Module 15: Lush

Book Summary:

Sam’s father has a drinking problem but he nor her mother will accept this as truth. Her mother is obsessed with yoga and spends all of her time at the yoga studio. Sam’s father continues to promise that he will stop drinking and that he doesn’t have a problem. She fears telling her closest friends but instead confides her problems to a stranger. She begins exchanging notes with a secret pen pal through the use of an unused book in the library. During all the time she spends in the library swapping notes, she meets an older boy. Sam is thrilled that this boy likes her and even more thrilled when he invites her to a high school party. Sam wants this boy to like her, even if it means drinking at the party. Things become more than she can handle and she reaches a low point. She then realizes that she has started acting like her father and that she needs to make some changes.

APA Reference of Book:

            Friend, N. (2007). Lush. New York, NY: Scholastic Paperbacks.

Impressions:  

This was a good story about a young teen dealing with a very difficult situation. Sam is a strong girl who deals with some of the usual stresses of middle school like mean girls, rude boys, and challenges in classes. She even deals with a fair amount of sexual harassment that goes unaddressed. Many students can relate to the experiences Sam has with middle school classmates. Some students might also relate to the issues with her father. If they do not have an alcoholic parent, they might relate to parents who work a lot or who are distant. It was an interesting read and heart wrenching to read. The reader will feel for Sam and her complicated situation.

Professional Review:

After years of pretending she has a “normal” family, a worried teen finally confronts her father’s alcoholism. Thirteen-year-old Samantha knows her father has a drinking problem, but her parents seem oblivious. Sam’s father makes empty promises to stop drinking while her mother immerses herself in yoga classes, defending her husband as a “good man.” Although Sam carefully camouflages the situation by inviting friends over only when her father’s away, his binges are getting worse and she’s afraid he will lose control. Desperate to confide in someone other than her friends, Sam leaves notes in the library asking for advice from an older girl she doesn’t really know. When her drunken father injures her little brother and the family’s future is jeopardized, Sam must deal with anger and uncertainty as she makes some surprising discoveries about her family, her friends and herself. Sam comes across as a savvy as well as naïve teen who tells her own story with humor, honesty and hope. Realistic family drama. (Fiction. 12-15)

Kirkus Reviews. (2006). [Review of Lush]. Kirkus Reviews. Retrieved from https://www.kirkusreviews.com/book-reviews/natasha-friend/lush/.

Library Uses:

Lush can be used in the library as part of a book club group. It would be helpful for students who might be going through a similar situation as what is depicted in the book. Sam’s difficulties might be helpful to students who need someone to relate to and someone to help them get through their own situations. The author includes a list of organizations and books that would be helpful for children of alcoholic parents that can also be accessed by these students.

Module 14: Crank

Book Summary:

Kristina is the perfect teenage daughter. She never gets into trouble and is a gifted student. Then while visiting her absentee father, the real Kristina disappears and Bree emerges. Bree is reckless and fearless where Kristina is cautious and a rule follower. When Bree becomes involved with a boy named Adam, he introduces her to the monster, crank or methamphetamines. When she returns home, she tries to hide her secret from her mom while searching out new sources for her addiction. The world of crank begins to take over Kristina’s/Bree’s life and she is in a struggle to keep it together. Everything gets out of control and she is faced with the most difficult decision of her life as she continues to fight her addiction.

APA Reference of Book:

            Hopkins, E. (2004). Crank. New York, NY: Margaret K.          McElderry Books.

Impressions:  

This was a very interesting story of addiction and relationships. Told in verse through the lense of a teenage girl, the reader is taken through the struggles of drug addiction. I found this book easy to read and very emotional. There are many ups and downs as the main character, Kristina, struggles with her addiction. The author provides insight into the thinking of a teenager on drugs and how she deals with relationships. The reader also gets a view of the dysfunctional relationships so many teenagers deal with and how they might deal with that. I did really appreciate how the author was honest and showed all of the ugly parts that come with addiction.

Professional Review:

Nonfiction author Hopkins pens her first novel, written in verse, introducing 15-year-old narrator Kristina, who reveals how she became addicted to crank, and how the stimulant turned her from straight-A student to drug dealer, and eventually a teen mom. On a court-ordered visit to see her slimy and long-absent dad, she meets—and is instantly attracted to—Adam, who sports a "tawny six pack,/ and a smile." Soon, Adam introduces her to "the monster" (there, she also unleashes a new personality, id-driven Bree). Her addiction grows, as does Bree's control. Readers get a vivid sense of the highs and lows involved with using crank ("I needed food, sleep,/ but the monster denied/ every bit of it"). Her life changes quickly: Soon she's dating two guys, both of whom use crank; says "F--- you" to her mom, can't keep up with school, and loses her old friends. There are plenty of dramatic moments: The first time she does crank, for example, her dad joins her. That same night, she stumbles into a bad area and is almost raped, and Adam's girlfriend tries to kill herself. Later in the book, she does get raped and starts selling the drug for the Mexican Mafia. Readers will appreciate the creative use of form here (some poems, for instance, are written in two columns that can be read separately or together), and although the author is definitely on a mission, she creates a world nearly as consuming and disturbing as the titular drug. Ages 14-up. (Oct.)

Publisher’s Weekly. (2004). [Review of Crank]. Publisher’s Weekly. Retrieved from http://www.publishersweekly.com/978-0-689-86519-0.

Library Uses:

Crank could be used in a high school library as a way to support students who might be dealing with drug addiction themselves or know someone who is struggling with addiction. A group could read the book and use that as a springboard for discussion so students don’t have to personal right away. This book is also good for anyone dealing any issues with parents or friends. Mainly I believe that the best way to use this book is to generate discussion on any of the difficult topics addressed in the book.

Module 13: Sisters

Book Summary:

Raina wished for a sister but Amara wasn’t quite what she expected. The girls are quite different and their relationship doesn’t improve over the years. They fight constantly and the addition of a little brother doesn’t help with the tension. The parents try to help the tension by giving up their room so Raina can have her own room. Then the family, minus dad, are setting out on a road trip from California to Colorado to visit family. They can’t seem to get along through dinner, a long road trip doesn’t look hopeful. They will travel in a van with no air conditioning and the close quarters along with the rising temperatures do not help everyone’s mood. As Raina tries to drowned out life with her Walkman she soon discovers, through Amara’s close attention, that their parents’ relationship is in trouble. The disappointing visit with family and the realization about their parents results in the sisters turning to each other for comfort. Will this begin to mend their relationship or is this just a temporary truce?

APA Reference of Book:

Telgemeier, R. (2014). Sisters. New York, NY: Scholastic.

Impressions:

This was a cute and relatable story. I think most children with siblings or other family close in age can relate to the fighting and arguing that takes place in homes. The feelings of being left out when a sibling grows are also addressed. Then there is a small part that addresses the problems with the parents’ marriage and the girls turn to each other with their concern. This is a popular title in my school and I can see how students can relate to storyline.

Professional Review:

In “Sisters,” the latest graphic memoir by Raina Telgemeier, it is the summer before high school and Raina is stuck between a squirrelly little brother and a volatile younger sister in a van without air conditioning. They are on a weeklong drive from their home in San Francisco to a family reunion in Colorado Springs, and as temperatures rise, so do tempers. Raina and her sister, Amara, argue over everything, from what to do about a snake on the loose (“What if we shut him in a suitcase till we’re home?”) to their parents’ relationship (“You don’t think Mom and Dad are gonna split up . . . do you?”). Memories of improbable pet deaths, their father’s unemployment and the difficulties of coexisting in a small apartment are woven into the tale of their emotional and sometimes tense journey through the American West.

Readers may remember Raina from Telgemeier’s “Smile,” published four years ago, which followed her struggles to navigate adolescence, friendships and prolonged orthodontic misadventures. Through “Smile,” I watched Raina grow up and learn to hold her head high, and I was totally rooting for her. Telgemeier’s honesty and humor made it easy to feel as if I knew her. Saying goodbye was bittersweet, so I was excited to read “Sisters.” Although the story follows the same characters who appear in “Smile,” “Sisters” could easily be read as a stand-alone. “Smile” focused mainly on Raina’s struggles to fit in and find her place in school; “Sisters” takes a closer look at sibling relationships, challenges at home and what it means to be a family.

“Sisters” has one of the most accurate portrayals of a family reunion I have ever read. As little kids charge unsupervised through the house and adults exist in a separate realm of arguing, Raina tries to revive her relationship with her cousins after years without them. Although her extended family is friendly, Raina never quite feels included or comfortable. I, too, have spent nights on a relative’s floor in a sleeping bag wondering when the cool older cousins outgrew me. In those awkward moments, I, like Raina, turn toward siblings, because even though we often fight, we’ve got one another’s backs.

Throughout the book, Raina spends a lot of time tuning out the noise of her everyday life. With the help of a Walkman and some cassette tapes, she manages to disappear into her own world. But as the road trip continues, it becomes clear that Amara, though younger, has picked up more clues about what’s going on between their parents than Raina has, and Raina starts to pay more attention.

“Sisters” is a quick read as well as a fun one. Telgemeier uses her expressive, cartoon-style drawings to bring context and emotion to the minimal text, which is almost entirely dialogue. I love her work, not because it is exotic or unusual, but because she writes stories we have all lived, and tells them in a way that feels uncomfortable yet transcendent. “Sisters” is about ordinary family conflict, about things never going exactly to plan. But that is life. The profound thing Raina discovers is that we do not have to navigate the difficulties alone. Whether we are born into one or find one later in life, we have families. And although we may not get along 100 percent of the time, they are there for us during those unforeseen bumps in the road. Even if they will tease us about it later.

Van Wagenen, M. (2014). [Review of Sisters]. New York Times. Retrieved from https://www.nytimes.com/2014/08/24/books/review/sisters-by-raina-telgemeier.html?_r=0

Library Uses:

Sisters could be used in the library as a way to introduce the genre of graphic novels to students. Excerpts can be read and the pictures shown to illustrate to students that there are books that they may want to read. This is especially helpful for reluctant readers. This could also be helpful to assist students who are dealing with difficult situations like those addressed in the book such as, sibling rivalry and parents’ marital issues.

Module 12: Miss Moore Thought Otherwise

Book Summary:

There was a time in history when children were not able to check out books from a library. During this time many didn’t understand the importance for children to read. There was one lady who thought otherwise and her name was Miss Anne Carroll Moore. Many people didn’t like for children to check out library books because they thought the children would damage the books. Miss Moore wanted children to borrow the books so she instituted a pledge for the children to sign, promising that they would take care of the books. Miss Moore went on to become a pioneer in the design of a children’s area in the New York Public Library which became the model for libraries everywhere.

APA Reference of Book:

Pinborough, J. (2013). Miss Moore thought otherwise. Boston, MA: HMH Books for Young Readers.

Impressions:

The story of Miss Moore was a very sweet and surprising story. The inspiration that one woman could make such a change in a time when women didn’t have much of a voice for change is amazing. The idea that anyone didn’t allow children to borrow library books is so surprising. I am thankful to Miss Moore for her foresight and persistence to create a space for children in her library. It is very interesting that she shared her ideas with so many others and is seen as such a larger than life historical figure in the area of librarianship.

Professional Review:

In her pleasant picture book biography, Jan Pinborough’s debut highlights a woman who transformed libraries from hushed rooms designed for polite adults to vibrant environments that include children—with all their wild imagination and energy.

Brightly illustrated with Debby Atwell’s playful acrylic paintings, Miss Moore Thought Otherwise: How Anne Carroll Moore Created Libraries for Children sprinkles colorful little details that reveal a likable and somewhat lively heroine.

The child from Limerick, ME, who loved heart-thumping toboggan rides as well as the stories her father read aloud would one day pack her bags to attend the Pratt Institute library school in Brooklyn. She chose one of the few professions open to women in the early 20th century: library studies.

She first worked at the local Pratt Free Library, which had, to her mind, a delightful new feature: a library space just for children. In an era in which other librarians cultivated the reading interests of only adults, “Miss Moore thought otherwise”—a refrain Ms. Pinborough uses to delineate how her approach differed from that of the majority.

Word spread about Miss Moore’s abilities, and in time she was hired to oversee the children’s departments in all 36 branches of the New York Public Library. Finally she was in a position to make changes that would have an impact on thousands of families.

To her dismay, she found many librarians still did not allow children even to touch books, let alone take them home. She set about changing that.

Unlike her contemporaries, Miss Moore did not believe the library was meant to be as quiet as a tomb. One cheerful, full-page painting shows Miss Moore in her floor-length skirt helping to take down a huge black sign with the word “silence.”

She urged librarians to talk to children, to tell them stories. And what about those dull books no one wanted to read? Out with them! Instead, she brought in the likes of Tom Sawyer and The Swiss Family Robinson to satisfy children’s taste for adventure.

Then came a once-in-a-lifetime opportunity. A grand new library would be built at the corner of Fifth Avenue and 42nd Street. Annie Moore had the chance to create the very best children’s library for New York City’s youth.

The innovations she introduced at the New York Public Library have now been adopted around the world. Such logical features include child-size furniture, bright, attractive artwork and displays; the inclusion of cozy seating; and kid-pleasing book collections. Reading clubs and visits by talented performers, artists, and authors enlivened the children’s room, then and now.

In her interesting afterward, Ms. Pinborough notes that in reality, Anne Carroll Moore was one of a number of strong, independent women librarians who revolutionized children’s library services.

What distinguishes this woman, she asserts, is her “unique combination of intelligence, imagination, and ambition – coupled with her connections with authors, illustrators, and publishers and her situation at the iconic New York Public Library. . . .”

In his 1959 “Poema de los Dones” (“Poem About the Gifts”), Jorge Luis Borges compared paradise to a library. Thanks to leaders like Anne Carroll Moore, we can all enter that heady realm here and now.

Durante, J.F. (2013). [Review of Miss Moore Thought Otherwise]. New York Journal of Books. Retrieved from http://www.nyjournalofbooks.com/book-review/miss-moore-thought-otherwise-how-anne-carroll-moore-created-libraries-children

Library Uses:

Miss Moore Thought Otherwise could be used in the library as a resource for a student doing research on influential women in history. Including resources on people like this a teacher and librarian can help broaden the scope of the assignment. This helps bring in new and different types of influential people.

Module 11: Bomb: The Race to Build--and Steal--the World's Most Dangerous Weapon

Book Summary:

The story of the making of the atomic bomb by a host of brilliant physicists, organized by the United States government is a story few know a lot about. The events that led up to the making of the bomb are chronicled. From the discovery that uranium atoms could be split to the dropping of the bomb, all is revealed.

This told in story form from three distinct angles. Readers will learn about what the United States went through to build the bomb, how the Soviet Union tried to steal America’s ideas, and how a main focus for the United States was to keep Germany from building a bomb at all. The facts are told in narrative form with many photos and quotes from all of the key players. Readers will learn about the science to build the bomb as well as the lengths individuals went to steal ideas from the U.S. The race to build bombs is an excellent example of genius and teamwork. It is also a story of moral struggles for those involved in the bomb creation. This is a story that continues today.

APA Reference of Book:

Sheinkin, S. (2012). Bomb: The race to build and steal the world’s most dangerous weapon. New York, NY: Scholastic Press.

Impressions:

This book, Bomb: The Race to Build--and Steal--the World’s Most Dangerous Weapon, was such an enjoyable read. I’ll admit that I’ve had this book on my shelf for some time but never took the time to read it. I am so glad that I chose to read it now. Not only does it go well with some of the reading for my own classroom, it taught me so much. The way this book was written made this topic so interesting and easier to read. It’s not often that a book can deliver the information necessary in such a clear and interesting manner. I found myself anxious to get back to the book to learn more about the physicists, the spies, the Soviets, and the Germans. I never knew most of the information presented, just some very basics about the bomb and espionage. Never would I have thought that I would want to know more about this subject. Mr. Sheinkin did a fantastic job making this topic irresistible.

Professional Review:

In late December 1938, German chemist Otto Hahn discovered that uranium atoms could be split, and just a few months later the race to build an atomic bomb was on.

The story unfolds in three parts, covering American attempts to build the bomb, how the Soviets tried to steal American designs and how the Americans tried to keep the Germans from building a bomb. It was the eve of World War II, and the fate of the world was at stake, “[b]ut how was a theoretical physicist supposed to save the world?” It’s a true spy thriller, ranging from the football stadium at the University of Chicago to the mountains of Norway, from the deserts of New Mexico to laboratories in East Tennessee, and all along the way spies in the United States were feeding sensitive information to the KGB. Groups of photographs are sprinkled throughout the volume, offering just enough visual support for the splendid character development in the writing, and thorough documentation is provided in the backmatter. It takes a lot of work to make a complicated subject clear and exciting, and from his prodigious research and storytelling skill, Sheinkin has created a nonfiction story young people will want to read.

A superb tale of an era and an effort that forever changed our world. (source notes, quotation notes, acknowledgments, photo credits, index) (Nonfiction. 10 & up)

Kirkus Reviews. (2012). [Review of Bomb: The race to build and steal the world’s most dangerous weapon]. Kirkus Reviews. Retrieved from https://www.kirkusreviews.com/book-reviews/steve-sheinkin/bomb/?utm_source=google&utm_medium=cpc&utm_term=_cat%3Akirkusreviews.com&utm_campaign=DSA.

Library Uses:

Bomb: The Race to Build--and Steal--the World’s Most Dangerous Weapon could be used in the library to aid in the research of the topics presented in the book. If someone is doing research on any number of historical figures like Robert Oppenheimer or Albert Einstein or on the time period. Students will find useful information on science, inventions, the war, world leader, and espionage. This book could also be used in the library to show students how informational books can be quite interesting. The librarian could merely read an interesting excerpt to interest readers in this book and other informational text available.

Module 10: Henry’s Freedom Box: A True Story from the Underground Railroad

Book Summary:

Henry’s master has given him to his own son to work in a tobacco factory. He must leave his mother and the rest of his family on the plantation. Henry went to work for his new master and worked very hard. He then met Nancy, another slave, and they were married. They had three children and were as happy as the slaves could be in this situation. One day Nancy and the kids were sold in the slave market, disappearing from Henry’s life. He continued to go to work and do his job but his joy was gone. He then asked a doctor for help and mails himself in a wooden crate north to friends who don’t like slavery. Henry endures a cart ride, a train ride, and a steamship ride where he is carelessly tossed all around. He finally finds arrives in Pennsylvania at the friends’ house and is welcomed to his first day of freedom.

Additional information is included at the back of the book about Henry’s real life story and what happened to him after arriving in Pennsylvania. The information also includes a bit of history about the Underground Railroad and what slaves endured during this time in history.

APA Reference of Book:

Levine, E. (2007). Henry’s Freedom Box: A True Story from the Underground Railroad. New York,               NY: Scholastic Press.

Impressions:

This was a really good telling about the experiences of a slave with the Underground Railroad. The pictures add so much emotion and depth to the story. The book provided just enough information to pique the readers’ interest which might cause them to want to know more about events from this time period. Reading about Henry gave me some interesting insight into somethings I didn’t know happened during this time in history. I had heard of the Underground Railroad but wasn’t aware of things like what happened to Henry. I had no idea that slaves shipped themselves north to freedom. I enjoyed learning this new information and would like to know more about Henry and others like him.

Professional Review:

Levine (Freedom's Children ) recounts the true story of Henry Brown, a slave who mailed himself to freedom. Thanks to Nelson's (Ellington Was Not a Street ) penetrating portraits, readers will feel as if they can experience Henry's thoughts and feelings as he matures through unthinkable adversity. As a boy, separated from his mother, he goes to work in his new master's tobacco factory and eventually meets and marries another slave, with whom he has three children. In a heart wrenching scene depicted in a dramatically shaded pencil, watercolor and oil illustration, Henry watches as his family—suddenly sold in the slave market—disappears down the road. Henry then enlists the help of an abolitionist doctor and mails himself in a wooden crate "to a place where there are no slaves!" He travels by horse-drawn cart, steamboat and train before his box is delivered to the Philadelphia address of the doctor's friends on March 30, 1849. Alongside Henry's anguished thoughts en route, Nelson's clever cutaway images reveal the man in his cramped quarters (at times upside-down). A concluding note provides answers to questions that readers may wish had been integrated into the story line, such as where did Henry begin his journey? (Richmond, Va.); how long did it take? (27 hours). Readers never learn about Henry's life as a free man—or, perhaps unavoidably, whether he was ever reunited with his family. Still, these powerful illustrations will make readers feel as if they have gained insight into a resourceful man and his extraordinary story. Ages 4-8. (Jan.)

Publishers Weekly. (2007). [Review of Henry’s Freedom Box: A True Story from the Underground Railroad]. Publishers Weekly. Retrieved from http://www.publishersweekly.com/978-0-439-77733-9.

Library Uses:

Henry’s Freedom Box: A True Story from the Underground Railroad can be used when introducing the topic of slavery. A librarian can read this to tie into the curriculum for 5^th or 8^th grade to add some additional context to the information being learned in history.

Module 9: The Book of Blood and Shadow

Book Summary:

Teenager Nora Kane chooses to apply to a prestigious private school to escape returning to her high school. After the death of her brother and her parents’ choice to keep to themselves, Nora wants to be where no one knows her or her brother. Everything seems to be working perfectly when she is accepted and receives a scholarship to Chapman Prep because of her unique ability to speak and write Latin. Then she discovers there is one person, Chris, who does know her and her brother. Chris keeps Nora’s secret and they become best friends. Nora, Chris, and Max, Chris’s roommate and now Nora’s boyfriend, all begin working for a professor where they all work translating Latin. The boys are assigned to decoding an ancient book and Nora is stuck with translating some letters. She is led to believe that her job is the least important but she soon discovers a love for the story that is unfolding. Then clues start to reveal themselves and the mystery proves to bring danger to everyone involved. Through unexpected murder, Nora finds herself following the clues all the way to Prague. This is where she discovers answers to more than just the mystery in the letters. Truths about her own life will be revealed.

APA Reference of Book:

Wasserman, R. (2012). The Book of Blood and Shadow. New York, NY: Alfred A. Knopf.

Impressions:

This was a very enjoyable mystery novel. Robin Wasserman did an excellent job weaving mystery with an old world, somewhat historical feel. I listened to the audiobook as I read this book which added so much to my interest and understanding. There is a great deal of Latin and some Czech in the book and the audio adds to the feel of the story. The story had many layers and many twists. Beyond the mystery, there are elements of history, romance, and adventure as well. This was not only entertaining to read but felt educational. The setting of Prague and its description made me feel like I was there and definitely like I’d like to visit one day. The historical monuments sounded very intriguing that I wanted to research more about them. The adventure and mystery had me completely enthralled. I highly recommend this book to anyone who wants a book that requires you to pay attention and think in order to solve the multifaceted puzzle.

Professional Review:

Nora Kane has to endure the impossible when her brother dies. Her parents retreat into separate worlds of despair, leaving Nora to stumble along alone. High school is torture with everyone staring and talking, even glaring and accusing, since her brother also took his popular girlfriend with him to the grave in the accident. To escape the achingly familiar, Nora applies for a scholarship to the exclusive private school across town. Thanks to her Latin professor father, who drilled Latin lessons on her for years, Nora impresses the private school board and achieves a scholarship. At last, she gets a slight break from the oppressive grief. No one knows her or her brother at the private school; she finally can be invisible.

However, she runs into Chris, an old classmate who transferred to the school earlier. He remembers Nora and her now-dead brother, but to his credit, he keeps her secret, and they become the best of friends. She even gains a boyfriend through Chris’ roommate, Max. Later, all three join a special, extra credit project assisting a professor trying to decode an ancient book written in Latin. Nora gets stuck translating letters found written by the author’s daughter, Elizabeth, a relatively menial task compared to translating the book itself. But Nora finds herself bonding with this girl from the 17th century, and then she stumbles upon some clues left hidden in her letters. It turns out the letters are the key to the entire mystery --- and people are willing to kill for it.

Shockingly enough, Chris is murdered and Max disappears. Adriane witnesses the death of her boyfriend, but is drugged and doesn’t remember anything. Max is the main suspect, and his disappearance doesn’t help him any. Nora doesn’t even know if he’s alive or dead. Then she receives a coded message from Max begging her to join him in Prague; he tells her he has some answers and needs her to help him clear his name. Nora and Adriane travel to Europe for the traditional senior class trip and then slip away into Prague. They land themselves in the middle of a 400-year-old mystery --- which includes instructions on building a machine to talk to God.

In the author’s acknowledgments, Robin Wasserman states, “Unlike Elizabeth, I am not a poet or anything close…” I must disagree. Maybe Wasserman isn’t a poet, per se, but she is definitely a genius of words and a master storyteller. She mixes in her intriguing mystery with some European and religious history, questions man’s inhumanity to other men, and delves into themes of forgiveness and faith. In addition, she includes secret codes and hidden messages, weaves in a bit of sizzling romance, and tosses in some mind-blowing twists and turns, making this an amazing recipe for one awesome book.

Nora is a very likable character but has a cast of deep and complicated co-stars, and Wasserman does an excellent job with the interrelationships. The Latin translations give it an ancient and foreign taste, as does the location of Prague. It is also worth noting that some chapters contain only a handful of sentences, which helps give the story its power and punch.

THE BOOK OF BLOOD AND SHADOW is a wild ride, sort of comparable to a teenage mix of Indiana Jones and THE DA VINCI CODE, and I wouldn’t be surprised to see it win multiple awards.

Shanley-Dillman, C. (2012). [Review of The Book of Blood and Shadow by Robin Wasserman]. Teen Reads. Retrieved from http://www.teenreads.com/reviews/the-book-of-blood-and-shadow.

Library Uses:

The Book of Blood and Shadow can be used in a book club and would foster a rich discussion. The genre of mystery can be examined as well as the elements of other genres present. It would be interesting to read parts of the book and meet frequently to see other’s thoughts about what they believe is really going on. Students can discuss what they think at various points throughout the story.

Module 8: Gregor the Overlander

Book Summary:

Gregor is a young eleven-year-old boy who follows his little sister down a mysterious air shaft in their New York City apartment building’s basement laundry room. They find themselves in a new world full of unusual giant talking creatures. They also discover the kingdom of Regalia with pale skinned people called Underlanders. The Underlanders believe Gregor to be the subject of a great prophecy and he sets out on a quest to save this new world and his father from the rats.

APA Reference of Book:

Collins, S. (2003). Gregor the Overlander. New York, NY: Scholastic Inc.

Impressions:

This was an interesting story of fantasy and adventure. I’ve had this book on my to-read list for some time. The interactions between the Gregor and all of the Underland characters were enjoyable to read.  It was great fun to experience this new and different world. The gigantic roaches, bats, rats, and other creatures were described very well which made them seem so real. The descriptions of the Underlands were vivid enough to give the reader a good mental picture of this land. The adventure kept me interested and wanting to see what would happen to the characters. The story captured my attention and interest enough that I will probably continue reading this series.

Professional Review:

In a cavernous world beneath New York City, humans who long ago emigrated from the "Overland" live side-by-side with super-intelligent bats and loyal giant cockroaches. In a charming tip of the literary hat, debut novelist Collins introduces her young heroes Gregor and his little sister Boots into a wonderland through a trip down a long hole—in this case, an opening in a wall of their apartment building's laundry room. While passionately trying to find a way back home, 11-year-old Gregor learns about the Underlanders, their history and their unusual customs. Before long, Vikus, the noble patriarch of the Underlanders, reveals to Gregor an ancient prophecy—and why he believes that the boy is the foretold "overland warrior," come to liberate them from the giant rats. The relationship between Gregor and two-year-old Boots embodies much of the book's charm, and Gregor himself grows up before readers' eyes. His love for his lost father factors heavily into his personality; in a stunning turn of events, he discovers the reason for the disappearance of his father—who also plays a role in the prophecy. Collins does a grand job of world-building, with a fine economy of words—no unnecessary details bog down either the setting or the invigorating story. In her world, a child singing "Patty-Cake" can change the course of history and a stoic rat can mourn the fact that although he is able to read, he cannot write because he has no thumb. Unlike Gregor who cannot wait to leave, readers will likely find it to be a fantastically engaging place. Ages 8-12. (Sept.)

Publishers Weekly. (2003). [Review of Gregor the Overlander by Suzanne Collins]. Publishers Weekly. Retrieved from http://www.publishersweekly.com/978-0-439-43536-9.

Library Uses:

Gregor the Overlander can be used to help students work on their visualization skills. Students will construct or draw a scene from the novel and all scenes will be placed together to show a summary of the novel. This will help students understand what the story was about.

Module 7: Eleanor & Park

Book Summary:

It’s the first day at a new school for Eleanor and faced with riding the school bus with total strangers, she ends up sitting with Park. Park clearly has no interest in her but offers her a seat anyway. She’s had a rough life and things don’t look to be improving as she instantly becomes the recipient of ridicule from the kids on the bus and at school. Each day presents the same routine, the bus ride with Park and trying to ignore the comments from others. Then one day Eleanor finds herself reading Park’s comic books and a friendship begins. Park begins sharing more comic books and music with Eleanor. A romance soon begins and the two spend as much time as possible together. Soon complications in Eleanor’s life disrupt everything and difficult choices must be made. Rainbow Rowell takes readers through an emotional experience of young love with an ending that is heartbreaking yet hopeful.

APA Reference of Book:

Rowell, R. (2013). Eleanor & Park. New York, NY: St. Martin’s Press.

Impressions:

This was a story full of real, believable characters. I read the majority of the book in one day, I just couldn’t stop reading. At first I was surprised by the mature language but realizing how it was used appropriately for each situation provided more realism. Rowell’s use of alternating viewpoints and real situations helps the story flow nicely. Readers will fall in love with these beautifully flawed characters and root for their happiness. The minor characters are also developed so well that readers will have strong feelings for each of them. For example, the descriptions of Richie leave the reader with very strong feelings towards him. As Eleanor goes through problem after problem the reader will find themselves desperate for some good to come for Eleanor. You won’t want the story to end but will want to know what happens for Eleanor and Park. This was a great book with so many great lessons for readers in high school and older.

Professional Review:

Right from the start of this tender debut, readers can almost hear the clock winding down on Eleanor and Park. After a less than auspicious start, the pair quietly builds a relationship while riding the bus to school every day, wordlessly sharing comics and eventually music on the commute. Their worlds couldn’t be more different. Park’s family is idyllic: his Vietnam vet father and Korean immigrant mother are genuinely loving. Meanwhile, Eleanor and her younger siblings live in poverty under the constant threat of Richie, their abusive and controlling stepfather, while their mother inexplicably caters to his whims. The couple’s personal battles are also dark mirror images. Park struggles with the realities of falling for the school outcast; in one of the more subtle explorations of race and “the other” in recent YA fiction, he clashes with his father over the definition of manhood. Eleanor’s fight is much more external, learning to trust her feelings about Park and navigating the sexual threat in Richie’s watchful gaze. In rapidly alternating narrative voices, Eleanor and Park try to express their all-consuming love. “You make me feel like a cannibal,” Eleanor says. The pure, fear-laced, yet steadily maturing relationship they develop is urgent, moving, and, of course, heartbreaking, too. --Courtney Jones

Jones, C. (2013). [Review of Eleanor & Park by Rainbow Rowell]. Booklist. Retrieved from https://www.booklistonline.com/Eleanor-Park-Rainbow-Rowell/pid=5738131.

Library Uses:

Eleanor & Park could be used in the high school library to discuss the important issues from the novel. There are many great ideas for uses of this novel with students. Discussions about bullying and being more welcoming to all students is one such discussion possible. Having students develop ideas to welcome new students and stop any treatment similar to this is one activity to have students participate in. There is also the issue of domestic violence that can be discussed and then the discussion can stem into research on the topic.

Another activity would be to have students choose quotes they enjoyed in the novel. Students will be asked to add their favorite quote from the novel on a bulletin board created especially for the novel.

Module 6: The Day the Crayons Quit

Book Summary:

The Day the Crayons Quit is about the day Duncan sat down to draw and found letters from his crayons explaining their feelings and what they want done differently. There are crayons who feel like they aren’t used enough like black, white, and pink. There are the red, gray, and blue crayons who feel they are overused. The blue crayon specifically feels he’s the favorite and would like a break. Then there is the dispute between the orange and the yellow crayon over who is the color of the sun. Several other crayons write to Duncan expressing their feelings as well. In the end, Duncan creates a picture in an attempt to accommodate the wants and desires of all his crayons.

APA Reference of Book:

Daywalt, D. (2013). The day the crayons quit. New York: The Penguin Group.

Impressions:

This was a humorous and unexpected story about crayons. Never before have I heard from the crayons perspective and it made such an interesting story. The illustrations help bring the story alive and are quite entertaining. Through the perfectly childlike drawings, the reader is drawn in to the authenticity. It feels like you are reading letters from crayons with the accompanying proof of real children’s drawings. Even the front and back covers make you want to read the book. The tagline on the back cover of the book, "The Battle Lines Have Been Drawn", also adds to the interest. While some reviewers felt the letters to be tedious, I felt they were enjoyable. My teenage son also enjoyed the entire story. I feel it’s a true sign of an interesting and engaging story when a teenage boy loves the story. This is definitely a book I will read again and will use in the classroom.

Professional Review:

Duncan wants to draw, but instead of crayons, he finds a stack of letters listing the crayons’ demands in this humorous tale.

Red is overworked, laboring even on holidays. Gray is exhausted from coloring expansive spaces (elephants, rhinos and whales). Black wants to be considered a color-in color, and Peach? He’s naked without his wrapper! This anthropomorphized lot amicably requests workplace changes in hand-lettered writing, explaining their work stoppage to a surprised Duncan. Some are tired, others underutilized, while a few want official titles. With a little creativity and a lot of color, Duncan saves the day. Jeffers delivers energetic and playful illustrations, done in pencil, paint and crayon. The drawings are loose and lively, and with few lines, he makes his characters effectively emote. Clever spreads, such as Duncan’s “white cat in the snow” perfectly capture the crayons’ conundrum, and photographic representations of both the letters and coloring pages offer another layer of texture, lending to the tale’s overall believability.

A comical, fresh look at crayons and color. (Picture book. 3-7)

Kirkus Reviews.  (2013, April 15). [Review of The Day the Crayons Quit by Drew Daywalt]. Kirkus Reviews. Retrieved from https://www.kirkusreviews.com/book-reviews/drew-daywalt/day-crayons-quit/.

Library Uses:

The Day the Crayons Quit could be used in the library by once the story is read aloud to groups of students, they will then contribute to a school wide mural. The requirement is that students color things in the mural in nontraditional ways as done in the book by Duncan. Students will be given examples and shown the end product in the book for help. The final mural product will be hung in the library for all students to view.

Module 5: The Boy in the Black Suit

Book Summary:

The Boy in the Black Suit is about seventeen year old Matt dealing with life after the death of his mother. Now that his world is forever changed, Matt must find a way to carry on. He’s missed a few weeks of school and therefore lost the job for his school work study program. He must now find something else to help support him and his dad. He resigns himself to work at the Cluck Bucket but lucks out when Mr. Ray, the funeral home owner, offers him a job. Matt isn’t sure about it at first but he soon accepts Mr. Ray's offer. Dressed in his black suit, Matt somehow finds solace in the funerals of strangers. Then he meets Love and in her he finds someone who understands the grief he is experiencing. With the help of Mr. Ray and Love, Matt is finally able to move forward in his life.

APA Reference of Book:

Reynolds, J. (2015). The boy in the black suit. New York: Atheneum Books for Young Readers.

Impressions:

Jason Reynolds wrote an engaging narrative about this young man losing his mother. Through some light moments and many sad, tearful moments, the reader is able to experience Matt’s true feelings. While I did not grow up in this type of setting, I felt that I could relate to the loss and sadness that was depicted throughout the story. It was very real for me being that I have lost a parent as well. I appreciated the emphasis on Matt learning that there will be healing after a loss but that he will never forget the person who is gone. I also liked that the author allowed the characters to express their feelings for their past loss and then use the experience to assist the main character, Matt. As with many books, I missed a more clear conclusion but I also think it’s a work in progress. Matt’s life is moving on and he will continue to mourn the loss of his dear beloved mother and honor her memory with his achievements.

Professional Review:

Reviewed from final copy

Sometimes people who are grieving can find comfort in structured routines. Matt Miller, the titular boy of The Boy in the Black Suit, doesn’t just adopt a routine; he gets a job at a local funeral home where he will witness other people’s grief every day. Quietly sitting in on the services and observing the mourners helps Matt feel like the pain he’s felt following the death of his mother is the same as everyone else’s. It gives him a sense of normalcy when everything in his life has changed. He’s a regular fixture at the funeral home where he meets, of course, someone who challenges everything he thinks he knows about mourning, and that someone is a girl who will change his life.

Jason Reynolds’s sensitive novel about dealing with loss and falling in love has weighty subjects, but reads like a light vignette. He excels at writing an authentically teenage voice—furthermore, Matt really sounds like a teen from Brooklyn—and his characters are believable without being predictable. Even with all of the good here, a Printz award might be a real stretch for this one.

The true stars in this novel are Reynold’s voice and his characters. The first person narration here is deceptively simple. Matt Miller speaks to the reader with a casual, easy tone. He’s warm despite his pain and he’s effortlessly funny. Describing a dreary fall morning, he says, “…there’s a constant mist like someone or something is continuously spitting on you.” The simile is cute; it’s the inclusion of “something,” in the sentence that gives Matt a personality. Reynolds has a great ear for dialogue overall and his transitions into memories and back to the present of the narrative are seamless.

In terms of theme, the book is fairly straightforward in what it has to say about growing up, losing a parent at a young age, and finding someone who “gets” it. The novel’s main weakness is in the plot. Reynolds is focused on setting the scene—Brooklyn is brilliantly rendered—and developing characters while the plot meanders, opening up in various directions. By the end of the novel, some of those plot threads are left dangling. Endings wrapped up like presents are not the right thing for every book, but some of these subplots, especially one involving Matt’s boss/mentor at the funeral home, are tied to characters whose lives were so integral to the main story. When a character is that important and developed, it seems odd when his story just fades away. I could probably make a counter argument about life sometimes taking those turns, but I’d rather hear what you all have to say about it (I’m open to arguments on either side).

Although it’s not perfect, I’m surprised that The Boy in the Black Suit only has one star. Reynolds is an exciting author to watch and his work here is good. Personally, I’m looking forward to reading his next book, All American Boys, co-written with Brendan Kiely (The Gospel of Winter). So how about you, readers? (And by the way, hello! It’s nice to be talking Printz again.) Tell us what you think in the comments!

Piedmont, Joy. (2015, September 15). [Review of The Boy in the Black Suit by Jason Reynolds]. School Library Journal. Retrieved from http://blogs.slj.com/printzblog/2015/09/15/the-boy-in-the-black-suit/.        

   

Library Uses:

The Boy in the Black Suit could be used in the library when introducing various African American authors in celebration of African American History month in February. The librarian could read aloud from various authors and allow students the choice to check out the books to finish on their own (this book is for more mature students, it contains several instances of curse words). The librarian could also highlight authors and their books that won the Coretta Scott King Award, so children can associate the books with the award. The librarian should also explain how the awards are chosen so students can understand their importance.

Module 4: The One and Only Ivan

Book Summary:

The One and Only Ivan is the story of an unexpected friendship between a gorilla, an elephant, and a dog who live in a mall circus. Ivan, the gorilla and Stella, the elephant live in glass “domains” next to each other. Bob, the stray dog sleeps in Ivan’s domain. For twenty-seven years Ivan has lived in his enclosure with a television and his painting to entertain him. One day things changed when Ruby, a baby elephant arrives from the wild. Ivan begins to see life and his art differently with the help of Ruby. Stella takes care of Ruby and they soon have a strong bond. When Stella becomes ill, Ivan makes a promise to always care for Ruby. He isn’t sure how he will accomplish this until he decides to use some art supplies the janitor’s daughter has brought him to communicate a message of help. Before long people begin to take notice of the conditions of the circus and people from the zoo begin to visit. Read and find out how friendship and hope can change the lives of these animals.  

APA Reference of Book:

Applegate, K. (2012). The one and only Ivan. New York: HarperCollins Children’s Books.

Impressions:

The story about Ivan and the mall zoo is a touching story about the lives of animals in captive. Inspired by a true story, this was an easy but enjoyable reading experience. The voice of Ivan is perfect from the very start. It’s written simply but it completely engaging. As Ivan describes his enclosure and everything he sees, it is easy to visualize where he lives and what he sees. The wonderfully written first person narrative makes the reader feel quite deeply for the welfare of all the characters. Somehow these animals seem so real and the reader will find themselves caring about what happens to them. I experienced sadness, relief, and happiness. This was a great story that will be the type of Newbery Award book that will stand the test of time. This story will appeal to readers everywhere for years to come.

Professional Review:

KIRKUS REVIEW

How Ivan confronts his harrowing past yet stays true to his nature exemplifies everything youngsters need to know about courage.

Living in a "domain" of glass, metal and cement at the Big Top Mall, Ivan sometimes forgets whether to act like a gorilla or a human—except Ivan does not think much of humans. He describes their behavior as frantic, whereas he is a peaceful artist. Fittingly, Ivan narrates his tale in short, image-rich sentences and acute, sometimes humorous, observations that are all the more heartbreaking for their simple delivery. His sorrow is palpable, but he stoically endures the cruelty of humans until Ruby the baby elephant is abused. In a pivotal scene, Ivan finally admits his domain is a cage, and rather than let Ruby live and die in grim circumstances, he promises to save her. In order to express his plea in a painting, Ivan must bravely face buried memories of the lush jungle, his family and their brutal murder, which is recounted in a brief, powerful chapter sure to arouse readers’ passions. In a compelling ending, the more challenging question Applegate poses is whether or not Ivan will remember what it was like to be a gorilla. Spot art captures poignant moments throughout.

Utterly believable, this bittersweet story, complete with an author’s note identifying the real Ivan, will inspire a new generation of advocates. (author’s note) (Fiction. 8-12)

Kirkus  Reviews (2011, September 28). [Review of The One and Only Ivan by Katherine Applegate]. Kirkus Reviews. Retrieved from https://www.kirkusreviews.com/book-reviews/katherine-applegate/one-and-only-ivan/   

Library Uses:

The One and Only Ivan can be used as a read aloud to students in advance of learning how to utilize the library resources to conduct research. After reading about Ivan, students can learn how to use the available databases in the library to learn more about the real Ivan. Learning how to use the library resources in a uniform way will then help students know how to use them for any other topic in the future.