REVIEW: Among the Hidden

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

0689848072

Living under a strict government that only allows families to have two children, twelve-year-old Luke Garner must remain hidden from the eyes of outsiders since he is his parents' third son. While Luke would love to venture beyond his family's property, be seen in public and attend school, he has to settle for playing in the woods behind his family's house. That is until the government cuts down the woods to build mansions around the Garner farmhouse. Luke is no longer allowed to leave the house or even allowed on the main floor of the house for fear that his presence could be discovered.

Luke feels very alone, until he notices a child's face peek out of the window of one of his new neighbors' houses, when the two government sanctioned boys had already gone off to school for the day. Risking everything, Luke decides to investigate in the hopes of discovering that he is not the only shadow child.

While in theory, it'd be possible for this book to be slow and drawn-out, since the main character spends a good portion of the text in one room alone, Among the Hidden manages to be fast-paced with short chapters and growing tensions.

As I read, I did start to get a little irritated and the gender roles that were reinforced by the text. For example, one day Luke does venture forth from his attic room and attempts to help the family by baking bread. He then jokes with his teasing brother about poisoning the crumbly result. After his father tastes Luke's first baking attempt, he remarks "I'm not sure I'd want any son of mine getting too good at baking, anyhow. That's what a man gets married for." Yes, Luke. With a family like that, I'd make jokes about poisoning the food too. Luckily, characters introduced later in the text do challenge gender stereotypes, improving my poisoning mood.

While it's clear from the beginning that Among the Hidden is set in a world different from our own, the similarities and differences become more apparent as the story goes on (and students could track these as an assignment). With a distopian feel, it would be a good recommendation for students who enjoy Lois Lowry's The Giver or for students who aren't yet ready to take on Orwell's 1984 or Collins's The Hunger Games. Like The Giver, this book triggered a series: The Shadow Children. I may just have to check out the rest of them. Among the Impostors is the second book.

But now that I'm officially loving this series, I'm also kicking myself a little too. I met Margaret Peterson Haddix at the Ohioana Book Festival a few months ago. Not having read any of her books yet, I awkwardly approached her table, picked up one of her books available in paperback, had her sign it while avoiding eye contact and slinked off without actually speaking to her in a shy awkward way. I suppose next year I'll be able to gush at her and cling to her arm demanding to steal some of her story ideas. I'm sure that'll be less awkward.

I have a questions for all-ya-alls. Why didn't anyone tell me about this series sooner? We're you trying to keep it from me, hmmm? That's not nice.

However, word on the street is that as the series goes on, it goes downhill. So, I guess you were all trying to protect me, huh?

Activities to Do with the Book:

This book could be used in social studies classes to discuss equality, corruption, propaganda, power, population control, food production, protests, paranoia and the role of government in citizens' daily lives. Issues of class, taxation, truth and the way gender is constructed could also be addressed.

In chapter nineteen, there's a teaching moment that could be used to discuss research sources and trustworthiness for news and information (in my experience, such a talk always turns into discussing the dangers of citing wikipedia). But instead of just discussing books and online sources, a teacher could encourage students to take into account their own experiences with the subjects they have to research.

This is a good book to use to have children write reflective journals with as they read. Do they agree with the decisions Luke makes throughout the story. What would they do? etc.

Favorite Quotes:

"He saw the first tree shudder and fall, far off in the distance. Then he heard his mother call out the kitchen window: "Luke! Inside. Now."

He had never disobeyed the order to hide. Even as a toddler, barely able to walk in the backyard's tall grass, he had somehow understood the fear in his mother's voice. But on this day, the day they began taking the woods away, he hesitated."

"For a while, Luke watched Dad, Mother, Matthew, and Mark eating in silence, a complete family of four. Once, he cleared his throat, ready to protest again. You can't do this--it's not fair--Then he choked back the words, unspoken. They were trying to protect him. What could he do?"

"The Willikers were their nearest neighbors, with a house three miles down the road. Luke always pictured them with monster scales and fierce claws because of the number of times he'd been cautioned, "You don't want the Willikers to see you."

"He liked to forget he was Luke Garner, third child hidden in the attic."

"And then, out of the corner of his eye, Luke caught a glimpse of something behind one window of the Sports Family's house.

A face. A child's face. In a house where two boys already lived."

REVIEW: Billy Lazroe and the King of the Sea

Kimmel, E.A.  (1996).  Billy Lazroe and the King of the Sea:  A tale of the Northwest.  New York:  Browndeer Press.

This picturebook is a retelling of the Oregon folktale of the sailor Billy Lazroe.  Billy, who more or less grew up on the sea, always kept his home in Oregon in mind as he traveled, singing a song of the Willamette River.  While on leave at home, Billy encounters Davy Jones in the Willamette River.  Davy wants Billy to come play for him in the sea.  Billy makes excuses to join Davy now, but before he leaves, Davy says that one day Billy will join him and the other sailors in the bottom of the sea and leaves Billy the advance payment of a sack filled with pearls.  He uses the pearls to purchase his own ship and enjoys life as much as possible, waiting until he's called to perform at the bottom of the ocean.

This story captures the sense and setting of the Northwest well, making references to the food and culture and creating similes to "a kettle of chowder."

This story may be too text-heavy for some readers, lending itself to be used as a read aloud.  Many of the illustrations, while impressive paintings, are done, for the most part, in darker hues.

Activities to Do with the Book:

This would be a good picturebook to share during a folklore unit to draw attention to the fact that folklore is present in our own American culture and not just in other parts of the world.

This book could also be used with a student who likes pirates and could be used to extend their interest to sailors and the ocean at large.  

This book could be paired with other stories about Davy Jones and folktales about water.  Another possible pair would be among myths that involve living people going to a place of death or an underworld.  On that note, if a teacher were looking to reinforce an idea of tolerance, he or she could reinforce the fact that people from all walks of life and cultures can be found in Davy Jones's Locker.

Favorite Quotes:

"One rainy morning in April 1885, Billy Lazroe was born on a houseboat anchored in the Willamette River, a mile up from Portland, Oregon.  Billy's father had been first mate on a clipper ship and his mother came from a family of seafarers.  So it was only natural that Billy Lazroe arrived in the world with salt water in his veins."

"It was no wonder that Billy Lazroe grew up to be a sailor."

"The more Billy saw of death, the more he cherished life, and as much as he loved the sea, he feared the blue-green water that one day would become his grave."

"Play for my shipmates, Billy, and for all the brave sailors who have gone to their rest at the bottom of the sea."

REVIEW: Welcome Precious

Grimes, N.  (2006).  Welcome Precious.  New York:  Orchard Books.

043955702x

Nikki Grimes, an amazing author and poet, with the help of Bryan Collier, has transformed a simple poem that reinforces the idea that parents love their wee little ones into a picturebook.  This book emphasizes the experiential and nature as the baby is welcomed to a world where the child can squish sand between his or her toes, watch the "swish of leaves in the breeze," etc.  

The illustrations are a mix of water color and collage that show a colorful and beautiful country landscape.

Welcome Precious is one of the many books in a larger trend to portray black people positively in children's literature, with both parents present and portrayed as being middle class.

Activities to Do with the Book:

This is a good book to read aloud before bedtime or naptime to the youngest of readers.  With toddlers or slightly older readers, a teacher or parent could pause over some of the lines that call for the child to have certain experience, and could ask questions like"How does the wind in the leaves sound?  How does ice cream taste and feel?  Do you like the feel of sand between your toes?  How does it feel?"  etc.  

And with even older children, A teacher could also ask what other experiences the child has had or, if applicable, what experiences they would welcome their younger siblings to have.

Favorite Quotes:

"Welcome, Precious."

"Welcome to rain-swept earth and spiced cider on the wind."

"Welcome to sun-sparkle and moonlight.

"Welcome to the cool delight of ice cream, the sticky joy of peanut butter, and the hint of honey in chocolate fudge."

"Welcome to the warm circle of your daddy's arms."

REVIEW: Kaleidoscope Eyes

Bryant, J.  (2009).  Kaleidoscope Eyes.  New York:  Alfred A. Knopf.

9780375840487

After her mother left, after several of her sister's friends came home in caskets from Vietnam, after her Gramps's heart gave out, Lyza discovers three maps left specifically to her by her Gramps with a letter calling her to adventure.  Through research, Lyza and her two best friends begin to connect the clues left by Gramps and embark on a search for lost pirate treasure that rest somewhere under their New Jersey town.

I think Kaleidoscope Eyes manages to capture the feel of the late 1960s well (I say this tentatively...since I wasn't alive then).  It includes a lot of aspects of the time, from the huge historic events to the small details, from the different ways of perceiving the supposed "true" government portrayal of the Vietnam War to feminism and race relations in New Jersey.

When I first read the description of Kaleidoscope Eyes as being a treasure hunt in poems, I expected it to be much more lighthearted than it is.  Instead, Lyza's runaway mom, her distant relationship with her sister, her best friend Malcolm's concerns over being bullied by whites and one of her best friend's brother being sent to Vietnam all give the beginning of the book a much more somber feel that the poetic form lends itself to.  It's only around page 70ish that I felt the sense of adventure and fun really begin to pick up.

This is a good, serious and relatively fast read that will hopefully help to bring some middle grade and young adult readers back to poetry.  And to pirates.  Arrrr!

Activities to Do with the Book:

Since this book is set in the late 1960s, and include a lot of the culture of that time (including references to the Vietnam War, hippy culture, feminist theory, Martin Luther King Jr., popular television shows, music, etc.) this book could certainly be a basis to build lessons and presentations about that time period.  

Another angle to present the text, would be as a more realistic exploration of piracy and its implications.  Students could research famous pirates (including Mary Read and Anne Bonny--Way to represent, ladies!) and try to determine their motives for becoming pirates as well as other aspects of their character.  Other research opportunities would include both successful and failed treasure hunts throughout history.

Following Lyza's example, students can research how aspects of their town or property have changed both physically and in terms of human use over several decades or centuries.  A teacher could turn this into a geography, engeneering or earth science lesson, depending on their and students' interests.

Beyond that, this book can be used to try to spark some interest in poetry with an age group that traditionally dismisses the form.

Quotes of Note:

"I wake up every morning

to Janis Joplin.

My sister, Denise, has a life-size poster of Janis--

mouth open in a scream around the microphone,

arms raised, hair frizzled out wildly,

an anguished, contorted look on her face--

thumbtacked right above her desk,

which is directly across the hall from my bed

and one hundred percent dead ahead

in my direct line of sight.

Janis is the first thing I see when I return from sleep

and reenter reality" (p. 3).

"It's been almost two years since that day,

when our family began to unravel

like a tightly wound ball of string

that some invisible tomcat

took to pawing and flicking across the floor,

pouncing upon it again and again,

so those strands just kept loosening

and breaking                  apart

until all we had left was a bunch of frayed, 

chewed-up bits

scattered all over the house" (p. 5).

"Some nights, before I go to sleep,

I look through the lens of the

one Mom gave me

for my tenth birthday, just to see how, when I

turn the tube slowly around,

every fractured pattern that bends and splits

into a million little pieces

always comes back together, to make a picture

more beautiful than the one before" (p. 9).

"They say we should grow "older and wiser"...

mostly I just feel old.  However, I do believe I've

learned on thing:  every life should have some

risk.  Among the hardships, disappointments, 

and losses, it's the adventure of it all that has

gotten me up each morning.  I know you and I

are alike in this way" (p. 37).

"Lyza, your gramps wasn't looking for

a house, he was looking for a treasure

that the most famous pirate ever

had lost and maybe never came back for" (p. 86).

"If we find an actual treasure, we might be rich forever.

And if we don't, at least we killed a few weeks of summer,

spent some time together, and kept ourselves from think-

ing about ninth grade, nuclear bombs, and Vietnam" (p. 132).

REVIEW: Freight Train

Crews, D.  (1978).  Freight Train.  New York:  Greenwillow Books.

0688841651

Holy crud.  This book is from the 1970s.  When I originally read it, I assumed it had been published within the last few years.  So, when I saw the striking colors of the train and it's smoke, I just assumed it was accomplished with recent technology.  No biggie.  Then I noticed the Caldecott Honor medal on the front of the book.  Which triggered a whole, "why haven't I seen this book before" line of questioning.  Answer:  The book was originally published and awarded before I was born.  Sensical.  But this also caused me to be a tad bit more impressed by the illustrations.

In a simply fashion, Freight Train, in poetic language, labels the different cars of a train that passes by, starting with the back (and much loved caboose) and moving forward.  After that, the picturebook shares action verbs and locations where the train goes.  The illustrations lend themselves to having students name the different colors and shapes.  Young readers will probably be entertained by the blurred colors of the train cars in motion and of the varied color of the smoke.  

I must admit, I learned a bit about the different names of the train cars.  What I would normally call "that one part, the bucket segment, the car that holds stuff that looks like coal" is also known as the "hopper car."  This however is not to be confused with the lower more box-shaped version that also seems to carry coal, called the gondola car.  Not to forget the tender car--which is located where I grew up thinking the coal cart went.  Are the other cars not holding coal?  Am I just confused?  What is the difference among these cars besides shape and size?  I don't know.  Please explain.

Also worth noting, there is an dual English/Spanish language version of the book as well.  (I put the English first, because it seems the book privileges that language)

Activities to Do with the Book:

This could be a wonderful book to share with young students who are interested in trains or transportation in general.  Sometimes a book like this can be especially effective with reluctant readers.

After sharing this book, a parent or teacher could guide a child in putting a model train together, making sure to name all of the different cars.

Also, if a teacher wanted to focus in on the potential pollution caused by the illustrated train, a teacher could discuss the various types of fuel or power used to make different types of transportation work.

Favorite Quotes:

"A train runs across this track."

"Red caboose at the back"

"Orange tank car next"

"Purple box car"

"Freight train.

Moving.

Going through tunnels

Going by cities

Crossing trestles."

REVIEW: The Eleventh Hour: A curious mystery

Base, G.  (1993).  The Eleventh Hour:  A curious Mystery.  New York:  Harry N. Abrams.

0810932652

Not to be confused with the TV series, this classic picturebook shares the story of Horace, an elephant who is turning eleven.  While the story seems to be a simple tale of him planning and having his birthday party (only to discover SOMEONE has eaten the great feast he prepared for everyone), there are codes, clues, references to Base's other books, quotes from other works and hidden messages or images on each page (there's also an explanation of them all at the end).

While the narrative does have a happy conclusion, it does not give the answer to who ate the majority of the party treats.  So, if a student is at all curious, he or she will have to review the book and try to discover the thief's name to discover the key to the code and the answer.

The colorful and amazingly detailed illustrations will keep students staring for minutes upon minutes (a major accomplishment for some kids).

The poetry, although sometimes forced, includes a lot of larger vocabulary words that will be worth students struggling through.

I have to admit, as I child I never read Base's books.  I tended to open them, see the amount of text on each page, and put the books back on the shelf.  What can I say.  I was lazy.  Still kinda am.  But became curious enough to try to figure out who the thief was to get the answer.

Activities to Do with the Book:

While this could be a read aloud for younger readers, The Eleventh Hour will probably be loved by eight to eleven year olds who like secret codes and hidden messages.

In response to this book, students could research elephants, zebras, tigers, giraffes and the other animals included, sharing with other students what the various animals eat, live, etc.

A parent may want to share this book with children as it comes time to plan a birthday party, Halloween party or other gathering, so the child sees all that goes into planning or could get game, food and costume ideas.  

Favorite Quotes:

"When Horace turned Eleven he decided there should be 

Some kind of celebration.  'For my friends', he said, 'and me.  

For though I've been the age of eight and nine and six and seven, 

This is the very first time that I've ever been Eleven!'" 

"But if the Guests had hoped to eat the Banquet there and then, 

They soon found out their Host had plans for what they'd eat and when, 

For Horace told them firmly not a crumb would they devour, 

Until the time that he had set--THE ELEVENTH HOUR."

"A little later in the day some Guests played Snakes and Ladders, 

Upon a board that squirmed and turned with Pythons, Asps and Adders.  

The board was set, the race was on, the game had just begun, 

Then Thomas went and ate the dice, so no one ever won."

"They raced each other up the stairs (Eleven steps in all), 

Then past the marble statues leading to the Banquet Hall.  

And there they stopped.  No body spoke.  They stood in disbelief.

For all the food had disappeared.  Aghast, they cried:  'A Thief!'"

Certified Resolution Writing Endeavor Review Report: Week Thirty-Two

I've been making a lot of progress on my story.  Figured out some big plot holes which is exciting.

I can't wait to finish it and be able to start sending it out to agents.  It's so hard to keep it hidden.

The challenge of writing for 15 minutes each day in August is still proving very effective to help me wade in to doing some serious writing.

And that is that.

REVIEW: How the Ostrich Got Its Long Neck

Aardema, V.  (1995).  How the Ostrich Got Its Long Neck.  New York:  Scholastic Inc.

0590483676

A folktale from the Akamba in Kenya, Aardema retells the story of (as you may guess from the title) how the ostrich got it's long neck.  The original short-necked ostrich has trouble getting his food and water.  Life may be difficult, but the ostrich manages (while creating some funny images in the illustrations and minds of young readers).  One morning while the ostrich goes down to the the river for a drink, he encounters a crying crocodile who has a terrible toothache after many other animals have fled to avoid the pained beastie.  

The story incorporates a lot of fun sounds and is asking to be read aloud to students.

I have to admit, personally, the illustrations didn't do much for me.  Sometimes it was hard to figure out exactly what was going on in some of the pictures (too many markered black lines).

Activities to Do with This Book:

Using folktales such as this one can help introduce young and middle grade students to other cultures.  Since this story involves an ostrich, it can be an especially good beginning place, since ostriches are such unusual and interesting animals that capture children's imaginations.

Students could pick up the typical language of the folktale and write their own animal tales in response, perhaps featuring their pets or favorite animal specie.  

This version of the folktale could also be used to show the ecosystem and how the various animals and plants are all interconnected.

In terms of larger themes, a teacher could draw out ideas of being helpful and trustworthy.  

Favorite Quotes:

"Long long ago, when the earth was set down and the sky was lifted up, the ostrich had a short neck."

"Crocodile swam on, her tears dripping into the water with tiny splashes, tih tih tih."

"Farther on, it happened that the short-necked ostrich was drinking by the edge of the river.

Crocodile called, "Hiye, Ostrich, will you take a look at my teeth?  I have a terrible toothache.  And I'm sure you could pull out the bad tooth with your strong beak."

"The ground seemed much farther away--but he could reach it easily.  

And the berries high on a nearby bush were right within his reach."

REVIEW: Max the Mighty

Philbrick, R.  (1998).  Max the Mighty.  New York:  Scholastic Inc.

0590579649

A year after the losses and difficulties presented in Freak the Mighty, Max is still adjusting and recovering emotionally.  When he overhears the desperate scream of an eleven-year-old girl, Max decides to help her against the gangbanger who is stealing her belongings.  A bookworm, the girl is called "worm" by all of her classmates.  And after helping her out, Max can't help but be more aware of the strange and bullied girl.

When Max learns that her stepfather is a crazed street preacher called the Undertaker, he can't help but be reminded of his own murderous father.  Helping worm escape the Undertaker will mean more than just going to her home in the projects and hoping to scare the abusive stepfather who lies to the police.  Worm and Max end up on a cross-country escape attempt, looking for Worm's real father.  Along the way, Worm begins to heal as Max protects her, becomes her friends and deals with his own loses.  They make some friends whose willingness to help will amaze and they see beauty in the American West.

Philbrick manages to pack this small book with as many serious issues and heart as it's prequel, Freak the Mighty.  Fans of the first book will know that Freak is not forgotten, but at the same time, this text is accessible to readers who haven't picked up the first book yet.

Activities to Do with the Book:

Since both Max and Worm's mothers endured abuse at the hands of their husbands, this book could trigger a lesson on signs of emotional and physical abuse.  Also when using this book, a teacher should be ready to discuss what other options were available to Max and Worm beside running away after the Undertaker sways the police on his side.

As with Freak the Mighty, the way characters are perceived by others is a central theme to this story.  But in place of focusing on negative assumptions about people, a teacher could draw out the idea of how believing the best in others may help them to be their best.  A teacher could also draw students' attention to the number of foils between Max and Worm, their mothers, the fathers and step-fathers, between Freak and Worm, etc.

Other themes include issues of freedom, perception, friendship, kindness, death, faith and recovery.  A teacher could pair this Max the Mighty with some of the books Worm reads, such as A Wrinkle in Time, The Wizard of Earthsea series, The Sword in the Stone, and The Hobbit.  But I think another good pair would be Mark Twain's The Adventures of Huckleberry Finn and The Adventures of Tom Sawyer, since all three involve wanderings through caves and incredible journeys.  

Favorite Quotes:

"My name is Maxwell Kane and the thing you should know about me is this:  even though I'm a big dude with a face like a moon and ears that stick out like radar scoops and humongous feet like the abdominal snowman, inside I'm a real weenie.  A yellow-bellied sapsucker.  A gigantic wuss.  A coward" (p. 1).

"So," she goes, "now you're Max the Mighty."

For some reason that makes my ears burn hot.  "I'm just Max," I tell her.  "Just plain Max."

Worm has this sort of smile on her face, like she knows a secret about me" (pp. 13-14).

"Because the Undertaker is always spouting about punishing sinners, and how only he know what is true, the Truth with a capital "T."  What a load of baloney.  A man who'd do that to his own family, treat them like dirtballs, he wouldn't know the truth if it bit him on the butt" (p. 22).

"You've got to get her away from here.  Please.  Take her away!"

Worm has her face hard against my chest and she won't look at her mother.

"Run away!" her mother urges.  "Do it!  Go!"

And that's how I became a desperate criminal and kidnapper, wanted by the law" (p. 26).

REVIEW: Necropolis

Horowitz, A.  (2009).  Necropolis.  New York:  Scholastic Press.

0439680034

At thirteen, Scarlett was saved from being hit by a van by a mysterious stranger who disappeared.  Two years later, she walks through a strange door in a historic London church and finds herself in another country, captured by deranged monks.

The story doesn't follow Scarlett alone, but also picks up with Matt, Pedro and the twins, Scott and Jamie, who are still recovering from their last encounter with the Old Ones.  Once they learn of Scarlett's existence, the boys must race to reach her, despite many complicating factors (like a zombie attack) before the Old Ones capture her.  The teenage boys need to reunite the five reincarnated gatekeepers to battle the Old Ones.

While there is a lot of action and good imagery throughout the text, Horowitz's writing isn't always of the highest quality.  What is more, parents who are strict about how religion is presented may want to pre-read the book before handing it off to their children.

It is worth noting, that if a reader were of the lazy slacker sort,  ahem, and hadn't actually read the three previous books in the series, the prologue does a good job of setting up the general conflicts of the story, allowing said slackers to ease into the Gatekeeper series without being utterly confused.  Also worth noting--this isn't the conclusion of the series yet.

Activities to Do with the Book:

A teacher could guide students to research the history and religions of the countries and cultures the gatekeepers are exposed to, including the Incas, Ukraine, China, and the Blitz during World War II, etc.. 

In the end, though, this is probably a book and series best used as a personal recommendation for enjoyment.

Favorite Quotes:

"The girl didn't look before crossing the road.

That was what the driver said later.  She didn't look left or right.  She'd seen a friend on the opposite sidewalk, and she simply walked across to join him, not noticing that the lights had turned green, forgetting that this was always a busy intersection and that this was four o'clock in the afternoon when people were trying to get their work finished, hurrying on their way home.  The girl just set off without thinking.  She didn't so much as glimpse the white van heading toward her at fifty miles an hour.

But that was typical of Scarlett Adams" (p. 1).

"She had been adopted, Paul and Vanessa Adams were unable to have children of their own, and they had found her in an orphanage in Jakarta.  Nobody knew how she had gotten there.  The identity of her birth mother was a mystery.  Scarlett tried not to think about her past, where she had come from, but she often wondered what would have happened if the couple who had come all the way from London had chosen the baby in cot seven or nine rather than the one in cot eight.  Might she have ended up planting rice somewhere in Indonesia or sewing Nike sneakers in some city sweatshop?  It was enough to make her shudder...the thought alone" (p. 3).

"There were four boys standing together, a short distance away.

The boys were searching for her.  If she listened carefully, she could actually hear them calling her name.  She tried to call back, but although there was no wind, not even a breeze, something snatched the words away" (p. 11).

"Two years later, Scarlett had turned fifteen-and she had become an orphan for a second time" (p. 12).

"There were twenty-five doorways built all around the world.  They were there for the Gatekeepers so that when the time came, they would be able to travel great distances in seconds.  Only the Gatekeepers can use them.  Nobody else" (p. 39).

"Richard is worried that Scar turning up is the start of a new phase.  The Old Ones have left us alone, but now they'll have been alerted.  If they were planning a move against us, this is the time when they'll make it.

But I don't care.  There are five of us, and that means that soon this whole thing will be over.  We'll get together and do whatever it takes to bring it all to an end.  After that, I'll go back to school.  I'll take my exams.  I'll have an ordinary life.

That's all I want.  I can hardly wait" (pp. 73-74).

REVIEW: Diary of a Wimpy Kid: The Last Straw

Kinney, J.  (2009).  Diary of a Wimpy Kid:  The Last Straw.  New York:  Amulet Books.

9780810970687

Okay, so here's my deal.  Everyone around me has been in love with this series.  They love how fast of a read it is, how the text and pictures lean upon each other to help the books redefine what a picturebook is, how some of the characters are drawn, how funny some of the situations are.  And on and on.

I have to admit, much of this passion was lost on me for one simple reason.  I don't think Greg is a wimpy kid.  Yes, he is very skinny.  And yes, he is very concerned with the way the other students perceive him.  Yes, he often does worry about being bullied.  But it seems to me, Greg does a lot of the bullying presented in the series.  And by "a lot" I mean most.

Now, having said that, with each book the series has been growing on me more and more.  The high point so far being The Last Straw with Greg describing how Shel Silverstein used to be the monster he feared at night.  And can you blame him:

Hahahaha.

The reality is even scarier than Kinney's drawing.  I wish I was there when photographer Jerry Yulsman took the photo.  "Now smile, Shel.  Now--wait, don't smile.  Ummm.  How would you feel about a wig?  Makeup?  Please don't eat me."  A good time, I'm sure.

Again, this book picks up soon after Rodrick Rules ends, but could still manage as a stand-alone read.  Picking up on New Year's Day, Greg has no problem keeping to his resolution of improving other people, but everyone else seems to be falling short of his expectations and their own.

Over the semester that this book covers, Greg must deal with a Valentine dance, soccer practice, joining the boy scouts and the threat of military school.

Activities to Do with the Book:

Since Greg describes the way that children's books are often constructed, readers could also write their own stories in response.

I feel that given an opportunity, a teacher should address the way Greg treats his best friend Rowley.  How would students feel to have a friend treat them the way Rowley gets treated?  Would they still be friends with Greg?  Why?  Why not?

And as with the rest of the series, if the book won't get kids writing in journals or diaries, I don't know what will.

Favorite Quotes:

"You know how you're supposed to come up with a list of "resolutions" at the beginning of the year to try to make yourself a better person?

Well, the problem is, it's not easy for me to think of ways to improve myself, because I'm already pretty much one of the best people I know.

So this year my resolution is to try to help OTHER people improve" (p. 1).

"That's when Mom spoke up.  She told Uncle Charlie she thought the Laundry Hoop was a GREAT idea. 

Then she said that from now on I'd be doing my OWN laundry.  So basically, it ends up that Uncle Charlie got me a chore for Christmas" (pp. 11-12).

"You know, if the school is going to take away our bus ride home, the least they can do is install a ski lift on our hill.

I've e-mailed the principal about five times with my suggestion, but I haven't heard anything back yet" (p. 46).

"Me and Rowley are both bachelors at the moment, but that's not gonna stop us from arriving in style.

I figured if me and Rowley scraped together some money in the next few days, we could rent a limo for the night.  But when I called the limo company, the guy who answered the phone called me "Ma'am."  So that pretty much blew any chance he had of getting MY business" (p. 87). 

P.S.  This looks to be about post 200.  Rock out!

REVIEW: Country Kid, City Kid

Cummins, J.  (2002).  Country Kid, City Kid.  New York:  Henry Holt and Company.

 

0805064672

 

Country Kid, City Kid shows the similarities and differences in the lives of Ben, a country kid, and Jody, a city kid, based on where they live.  The focus is very much on their daily routines, the small differences between Ben and Jody's experiences and the underlying similarities.  In the illustrations, Jody and Ben often wear parallel colors or items of clothing, which was a nice touch.  And it's only a matter of time, before they meet and become friends despite those surface differences.

 

Of course, the question arises, what about suburban kid?  Where is his or her story?  Another issue with the book is that it assumes a middle class and Christian background.  Also, the fact that Ben is white and Jody is black is completely unaddressed by the text (but some teachers prefer any potential race issues to be ignored).  It is worth discussing though, since minority characters are only shown in Jody's city narrative.  Apparently the country is only for white people.  And why, in all the comparisons, is information about the white boy shared first? 

 

 

Activities to do with the book:

 

 

Students could write and draw about their own lives following the example laid out in the book, focusing on narrating their daily lives, what they did over the summer, new friends they made, how their family celebrates holidays or interacts with their community.

Also, if a student is preparing to go to a summer camp for the first time, this book could be shared to help prepare the students for the various activities they can enjoy.

 

 

Favorite Quotes:

 

"Ben is a country kid.  When he wakes up in the morning, he hears cows mooning and birds singing."

"Jody is a city kid.  When she wakes up in the morning, she hears taxicab horns and fire truck sirens."

 

 "The first snowfall sends Ben scurrying for his sled to go sliding down the big hill with his friends."

"When it snows in the city, Jody knows to wear boots for walking on the slushy sidewalks.  She can't resist jumping in the fresh snow."

"For summer vacation, Ben is eager to go to Camp Eagle Ridge to canoe, build campfires, and meet new friends."

"Jody is excited about her first time at Camp Eagle Ridge.  She looks forward to swimming, hiking and learning to ride a horse."

REVIEW: Mommy Calls Me Monkeypants

Lester, J.D.  (2009).  Mommy Calls Me Monkeypants.  New York:  Random House.

9780375845024

Mommy Calls Me Monkeypants is a boardbook that shares the various nicknames, inspired by many animals that  a mother has given to her daughter.  

While this book is certainly cute and would lend itself to naming various types of animals, the lack of a father figure is noticeable.  

While the child and mother are shown at the beginning and end of the story, children from various background should have an equal chance of relating to the story because throughout most of the story, the parent and child figures appear as animals (But the gender of both the parent and child are confirmed by the text).

Activities to Do with the Book:

 

 This is a good mother-child read aloud.  After reading it, a parent could tell a story of how the child gained some of his or her nicknames.

This book could also be used to help teach a young toddler to name the various animals incorporated into the illustrations.  

Since the book includes the phrase "Mommy calls me..." multiple times, a toddler could help the parent "read" the book.

 

 

Favorite Quotes:

 

“Mommy call me Monkeypants...just why I do not know."

"Mommy calls me Splishy-splash....'cause we play in a puddle."

"Mommy calls me Funny Face...and look-she has one, too!"

REVIEW: Sassy: Little Sister is NOT My Name!

Draper, S. (2009). Sassy: Little Sister is NOT My Name! New York: Scholastic Press.

0545071518

Nine-year-old Sassy loves to express herself. With her colorful Sassy Sack over her shoulder everyday, she takes on wearing her drab blue and white school uniform, being the youngest child in a family of five that are always calling her "Little Sister" instead of her name.

Sassy's sack is a super-purse, filled with everything she needs. While I tend more toward a backpack myself, after reading how much stuff (although mainly small items) it holds, I can't help but want my own Sassy Sack. At the very least, so I can find out exactly how much such a sack would weigh.

After going through an eventful school day and dreaming of having more color in her school, Sassy is surprised by a visit from her grandmother. It turns out, a visit from Grammy is just the first of several surprises.

Since this is decidedly a "girl" book, what with the sparkles on the cover and with a protagonist that is very concerned with fashion and her appearance, a teacher may not want to assign this book to an entire class. Rather it could be used as a literature circle read or individual recommendation. While fashion and appearance are emphasized, Sassy's Grammy still makes sure to reinforce the idea of inner beauty and strength. A teacher or parent may want to make sure to reinforce that point though.

Of course, a teacher could still try to get boys to engage with the text. (Alas, removing the paper cover will not be enough, the outside of the book also is colored in light hughes and sparkles) A teacher could have more masculinely-inclined students focus on Sassy's brother, Sabin or on the tension-filled last few chapters.

This is the first book in a new series by Draper, who has begun extending beyond her usual young adult books. Although race issues are not at the center of this book as with many of Draper's other novels, it is still present in the backdrop, allowing readers historically ignored by these types of series to feel represented. The book emphasizes and prizes literacy and storytelling.

Activities to Do with the Book:

Sassy spends a chapter giving a speech to her fellow fourth graders describing her ideal school. As an assignment, a teacher could have students create illustrations, prepare an argument, or give a performance of what their perfect school would be like. What would be taught? How would the day be scheduled? Would the students have uniforms? How would the students interact? The teachers? What would the building or space look like? etc.

Since Sassy focuses on her name and how it is used, it could promote children to narrate about their own names. Who chose their name and why? Do they like it? Do they prefer a nickname? Not only could this begin as an introductory story exercise, but students could also write poems about their names.

Toward the end of the story there is a power outage. In response to that scene, students could talk about their own experiences of power outages or other emergencies.

Favorite Quotes:

"Little Sister, did you touch my lipstick again? I can't find the new tube of Kissable Kiwi lip gloss I just bought. I told you to stay out of my makeup!" That's my sixteen-year-old sister, Sadora, yelling at me from her bedroom.

I didn't take her stinky old lip gloss, but I did test it out. It smelled like prunes, so I put it back" (p. 1).

"Actually, it's not like anybody is noticing I'm giving them the silent treatment. I'm pretty invisible around here. I'm nine and a half years old and in the fourth grade, the youngest of three kids. I don't weigh very much. I'm just plain teeny.

I'm the one who has to settle for the last piece of chicken on the plate, usually the wing, which I hate. I'm the one who's stuck with the last slice of bread in the loaf, the thick end piece. I'm the one who gets the last choice of jelly beans in the candy bowl. Nobody ever takes the icky licorice ones.

My name is Sassy Simone Sanford" (p. 3).

"My mom says she gave me that name right after I was born, when she first took me in her arms, and I stuck out my tongue at her. "What a sassy little princess you are!" she said right then and there" (pp. 3-4).

"Style and flair come from within. If you feel elegant on the inside, you'll look lovely no matter what" (p. 50).

Certified Resolution Writing Endeavor Review Report: Week Thirty-One

Just checking in.

Let me tell ya, I think Laurie Halse Anderson is on to something with her "write for fifteen minutes every day in August plan."  I like having to write for fifteen minutes MUCH more than the pressure of having to produce seven pages of work each week.  Something to keep in mind for next year....

Email rejection of the day:  "No thank you, but thank you for writing to me about your novel."

Damn.  I miss the longer form letters.