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.