any number of squares on them, could be 8, could be 20. These squares contain diverse snapshots from The First Part Last: imagined images, a thought-provoking quote, the book's theme, a character sketch, anything he creator wants to add! The end result will create a type of art work that will garner positive attention and rightfully shows the various scenes in the book. Additionaly, I definitely feel a booktalk would be a great time for students to discuss teen pregnancy, growing up too fast and how to deal with tough stuff. Sharing their thoughts and opinions, as well as hearing others is important, especially during middle school and high school years.

Johnson, A (2003). The First Part Last. New York : Simon & Schuster Books for Young Readers.

Module 2: The Wreck of the Zephyr

Written and Illustrated by
Chris Van Allsburg

After a visitor to a small fishing village sees remnants of a sailboat away from any waves at the edge of a cliff, an old man tells him that people say the waves were too high one day for the ship, but offers another story of how this occured. Years ago, a boy who was a talented sailor sails his sailboat, the Zephyr, is knocked unconcious by the stormy sea and is washed up onto unknown shores. Amazingly, the boy then sees sailboats sailing above the waves in the air. A sailor then tried to teach the boy to sail above the waves after he pleaded, but the boy did not do it until later that night after the sailor was fast asleep. The boy sailed through the wind to his village when the Zephyr crashed into the ground. As a result, the boy's leg was broken and on top of that, the villagers called him a crazy liar. The old man then limped with his cane toward the harbor.

Impact on me
This is the first book throughout my summer reading schedule that I have not connected with. The illustrations, while breathtaking, did not spark my imagination, perhaps because of the somber color scheme that Allsburg created. I was not interested in the overall story and found myself re-reading each page a couple of times because I could not pay close attention to the words.

Reviews
Rich design and a subtle use of color conjure the changing aspects of light as they support a haunting story of a boy touched by magic who momentarily became the greatest sailor ever.
Jones, T. N. (1983). The Wreck of the Zephyr (Book Review). School Library Journal, 29(9), 33.

If the story is less successful than its predecessors, the full color pastel illustrations more than make up for any deficiencies. To the voluptuous forms and rich design which mark his black-and-white work.. van Allsburg has added colors which conjure the changing aspects of sunlight, moonlight, shadow and storm on water and air.
French, J. (1983). The Wreck of the Zephyr (Book Review). School Library Journal, 29(9), 67.

In a library
This book can be used for students in grades 2-8 and would probably appealto the male students more since the main characters are males. This book could be used in conjunction with a lesson from a science teacher about the ocean, weather or even gravity. The librarian can read it to students and students can recall their learned facts and discuss why the actual wreck of the Zephyr could not be possible. As an alternative idea, after the librarian reads a class the Zephyr, students brainstorm other possible "impossibilities" (such as a bicycle peddling through the air or a bus driving on the ocean floor) in groups or individually and discuss with the class or even create their own book. This mini-lesson provides an enjoyable way to achieve a higher level of Bloom's (to create).

Allsburg, C. V. (1983). The Wreck of the Zephyr. Boston : Houghton Mifflin.

Module 2: The Invention of Hugo Cabret

Brian Selznick
The book created a realistic world in the streets of Paris where dreams are still alive and real, and by the way, happen. Hugo Cabret amazingly keeps the cogs and wheels of a Paris train station’s clocks running as his Uncle has previously abandoned him. Hugo’s beloved and deceased father has left him with the knowledge of the inner-workings of machinery and the desire to fix an automata, a wind-up mechanical figure, that the father discovered in the attic of a museum. Hugo embarks on his destiny the day he is caught stealing a wind-up mouse from an old man who runs a toy boy by the train station. Hugo and the old man’s goddaughter, Isabelle, are thrown into the twist of fate as they encounter many discoveries that lead to the ultimate secret at the end of the tunnel. The old man turns out to be the actual film-maker, magician and ultimate dreamer, Georges Méliès. His work is unearthed and celebrated thanks to Hugo and Isabelle who later all live together with Georges Méliès and his wife in what seems like a magical fairy tale.

Impact on me:
This book was truly a spectacular surprise. I found this book to follow a totally unpredictable medium of a story that I had not seen before. I have read my fair share of graphic novels and picture books, but Selznick certainly took a chance by including both of these aspects separately from the black and white text. I enjoyed how the pictures in the story always took up two pages and was never accompanied by any text (aside from signs, etc. in the pictures). The pages where I kept flipping to view the progress of the scene were particularly exciting and I found myself a little sad when the actual text came back into the novel. That sadness ended the moment I read three or four words and I was back into the progression of the story. What a precious gem this was! I have not seen the award-winning movie yet and cannot wait to see how the movie fairs to this incredible Caldecott medaled book.

Reviews
While the bookmaking is spectacular, and the binding secure but generous enough to allow the pictures to flow easily across the gutter, The Invention of Hugo Cabret is foremost good storytelling, with a sincerity and verbal ease reminiscent of Andrew Clements (a frequent Selznick collaborator) and themes of secrets, dreams, and
invention that play lightly but resonantly throughout. At one point, Hugo watches in awe as Isabelle blithely picks the lock on a door. “How did you learn to do that?” he asks. “Books,” she answers.
R., S. S. (2007). The Invention of Hugo Cabret. Horn Book Magazine, 83(2), 173.

With deft foreshadowing, sensitively wrought characters, and heart-pounding suspense, tbe author engineers the elements of his eomplex plot: speeding trains, clocks, footsteps, dreams, and movies-especially those by Georges Melies, the French pioneer of science-fiction cinema.Movie stills are cleveHy interspersed. Selzniek's art ranges from evocative, shadowy spreads of Parisian streets to penetrating character close-ups. Leaving much to ponder about loss, time, family, and the creative impulse, tbe book closes with a waning moon, a diminishing square, and informative credits. This is a masterful narrative tbat readers can literally manipulate.
Lukehart, W. (2007). The Invention of Hugo Cabret. School Library Journal, 53(3), 218.

The Invention of Hugo Cabret is a very emotional book . I thought that I was going to cry at times. This book is very touching , because seeing a 10-year old
child live alone and have so much responsibility makes me wonder what I would
do if I was that child. I learned that even though life is tough, you will make it
through and you will have a happy ending.
KadaKia, R. (2011). The Invention of Hugo Cabret. Creative Kids, 29(4), 9.


In the Library
The librarian can read this to 4th-5th graders and have it on display for 6-9th graders. This book could be used as an introduction to the different genres of graphic novels, picture books, young adult novels. Students can decide what their favorite genre of the book was and check out another book with that particular genre. This will help patrons expand their book choices.

Selznick, B (2007). The Invention of Hugo Cabret. New York : Scholastic Press

Module 1: Cloudy With a Chance of Meatballs

Written by Judi Barrett
and Drawn by Ron Barrett

This children's classic finds a young girl and boy listening to their Grandpa tell a bedtime story about a town called Chewandswallow, only it was not so ordinary. Here, food fell from the sky three times a day, for breakfast, lunch and dinner. Life was excellent for all those who lived in ChewandSwallow until things got bad. The "weather" began to bring bigger and bigger amounts of food until the residents were forced to flee for their own safety, never to return in fear of what happened to their home. The children fell asleep right after the story and woke up to a snowy day, which reminded them of mashed potatoes.

Impact on myself
I can definitely understand why they made a movie in the name of this book! I thoroughly enjoyed the creativity that this classic offered. What a wonderful world where imagination takes the center stage. I found it extremely clever that everything in reality was black and white, while everything fictional was in color. This certainly complemented the story's agenda to take the reader to an imaginary, yet believable world. Maybe this book could be under the genre of Science Fiction. :)

Reviews
In the town of Chewandswallow, the citizens enoy the bounties of the skies, and open-roofed restaurants allow diners to catch their dinner. Unfortunatelv, the weather takes a tnrn lor tlie worse, and there is no choice hut to flee from the fiitling food. The detailed pen-and-ink illustrations begin in black and white, but as the tale progresses, colors join the black line details. A savory story to share over and over again.
Gallagher, G. (2006). Cloudy with a Chance of Meatballs. School Library Journal, 52(7), 45.

A Saturday pancake breakfast inspires Grandpa to tell a story: in the tiny town of Chewandswallow everything is usually except the weather, which brings food from the sky three times a day. In case readers cannot imagine this situation through words alone, the line and watercolor cartoons complete the pictures: eggs, sunny side up, hand on trees, soda drizzles, a molded jello sets in the west, and so on. The townspeople think this is a fine way to live until undesirable food begins to fall. The Chewandswallow Digest carries the headline “Spaghetti Ties Up Town!” and “Traffic Snarled on Lower Intestine Street.” The people begin to leave for another settlement, where they make temporary houses out of stale bread and live “normal” lives, buying food at the supermarket. This is enough to make readers throw up, but perhaps it is just the taste.
Jenks, C. K., & Gerhardt, L. N. (1978). Cloudy with a Chance of Meatballs (Book Review). School Library Journal, 25(1), 102.

In a Library
I fully recommend this book to elementary students from kindergarten thru third grade. The library could host a contest to elicit excitement about this phenomenal book. Elementary students can submit self-created art for two categories: a typical meal at Chewandswallow or the meals becoming "too much of a good thing." I would suggest one winner per category for each grade level at the school. Another contest to encourage the upper elementary grades to read this book (grades 4-5) could be to write short poems about the theme of "man v. nature" from the book to encourage deeper reading and analysis.

Barrett, J., & Barrett, R. (1978). Cloudy with a Chance of Meatballs. New York: Atheneum.

Module 1: Old Yeller

by Fred Gipson

True to the title, this book is about the tale of a wonderful "yeller" (in color and the sound of the dog's barking/yelling) dog that enters Travis' life by stealing all of the fresh meat the family has. This creates hostility from out main character, Travis, toward the dog as he is in charge of the well-being of his mama and his little brother, Arliss since his father for a period of time to earn money for the family. Even so, Arliss loved the dog and Travis is forced to put up with the old yeller dog. Soon though, Travis find Old Yeller to be an incomparable companion after as the dog helps Travis to scare off raccoons from feasting on the family's corn throughout the night, helping to handle the rambuctious mule, Jumper, and keeping angry, blood-thirsty hogs at bay while Travis branded them, among other things. After Old Yeller had saved Travis' mama's life, he was exposed to hydrophobia and Travis had to shoot his beloved friend point blank. The book ended with hope as Travis, who had considerably grown as a person, admires Old Yeller's pup steal some cornbread from his mama. And perhaps the cycle continues.

Impact on myself
What a well-told story! This book had incredible foreshadowing. I loved how Travis told us on the first page that he would have to shoot his dog, yet continued the short story anyway. This book truly showed me the tiring aspects of farm life, yet the absolutely happiness it provides. Aside from how inspiring and wonderful Old Yeller was, this book was truly about Travis finding himself and becoming a man. After hearing how Travis handled the travesty, his father told him that he "couldn't ask any more of a grown man. (156)" I can not get enough of stories that show children leaving childhood into the rocky and scary streets of adulthood. It made me think back to when I began to lose my innocence and realize that being an adult was full of hard things. Travis reminded me of the stoic Jim Finch from To Kill a Mockingbird because he never wanted to show emotion and always act like a man. I loved how this book was in first person so that the audience could witness all of Travis' inner conflicts.

Reviews
In this 1957 Newbery Honor winner, 14-year-old Travis is the “man of the house” while his father is away. He desperately wants a horse, and so when a big stray dog shows up, Travis has no use for him. But over time, the dog, Old Yeller, saves Travis’ life and the lives of his mother and brother and becomes Travis’ best friend. But an outbreak of hydrophobia threatens Old Yeller’s life and their friendship. The recording begins and ends with guitar and fiddle music, reminiscent of the frontier. Narrator James adopts a slight southern accent, appropriate to the Texas hill country setting. He reads slowly and carefully and in earnest tones, clearly reflective of Travis—a simple, hardworking boy. This heartwarming story
about the love between a boy and his dog is recommended to a new generation of listeners unfamiliar with the classic tale.
Rich, A. (2010). Old Yeller. Booklist, 106(21), 73.

When Pa goes with the cattle drive to Abilene, Travis becomes the man of the family, responsible for tending the corn, the livestock, and taking care of Ma and little brother. His chores are soon shared by a stray cattle dog, who proves his worth time and again by protecting the family from one hazard after another. Travis learns about making hard decisions when he must shoot his dog after Yeller is exposed to rabies.
Tynan, L. (1990). Old Yeller (Book). Library Journal, 115(2), 125-126.

In a Library
Students in grades 4-8 would enjoy and benefit from reading this book. The unique writing style appeals to the middle school age students (and perhaps even students in the lower grades in high school) because of the young adult themes throughout the story. Librarians in elementary, middle, and high school could advertise this book at the same time that new "animal" books become popular in order to remind students of a similar and a classic pet story.

Gipson, F.(1956). Old Yeller. New York: HarperCollins.