Module 15: Go Ask Alice

Go Ask Alice
by Anonymous

Book Summary:

This narrative is told from the point of view of a fifteen year old girl who begins writing journal entries to document her beliefs, thoughts, and feelings about a variety of different issues that are common to young girls of her age like the desire for social recognition among her peers, the complex relationship with her parents, weight issues, and her crushes.  After her father accepts a new job in another community, she finds that she is an outsider at her new high school.  She returns to her former town for the summer to spend time with her grandparents and becomes re-acquainted with Jill, an old classmate, who invites her to a party, where unbeknownst to her, drugs are being served.  This is where she unintentionally has her first experience with LSD which is hidden in a glass of soda she is drinking.

Her first drug experience was exhilarating, and so “Alice” quickly develops shallow relationships with the other kids from the party in hopes to continue getting LSD. While high on LSD, she has her first sexual experience and worries she may be pregnant. The constant emotional pull of the drugs and the circumstances she finds herself in while trying to continue her high lead her to steal sleeping pills from her grandparents when she can no longer deal with the mental stress caused by her grandfather’s sudden heart attack and her emotional trauma following the meaningless loss of her virginity and subsequent pregnancy scare.

After returning to her parent’s home at the end of the summer, “Alice” meets Chris, and the two girls begin making a string of bad choices together including dating drug dealers, selling drugs, and finally running away to San Francisco together. Throughout her journal entries, the reader gets a sense that “Alice” knows the pain her actions are causing her family and she continuously tries to get clean. As she fervently tries to beat her drug addictions she experiences resentment from her former drug acquaintances, gets raped, and experiences periods of homelessness and dabbles in prostitution. Eventually, she returns home and moves to a new town with her family to make a fresh start. Before the move, things appear to be looking up for the young protagonist, when an unfortunate tragedy occurs.

Go ask Alice. (1971). New York, NY: Simon & Schuster Books for Young Readers.
 

My impressions:

I can understand why this book has been extremely controversial in the forty-one years since its initial publication. The topics are mature, ranging from drug use, attempted suicide, running away from home, sex, and ultimately the young narrators’ untimely death. I caution librarians about adding this title to a middle school library, where students as young as 10 might have access to the book. However, mature upper middle school and high school students could greatly benefit from this realistic view of drug use. The journal strips away the glamour and mystique of drug addiction and tells the terrifying reality of a drug addicted teen, who in the matter of a few months went from an ordinary life to a surreal existence filled with failing grades, horrific drug withdrawals, depression, and paranoia. If readers are able to look beyond the tragedy of the situation, they will gain insight into the realities of drug addiction and its enormous impact on adolescents. I found this novel heartbreaking at times because of its troublesome nature, but realize that it was an accurate portrayal of a young person’s experience. Life can be terrifying and unpredictable at times, but there is always a significant lesson that can be learned from moments of distress. This book highlights the importance of avoiding the perils both noticeable and those not as easily seen in the world around us.  

Professional review:

(Ages 12 and up) ... ''Go Ask Alice,'' was published in 1971 as a ''real diary'' about a good girl who is turned on to drugs by friends, runs away, trades sex for fixes and dies. It is said to have sold more than four million copies. Linda Glovach, since exposed as one of the ''preparers'' -- let's call them forgers -- of ''Go Ask Alice,'' has just written ''Beauty Queen,'' about a girl who flees her alcoholic mother, becomes a stripper and dies of heroin addiction. And Melvin Burgess's ''Smack,'' published in England as ''Junk,'' portrays a boy who flees his alcoholic parents, sees his girlfriend turn to prostitution and becomes a heroin addict.

''Go Ask Alice'' is the most palatable, because, while it is poorly written and incredible, at least it is not derivative. The book's writers, who also include the author and physician Beatrice Sparks, have a tin ear for adolescent dialogue and a bad habit of driving home political points by poking fun at their characters. On July 9, the normal child Alice goes on her first acid trip. By Sept. 6, she is complaining, ''I'm getting so that no matter what I do I can't please the Establishment.'' By December, matters are grimmer: ''I can't believe that soon it will have to be mother against daughter and father against son to make the new world.'' Steal this book, she almost begs.
Read more than a quarter-century later, the Vietnam-era themes seem quaint, and they are laughably written. The ''Alice'' writers, or editors, were delivering a cautionary tale: Fall in with the wrong crowd and you will do drugs, turn against America and dishonor your parents. Assuming the voice of a 15-year-old was a rhetorical necessity, for teen-agers are not overwhelmed with respect for their elders' advice.

But such a narrative leap requires talent, strong talent. Some adults can write first-person adolescents well (of current writers, Tom Perrotta and Ron Carlson come to mind), but most will overreach with their lingo, write with too much sophistication or too little, or fall into anachronism. Yet the ''Alice'' writers faced a real problem, one that Glovach and Burgess should be respected for tackling. How can one write for young people about horrible things? For lesser writers, that is where the formula enters. The young people must not choose drugs -- drugs must befall them. ... I do not think children should read about heroin addiction. But if they must, it is a moral concern that the book be well written. A good war movie makes you despise war, a terrible one makes you grin, but a mediocre one might send you to the recruiting office. Producing literature that keeps children from shooting up is possible only if the writing is fresh and skillful, never trite. These three failed attempts may not send children down the road to addiction, but they won't have them wearing the path back to the library, either.
 

Oppenheimer, M. (1998, November 15). Just say ‘uh-oh’. [Review of the book Go ask Alice,
      by Anonymous]. The New York Times 7(2), 36. Retrieved from http://www.nytimes.com.

Library Uses:
Because this book tackles very mature subjects, and it often banned, I would advise against specifically highlighting the book through a book talk or book trailer, especially in a school library. However, it would make an excellent addition to a book display for red ribbon week, posted with a short excerpt showing the grim realities of drug use and addiction and paired with similar titles.

Module 14: A Curious Collection of Cats



A Curious Collection of Cats
by Betsy Franco



Book Summary:

A Curious Collection of Cats is a collection of 34 haikus, limerick, and free verse poems about felines paired with colorful, attention-grabbing illustrations. Franco details the peculiar behaviors of cats from pacing about to defending their territory. The cats in this book will remind you of your own furry friends, and the affectionate as well as destructive side of each one. Each poem is written as a dedication to a cat who has touched Franco’s life.

Franco, B., & Wertz, M. (2009). A curious collection of cats. Berkeley, CA: Tricycle

       Press.

My impressions:

This book of poems is a cat lover’s dream! Franco weaves her catty poetry into fun, creative, and humorous displays on each page. Each poem in this artistic collection of poems within a picture book is oozing with charm, and each selection is excellent for a read-aloud. Every poem takes on the shape of what it is describing, which can sometimes be a little confusing, but will likely delight young readers and keep them entertained. The colorful artwork of Michael Wertz adds a whimsical feel to the collection of poems.

Professional review:

Gr 3-6-- Franco understands the nuanced world of the fluffy, fractious, and faithful feline friend. Thirty-two unusual, concrete poems, one per page with a single exception, are matched by Wertz's monoprints. The words move in several directions and sometimes inhabit multiple objects. The poems are so embedded within the illustrations that it is hard to imagine them without the artwork; they are virtually inseparable. In a print of a cat licking its neck, its exceptionally long tongue is created out of words. Readers following the poem will find they are forced to turn the book to the side, and may crane their own necks, experiencing an odd identification with the activity of the cat. The poem "Princess" uses arrows as part of the illustrated content to keep readers on the language path as "Princess paces down and up" awaiting her supper. At times, the path isn't obvious, but youngsters delight in solving puzzles, and these are merely little challenges that prove fun to master. In "Hot Daze," a red devilish arrow points to the poem's beginning. Among the various subjects are fat cats, shy cats, a kitty who "sips from toilet bowl," and a polydactyl cat with "poofy fur" and "prissy looks." Cat lovers will recognize their felines stretching, purring, and napping. This collection would pair nicely with Sharon Creech's Hate That Cat (HarperCollins, 2008).

Pfeifer, T. (2009, April 1). [Review of the book A curious collection of cats,

       by B. Franco]. School Library Journal, 55(4), 147. Retrieved from

      http://www.schoollibraryjournal.com

Words and pictures blend in these concrete poems about cats, written in forms that include haiku, limerick, and free verse. Once kids get the feel of how to follow the lines— up and down or in curving jumps or around the page borders––they will have fun with the playful images. One poem is in the shape of a feline tail. Another describes Kabob the cat’s fall upside down, and not only do the pictures show his movement, but the words do, too. When felines fight, the position of the words mirrors their furious screeches, howls, pouncing, and biting. Cat lovers will recognize the standoffs with arching backs, the cozy touch of the “purrfect” scarf on their shoulders, and the tech-savvy cat who walks across the keyboard to add her own note to an e-mail to a friend.

Rockman, H. (2009, Mar 15). [Review of the book A curious collection of cats,

       by B. Franco]. Booklist,105(14), 62. Retrieved from

       http://www.booklistonline.com/

Library Uses:

This book is an excellent read-aloud for a poetry story time in the library. The poems are simplistic enough that young readers could volunteer to read them aloud to the class, and the pictures will activate the imaginations of all in attendance. After the poetry reading, invite students to draw their own cat pictures and jot down a line or two of prose within the picture, modeling the artistic style of the book. Another title that would pair well with this book of poems is Franco’s similar homage to dogs: A Dazzling Display of Dogs.

Module 13: Rapunzel's Revenge

Rapunzel's Revenge
by Shannon and Dean Hale

Book Summary:

Rapunzel has grown up in a luxurious villa with Mother Gothel, but she’s never been completely happy. She is plagued by a dream of a family she doesn’t know and wonders what is beyond the extraordinarily tall wall surrounding the villa. One day Rapunzel finds a way to see over the wall and is shocked by what she finds – a land completely destitute and barren and exactly the opposite of the lush surroundings she has known inside the villa. During her adventure Rapunzel discovers that Mother Gothel is not her real mother at all. Gothel stole her from her real parents, and her real mother is a slave in Gothel’s mines. When she confronts Gothel about it, Rapunzel is punished by being locked in a tree far away. For four years, she is a prisoner in that tree while her hair grows and grows and grows. Finally, Rapunzel uses her hair to break out of her prison. After her escape Rapunzel, Jack, her new friend, and Goldy the trusty goose, move around the countryside encountering one group after another persecuted by Mother Gothel.  Their travels take them back to beginning and Mother Gothel’s villa where Rapunzel fights giant snakes and brutal henchmen, only to lose her handy locks to Mother Gothel’s shears.  All is not lost however and the evil witch faces the wrath of Mother Nature as Rapunzel exacts her revenge, saves her mother, and restores peace and prosperity to all the land.

Hale, S., Hale, D., & Hale, N. (2008). Rapunzel's revenge. New York, N.Y: Bloomsbury.

My impressions:

I enjoyed this graphic adaptation of one of my favorite fairy tales. I also appreciated that Rapunzel was a strong heroine, that didn’t need rescuing by a prince. Shannon and Dean Hale did an excellent job adapting the story to an exciting and adventurous tale, set in a quasi Wild West environment, with even the slightest hint of a love story at the end. The quick banter between Jack and “Punzie,” as he calls her, is entertaining and keeps the adventure light-hearted. The graphic novel format kept my attention and the illustrations added a great deal to the story, helping me envision every piece of action exactly as the author intended it. This graphic will also appeal to boys and girls alike, and girls especially will appreciate the way this strong heroine overcomes her restricting environment, saves the day, and is able to do it without “Prince Charming” coming along to rescue her, rather Rapunzel is often left to rescue the somewhat clumsy Jack. Fairy tale enthusiasts will appreciate how the Hale’s have interwoven Jack and the Giant Beanstalk and the Golden Goose’s story with Rapunzel’s tale.

Professional review:

Gr 5 Up-- This is the tale as you've never seen it before. After using her hair to free herself from her prison tower, this Rapunzel ignores the pompous prince and teams up with Jack (of Beanstalk fame) in an attempt to free her birth mother and an entire kingdom from the evil witch who once moonlighted as her "mother." Dogged by both the witch's henchman and Jack's outlaw past, the heroes travel across the map as they right wrongs, help the oppressed, and generally try to stay alive. Rapunzel is no damsel in distress-she wields her long braids as both rope and weapon-but she happily accepts Jack's teamwork and friendship. While the witch's castle is straight out of a fairy tale, the nearby mining camps and rugged surrounding countryside are a throwback to the Wild West and make sense in the world that the authors and illustrator have crafted. The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive. Knowing that there are more graphic novels to come from this writing team brings readers their own happily-ever-after.

von Wrangel Kinsey, C. (2008, Sep 1). [Review of the book Rapunzel's revenge, by S.
     Hale and D. Hale]. School Library Journal, 54(9). 215. Retrieved from
     http://www.schoollibraryjournal.com/

This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine. Young Rapunzel lives a lonely life, never knowing what lies beyond the high garden walls of her mother’s royal villa until one day she climbs the wall to see what’s on the other side. When she finds that the world outside is a dark place oppressed by her mother’s greed for power and uncovers the real secret of her own birth, she is imprisoned in a magic tree tower. In her years of captivity, she learns a lot about self-reliance and care for her exceptionally long hair, and eventually she is able to escape, vowing to bring down her mother’s cruel empire. Hale’s art matches the story well, yielding expressive characters and lending a wonderful sense of place to the fantasy landscape. Rich with humor and excitement, this is an alternate version of a classic that will become a fast favorite of young readers.

Coleman, T. (2008, Sep 1). [Review of the book Rapunzel’s revenge, by S. Hale and D. Hale].
     Booklist,105(1), 100. Retrieved from http://www.booklistonline.com

Library Uses:
Rapunzel’s Revenge would be an excellent choice for a collaborative lesson on fairy tales. The librarian could promote the fairy tales through graphic novel depictions of the popular fairy tales the students have been learning about and reading in class. The graphic novel depictions could be displayed together and the librarian could promote each one and then invite the students to check them out and discover the difference in the original tale and the graphic novel version of the same story. Additional titles I recommend including in this collection are: Thumbelina: The Graphic Novel by Martin Powell, The Princess and the Pea: The Graphic Novel by Stephanie True Peters, The Legend of Sleepy Hollow (Graphic Revolve Series) by Blake A. Hoena, and Jack and the Beanstalk: The Graphic Novel by Blake A. Hoena.

Module 12: Claudette Colvin: Twice Toward Justice

Claudette Colvin: Twice Toward Justice
by Phillip Hoose

Book Summary:

Most people are familiar with the historical event of Rosa Parks refusing to give up her seat on a bus during the Civil Rights Movement of the 1950s which sparked the Montgomery bus boycotts and gave great momentum to the fight for equal rights for all people across the United States. However, this biography tells the story of a young girl who came before Rosa Parks, a young girl who was the first one to take a stand against the injustices of the Jim Crow laws in the South. Claudette Colvin, only 15 at the time, decided she’d had enough of unequal treatment. Claudette had survived many tragedies already in her short life, including the loss of her younger sister, Delphine, to polio and watching the injustices of the world around her as a school mate was sentenced to death for the rape of a white woman, whom he had never even met. Enraged by this injustice and empowered by a recent conversation in her English class, Claudette refused to move from her seat on a bus so that a white woman could have the entire row to herself on the afternoon of March 2, 1955. Although she was only fifteen at the time and acted passively by only refusing to give up her seat, Claudette was dragged from the bus, handcuffed, arrested, and placed in an adult cell in the city jail.

Although Claudette sparked the movement associated with the famous bus boycott in Montgomery, which led to her working with both Rosa Parks and Dr. Martin Luther King Jr., it was decided that Claudette was not a suitable spring board for action. By the time of her trial, Claudette was a pregnant teenager, and it was thought that she would not present a positive image for the Civil Rights Movement. It is alluded to in the biography that Colvin was impregnated through the rape of a white man, just another tragedy in this young woman’s life.

On December 2, 1955, Rosa Parks was arrested for the same actions as Claudette Colvin, and this time African American leaders in Montgomery decided it was time to take action, leading to the famous bus boycotts in Montgomery. The biography of Claudette Colvin’s life details this period in time through the eyes of a teenager and young mother, and includes numerous first-hand accounts from Claudette. Hoose explains in detail the intricacies of the segregation and bus laws of Montgomery, Alabama in the 1950s as well as describing the social tension of the day. Eventually Claudette was a plaintiff in Browder v. Gayle, a lawsuit claiming that Montgomery and the state of Alabama’s segregation laws regarding public transportation were unconstitutional. Claudette recalls the joy she felt in this victory, and then the fear she lived with as the backlash of this ruling were made evident all throughout the South.

Hoose, P. M. (2009). Claudette Colvin: Twice toward justice. New York, NY: Melanie Kroupa Books/Farrar Straus Giroux.

My impressions:

This was an excellent biography, which kept my attention from the very beginning. I have learned about the Civil Rights Movement numerous times throughout school and in History classes, but I had never heard of Claudette Colvin. Her story was hugely inspiring, and I believe her bravery and refusal to accept something that she knew was wrong, even at a young age, could really motivate a young person. Hoose did an excellent job of explaining the laws and culture of the time period in a way that students who have not lived in a time where everyone wasn’t treated equally could really understand. Numerous pictures spread throughout the book add to the appeal of the book, and help the reader visualize the circumstances of the time.The bibliography and list of articles and websites at the end of the book also provide an excellent springboard for further research.

Professional review:

Gr 6 Up-- In Montgomery, AL, in March 1955, 15-year-old Colvin refused to give up her bus seat to a white passenger. She was arrested, and although she received some help from local civil rights leaders, they decided that the sometimes-volatile teen was not suitable to be the public face of a mass protest. Later that year, Rosa Parks sparked the famous bus boycott. Colvin was left with a police record and soon faced the additional problems of an unwed pregnancy and expulsion from school. In spite of those troubles, she consented to be named as a plaintiff in the court case that eventually integrated Montgomery's buses. Thus Colvin played a central role in the city's civil rights drama, but her story has been largely lost to history. Hoose, who had been curious about the often-unidentified teen who first defied bus segregation, persuaded her to tell her story. His book puts Colvin back into the historical record, combining her reminiscences with narrative about her life and the tumultuous events of the boycott. He includes background about segregated Montgomery and places Colvin's story into the context of the larger Civil Rights Movement. The text is supplemented with black-and-white photos, reproductions of period newspapers and documents, and sidebars. While virtually all students know Rosa Parks's story, this well-written and engaging book will introduce them to a teen who also fought for racial justice and give them a new perspective on the era, making it an outstanding choice for most collections.

Mueller, M. (2009, Feb 1). [Review of the book Claudette Colvin: Twice toward justice, by P.
     Hoose]. School Library Journal, 55(2), 120. Retrieved from
     http://www.schoollibraryjournal.com/.

Nine months before Rosa Parks’ history-making protest on a city bus, Claudette Colvin, a 15-yearold Montgomery, Alabama, high-school student, was arrested and jailed for refusing to give up her seat to a white passenger. Hoose draws from numerous personal interviews with Colvin in this exceptional title that is part historical account, part memoir. Hoose’s lucid explanations of background figures and events alternate with lengthy passages in Colvin’s own words, and the mix of voices creates a comprehensive view of the Montgomery bus boycott and the landmark court case, Browder v. Gayle, that grew from it. At the center of the headline-grabbing turmoil is Colvin, who became pregnant during the boycott; and her frank, candid words about both her personal and political experiences will galvanize young readers. On each attractively designed spread, text boxes and archival images, including photos and reproduced documents, extend the gripping story. As in Hoose’s We Were There, Too! Young People in U.S. History (2001), this inspiring title shows the incredible difference that a single young person can make, even as it demonstrates the multitude of interconnected lives that create and sustain a political movement. Thorough chapter notes and suggestions for further reading close this title, which will find an avid readership beyond the classroom.

Engberg, G. (2009, Feb 1). [Review of the book Claudette Colvin: Twice toward justice, by P.
     Hoose]. Booklist,105(11), 49. Retrieved from http://www.booklistonline.com/.

Library Uses:

This book would be an excellent introductory piece on a Civil Rights research project. The librarian could introduce students to this book along with several other biographies about lesser known Civil Rights heroes and then guide the students to conduct research using the additional resources provided in the back of the book(s). Many of the articles and websites can be accessed through the school library’s subscription databases.

Module 11: An Egg is Quiet

An Egg is Quiet
by Dianna Aston and Sylvia Long

Book Summary:

An Egg Is Quiet is an attractively illustrated informational book that describes the life cycle of eggs as well as the various shapes, textures, and colors that eggs can take. The reader is introduced to over sixty types of eggs and multiple animals that produce offspring through eggs, in addition to an assortment of egg facts.

Aston, D. H., & Long, S. (2006). An egg is quiet. San Francisco, CA: Chronicle Books.

My impressions:

This informative book would be an excellent addition for an elementary library, but seems too juvenile for a middle school or high school audience. The level of information given was appropriate for younger readers, with more emphasis given on the pictures and examples, than the actual text. The pictures were excellent, and I could imagine the different types of eggs in their natural habitats remarkably well based on the illustrations coupled with the labels and descriptions provided. I especially enjoyed the “An egg is colorful” page that include labeled pictures of approximately 38 different eggs and the last page showing labeled illustrations of many different egg-laying animals including insects, birds, fish, and reptiles.

Professional review:

K-Gr 2-- An exceptionally handsome book on eggs, from the delicate ova of the green lacewing to the rosy roe of the Atlantic salmon to the mammoth bulk of an ostrich egg. Aston's simple, readable text celebrates their marvelous diversity, commenting on size, shape, coloration, and where they might be found. The author occasionally attributes sensibilities to eggs ("An egg is clever," for example). Still, her quiet descriptions of egg engineering and embryo development (no mention of mating) are on the mark, and are beautifully supported by Long's splendid watercolor depictions of a wide variety of eggs. (One teeny carp--Steller's jays are not spelled with an "ar," though they are stellar performers when wheedling for your lunch at a campsite!) A beautiful guide to the unexpected panoply of "the egg."

Manning, P. (2006, June 1). [Review of the book An egg is quiet, by D. Aston
       & S. Long]. School Library Journal, 52(6), 104. Retrieved from
       http://www.schoollibraryjournal.com

Like the subject matter it describes, this book packages with understated elegance the substantive matter found within it. "An egg is quiet. It sits there, under its mother's feathers… on top of its father's feet… buried beneath the sand," Aston (When You Were Born) begins, as spot illustrations zero in on a hummingbird, emperor penguin and sea turtle, respectively. The narrative then launches into a kind of survey about the characteristics of eggs, which follows a simple format. In most spreads, different adjectives (colorful, shapely, textured, etc.) complete the sentence, "An egg is.…" This repetitive rhythm contrasts with the visual variety of the illustrations. Long's (Sylvia Long's Mother Goose) skilled use of contrast and compositional balance prevent monotony. For example, a border that resembles a color test pattern runs down the outer edges of a spread of nearly 40 carefully placed "colorful" examples, set against a white background, which dazzle the eye. The main text appears in large, flowery cursive, while a smaller printed typeface serves as labels and brief factual captions. "An egg is clever," in fancy script, for instance, sits alongside examples of camouflage: "An egg might be speckled to resemble the rocks around it." The letters' dramatic curlicues mimic curvy grasses and vines dappled with tiny insect eggs. Long introduces breathtaking color into the final spreads, as a concluding scene "hatches from" this peacefulness, reminding readers of an egg's purpose. This attractive volume pleases on both an aesthetic and intellectual level. Ages 5-10.

[Review of the book An egg is quiet, by D. Aston & S. Long]. (2006, March 6).
       Publisher’s Weekly, 253(10), 74. Retrieved from http://www.publishersweekly.com/

Library Uses:

This book would tie in nicely with the living science exhibit that is available for checkout from Region 20 (and most likely other Education Service Center Regions throughout Texas). I would recommend reading this book in the library as a story time introduction to the living science exhibit on display in the library and then allowing students to see the different types of eggs that are on display in the exhibit as well as the different types of egg-laying animals that are a part of the exhibit.

Module 10: The Devil's Arithmetic

The Devil's Arithmetic
by Jane Yolen

Book Summary:
Twelve year old Hannah is sick of spending Passover 'remembering' the past with her relatives. During the Passover Seder she complains to her mother about her Grandpa Will, “Why does he bother with it? It’s all in the past. There aren’t any concentration camps now. Why bring it up? It’s embarrassing” (p.10). When Hannah is asked to open the door to the prophet Elijah and invite him in, she is suddenly transported to 1942 Poland, where everyone thinks she is Chaya, a twelve year old girl who has just recovered from a serious illness, and coincidentally for whom Hannah is named. The family Hannah finds herself in is captured by the Nazis and taken to a death camp, where she meets Rivka, another young girl. While in the camp Hannah struggles to know which memories of hers are real (her life she came from or the life in the concentration camp). Rivka becomes very important to Hannah as she teaches her how to battle the dehumanization that the camp breeds and instead cling to her identity as a Jew before the Nazis. Rivka is chosen to die, and at the last minute Hannah boldly steps in to take her place, unselfishly sacrificing her own life so that Rivka may live. As the door to the gas chamber closes, Hannah is suddenly transported back to her grandparent’s apartment, outside the door waiting for Elijah. When she returns inside to the Seder feast, she shares her story with her Aunt Eva, who she finds out is Rivka. Rivka changed her name to Eva at the end of World War II and upon coming to the United States, but she never forgot the sacrifice young Chaya made so that she could live. 


Yolen, J. (1988). The devil's arithmetic. New York, N.Y., U.S.A: Viking Kestrel.

My impressions:
The Devil’s Arithmetic provides an excellent resource to introduce students to the Holocaust in a way that is age appropriate. Yolen has written a touching and lasting tale of survival, hope, and the importance of remembering our past. In many ways, once Hannah is transported back to the Holocaust time period, the book reminded me of a fictionalized version of The Diary of Anne Frank - and this would be an excellent companion piece in a book talk grouping. The reader will easily relate to the protagonist, Hannah, and her impatience with traditions and remembering the past. Seeing the experience through Hannah’s eyes also allows the reader to understand what the Holocaust might have been like for a young teenage girl. Yolen does an exceptional job of portraying the horrors of the moment without overloading the senses of the reader with information that might be too graphic for younger readers. 

Professional review:
Gr 4-8 – In this novel, Yolen attempts to answer those who question why the Holocaust should be remembered. Hannah, 12, is tired of remembering, and is embarrassed by her grandfather, who rants and raves at the mention of the Nazis. Her mother’s explanations of how her grandparents and great-aunt lost all family and friends during that time have little effect.  Then, during a Passover Seder, Hannah is chosen to open the door to welcome the prophet Elijah. As she does, she is transported to a village in Poland in the 1940s, where everyone thinks she is Chaya, who has just recovered from a serious illness. She is captured by the Nazis and taken to a death camp, where she is befriended by a young girl named Rivka, who teaches her how to fight the dehumanizing process of the camp and hold onto her identity. When at last their luck runs out and Rivka is chosen, Hannah/Chaya, in an almost impulsive act of self-sacrifice, goes in her stead. As the door to the gas chamber closes behind her, she is returned to the door of her grandparents’ apartment, waiting for Elijah. Through Hannah, with her memories of the present and the past, Yolen does a fine job of illustrating the importance of remembering. She adds much to children’s understanding of the effects of the Holocaust, which will reverberate throughout history, today and tomorrow.

Harding, S. (1988, Nov. 1). [Review of the book The devil’s arithmetic, by J. Yolen]. School
           Library Journal, 35(3), 114. Retrieved from http://www.schoollibraryjournal.com

Library Uses:
The librarian could give a pre-reading presentation for the book by giving students background information about the Holocaust before they begin reading the novel as a class.  I recommend http://www.glencoe.com/sec/socialstudies/btt/holocaust/ as an excellent resource to introduce the Holocaust: it includes short video clips, as well as discussion points, and is produced by a textbook company, so is age-appropriate.  The librarian should end the lesson by introducing the book and giving a short book talk.

Additionally, further into the reading of the novel, the students should conduct research on the Holocaust that is relevant to the novel using library resources. A suggestion to allow students to choose their research topic would be to assign groups of students a specific chapter during Hannah’s time in the Holocaust and allow them to choose a topic from that chapter that they would like more information about to research using the library’s resources. 

Module 9: Acceleration

Acceleration
by Graham McNamee

Book Summary:

Duncan is working a summer job in the lost and found department for the Toronto subway system. He is hoping it will at least help him forget about the girl who died at the beach; the girl he tried to save. What he thinks is going to be the most boring summer of his life, quickly becomes anything but dull when Duncan finds a beat up leather journal that holds the key to the mind of a killer. Inside he finds detailed accounts of an anonymous person’s sick activities like starting fires and torturing and killing animals. As Duncan continues to read he realizes that the person with the twisted mind has moved away from animals and is focusing in on human targets, specifically women he stalks on the subway, with plans to attack. Duncan tries taking the information to the police, but they don’t believe him. Eventually Duncan decides to use the clues in the journal to track down the dangerous person. Will Duncan find the serial killer before it’s too late? Will he become the next victim when he steps into the mind of a serial killer?

McNamee, G. (2003). Acceleration. New York, NY: Wendy Lamb Books.

My impressions:

This is a great suspenseful mystery that I will be recommending for middle and high school boys.  The story line of Duncan tracking down the potential serial killer is well written and filled with just the right amount of tension to keep the pages turning. However, the accompanying story line concerning Duncan's intense guilt over the accidental drowning of a girl he tried to save, seems to get lost in the bigger picture and the relation to the main story line is vague at best. I think that teens will enjoy this story and get caught up trying to solve the mystery of the next victim and catching the serial killer, and will enjoy that Duncan gets to be the hero without having to involve the police or other adults.

Professional review:

Gr 8 Up-- Seventeen-year-old Duncan is haunted by the fact that he was unable to save a drowning girl a few yards away one fateful afternoon the previous September. This summer he has a job working underground at the Toronto subway lost and found where he uncovers, amid the piles of forgotten junk, an opportunity to exorcise his own guilty demons. When business is slow, Duncan spends his time rummaging through dusty shelves and boxes of unclaimed items. During one of these sessions, he uncovers a strange, leather-bound book that turns out to be the diary of a would-be serial killer. Unable to tear himself from the gory descriptions of tortured animals and arson, he discovers that the writer has started to stalk women on the subway. When the police seem disinterested, the teen takes matters into his own hands, and with the aid of his two best friends, tries to track and trap the murderer before he can strike. This chilling page-turner is all thrills, and the author cleverly manipulates readers' sense of disbelief by eliminating the possibility of police help or parental understanding. What results is one teen's self-conscious yet fast-paced journey into the mind of a cold-blooded killer, and the resulting manhunt will keep readers on the edge of their seats.

Martin, H. (2003, Nov. 1). [Review of the book Acceleration, by G. McNamee]. School
         Library Journal, 49(11), 142. Retrieved from http://www.schoollibraryjournal.com

Gr. 9–12. “Acceleration: escalation of increasingly destructive aberrant behavior,” the stuff that serial killers are made of. That’s what teenage Duncan finds out after he begins investigating a shocking journal that turns up in the Toronto subway lost-and found where he works. When the police refuse to take it seriously, Duncan enlists the aid of two very different friends to help him find out the identity of the diary’s author, who has apparently graduated from eviscerating animals and setting fires to tracking human prey. McNamee smoothly integrates snapshots from Duncan’s escapades with a new buddy and his wild best friend, who lives teetering on the edge of the law, with information plucked from the diary. He never overexploits the sensational potential of the subject and builds suspense layer upon layer, while injecting some surprising comedy relief that springs from the boys’ friendship. Less convincing is Duncan’s guilt for a death not of his making, which is presented as the raison d’être for his need to find the sick killer. Characters are more than stereotypes here, though it’s the mystery and the boys’ repartee that give the novel its page-turning punch.

Zvirin, S. (2003, Sept. 15). [Review of the book Acceleration, by G. McNamee].
        Booklist, 100(2), 232. Retrieved from http://www.booklistonline.com

Library Uses:

A library mystery scavenger hunt could tie in the clues from the novel to learning the different parts of the library. Students could be placed in groups and given a journal with questions about the book in it (preferable each group would have a different set of clues, so they couldn’t follow each other around). The students would have to answer questions from the book correctly to help them figure out where in the library the next clue was located. At each section in the library the team would perform a task, for example at the online catalog, the team might have to search for a specific book and record the call number. The first team to answer all the questions correctly and correctly complete all activities in each section of the library would win a prize.

Module 8: The Hunger Games

The Hunger Games
by Suzanne Collins

Book Summary:

Set in a future world, in what remains of North America, is a country called Panem, consisting of 12 districts and the Capitol. Locked in and completely controlled by the Capitol, the people survive with little money or food and are helpless to escape their dire futures. Each year the people of the different districts are reminded of a long ago uprising against the Capitol and the defeat of the districts and destroying of district 13 by being forced to compete in the Hunger Games. Each district must send two children to compete in the televised event. Only the winner survives. Being chosen to go to the Hunger Games is akin to a death sentence for the people of the districts. The winner will return a hero and be awarded a life of luxury for themselves and their family, but at the cost of causing the death of so many others. Katniss Everdeen, a young girl in the coal mining district 12, volunteers to compete in the Hunger Games after her younger sister’s name is drawn from the lottery. Katniss leaves her district and is thrown into a world of war cruelties, lost innocence, miscalculations, and suspicion. Throughout training for the games and developing friendships with Peeta, Katniss gains perspective of the importance of relationships and her role in personal sacrifice for a broader gain. Against all odds, Katniss and Peeta are able to beat the Capitol at their own game – but their victory does not come without a price. The Hunger Games is the first book in a three book series.

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

My impressions:

My new favorite series! That’s right, I couldn’t stop at reading just The Hunger Games, I had to read them all! The Hunger Games is set in a culture so dramatically different from our own, yet it felt completely plausible. The nonstop action, suspense, touches of fantasy and science fiction, and hint at a love story allowed something for every reader to find enjoyment in. Older readers will find warnings of falling into a society that devalues human life and lacks compassion for the less fortunate, while the intended audience will be captivated by the fast pace and still find themselves contemplating the larger moral tragedy of the events. Readers will relate to the large spectrum of emotions present throughout the book including love, hate, and greed and find themselves emotionally invested in the story and thinking of the dynamic characters long after the book has been set down.  

Professional reviews:

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

Baird, J. (2008, Sep. 1). [Review of the book The hunger games, by S. Collins]. School
        Library Journal, 54(9), 176. Retrieved from http://www.schoollibraryjournal.com

Katniss Everdeen is a survivor. She has to be; she's representing her District, number 12, in the 74th Hunger Games in the Capitol, the heart of Panem, a new land that rose from the ruins of a post-apocalyptic North America. To punish citizens for an early rebellion, the rulers require each district to provide one girl and one boy, 24 in all, to fight like gladiators in a futuristic arena. The event is broadcast like reality TV, and the winner returns with wealth for his or her district. With clear inspiration from Shirley Jackson's "The Lottery" and the Greek tale of Theseus, Collins has created a brilliantly imagined dystopia, where the Capitol is rich and the rest of the country is kept in abject poverty, where the poor battle to the death for the amusement of the rich. Impressive world-building, breathtaking action and clear philosophical concerns make this volume, the beginning of a planned trilogy, as good as The Giver and more exciting. 

[Review of the book The hunger games, by S. Collins]. (2008, September 1). Kirkus Reviews, 76(17), 941.
       Retrieved from http://www.kirkusreviews.com

Library Uses:

The librarian could hold a Hunger Games movie premiere party, in line with the upcoming release of the movie based on the book. There would be stations set up around the library displaying information about the different trades in each of the districts (a coal mining presentation, agriculture, etc.) and students would be assigned a district to be a citizen of. Based on the district each student is assigned to they would be given a certain amount of Capital money that they could use to bargain for different prizes (mockingjay pins, book marks, posters, etc.) and food. After an initial socialization and eating period and the student’s exploring information about that district’s trade, each district would choose 1 student to participate in The Hunger Games trivia challenge. Students missing questions “die” and must return to their groups. The last survivor wins the challenge and wins a set of The Hunger Games trilogy and movie tickets for 4 to the upcoming movie along with popcorn and candy.

Module 7: Little Blog on the Prairie

Little Blog on the Prairie
by Cathleen Davitt Bell

Book Summary:

Genevieve Welsh is a typical thirteen-year old girl who loves soccer and her iPod, wants a cell phone more than anything, and can hardly wait to start high school in the Fall. Unfortunately, Gen’s mom has decided to ruin her summer by taking the whole family to Camp Frontier to live like pioneers in the 1890’s. Gen will be missing her friends, soccer camp, technology, and modern conveniences like indoor plumbing, electricity, and screens on windows to keep the bugs out. Gen’s dad and brother seem just about as enthused about this adventure as she is, but her parents are putting on a united front and no one will be getting out of this “Little Hell on the Prairie” until the end of August.

Gen manages to sneak a cell phone into Camp Frontier and is sending covert text messages to her friends back home updating them on her adventures in 1890. Her friend, Kristen thinks the texts are hilarious and uses them to create a blog for her summer computer class. The blog, with it’s witty recalling of Gen’s daily events and the observations of the peculiarities of her fellow campers goes viral. But, this is only the start of Gen’s problems. Between learning how to milk a cow, wash laundry without a washing machine, and catch the eye of the cute camper, Caleb, Gen has to tiptoe around Nora, the camp owners’ daughter, and her mean girl ways.

Bell, C. D. (2010). Little blog on the prairie. New York, NY: Bloomsbury.

My impressions:

This was an excellent realistic fiction novel for young adults. Bell’s portrayal of Gen is spot-on for a 13 year old girl (I know because I teach 13 year olds!). I loved that Gen’s family was able to bond through the difficult experience and their former mode of communication with each other was challenged. Initially the entire family seemed to be their own separate island, not really working together, but instead resenting each other. I also liked that Gen’s family was continuously the low scorers in the progress assessments at Camp – this seemed to me to be a very realistic scenario and the Welsh family performed about as well as I would expect my own family to perform in similar circumstances. Gen has to deal with very realistic issues like girl rivalry and jealousy, a first crush, and family issues. I liked that in the end Gen came to appreciate her parents more and saw her little brother as her best friend. Bell uses Gen’s character to model appropriate conflict resolution throughout the book as well as showing that sometimes we must face the consequences of our actions.

Professional Review:

Gr 5–8—Imagine it is 1890. No iPods, no cell phones, no jeans or tank tops, no electricity, and no indoor plumbing. This is the life that Gen Welsh has to endure for the whole summer, since her mother has decided that the family's vacation will be at a frontier-living fantasy camp near Laramie, WY. When they arrive, all modern conveniences are taken away, but Gen is granted her one wish: Clearasil. Secretly she has hidden her new cell phone in the product's box, and uses it to text her friends back home. They use her messages to start a blog, which takes off and gets media attention. Meanwhile, back at camp, a first romance and a good, clean girl rivalry are bubbling among the milking of cows and clearing of forest. As the families make their way through a difficult season, the teens discover their strengths and weaknesses. This fast read is humorous and insightful, with realistic characters that are refreshingly well rounded. Bell has captured a 13-year-old's voice, making Gen's unlikely situation feel very real. A solid choice for collections serving tweens.

Reynolds, A. (2010, May 1). [Review of the book Little blog on the prairie, by C. Bell].
      School Library Journal, 56(5), 105. Retrieved from http://www.schoollibraryjournal.com/ 

To her great dismay, 13-year-old Gen is spending her entire summer with her family at a frontier camp, where they must re-enact life from 1890, living without technology, growing their own food, tending a cow and chickens, and wokring on a project to better the farm. It's a fun premise that leaves Bell (Slipping) ample room for physical comedy, while touching on themes of family and the (dis)advantages of modern life. Gen holds onto her sanity by sending secret text messages to her best friends ("I am standing in the middle of a cornfield. I am holding a hoe... [W]e are farmers now"), which they turn into a blog that attracts national attention. Cute Caleb, a fellow camper, a fellow camper, is a welcome distraction for Gen, though he seems interested in Nora, teh daughter of the couple that runs the camp, and the two girls butt heads. Gen growing appreciation for the simple life is predictable (though she never entirely drinks the Kool-Aid-- make that warm cow's mile) and the reconciliation between Gen and Nora feels contrived, but it's still a lively journey with empathatic characters. Ages 12 and up.

[Review of the book Little blog on the prairie, by C. Bell]. (2010, April). Publisher’s
       Weekly, 257(16), 54. Retrieved from http://www.publishersweekly.com/

Library Uses:

This book would be a great tie in to blogging about Young Adult literature with students. As a supplementary activity while reading this novel, students could be brought in to the library and shown a class blog revolving around the novel. The librarian could post discussion questions for each chapter and students would be required to post comments to a certain number of discussion starters throughout the novel unit.

 

Module 7: Out of my Mind

Out of my Mind
by Sharon Draper

Book Summary:

Out of my Mind is the tale of Melody, a fifth grader with cerebral palsy, who cannot speak. She is very intelligent, but most people underestimate her mental capabilities because of her physical setbacks. Melody narrates the story of her life and allows the reader to experience her frustration and anger as she deals with everyday life, school, home, and trying to establish friendships and any sense of normalcy. Melody is able to communicate freely for the first time after her parents order a Medi-Talk machine for her. The new machine enables the rest of the world to see how intelligent Melody really is and she is able to interact with her family and classmates. Because of the Medi-Talker, Melody is able to try out for her school’s quiz team and she makes the team with the highest score on the qualifying quiz. It is obvious that Mr. Dimming, the quiz team teacher, is uncomfortable with this new development, but he allows her to be on the team. Melody helps her team win the regional championship and earn on spot at the national competition in Washington D.C. However, Melody faces a trauma many pre-teens deal with when she is not easily accepted by the other members of the quiz team. Their resulting actions break Melody’s heart and causes instant outrage by her parents. Things are put back into perspective when Melody’s younger sister faces a traumatic experience of her own, that Melody was helpless to prevent. In the end Melody realizes that the emotional turmoil of her life is pretty characteristic of a normal pre-teen girl and not being in control of her own life is a reality that she must face.

Draper, S. M. (2010). Out of my mind. New York, NY: Atheneum Books for Young Readers.

My impressions:

This was a very emotional book to read. I found myself mesmerized by the idea of a handicapped child being trapped in her own body with words trapped in her perfectly capable mind. I felt as though I truly understood the wide range of emotions and frustrations that Melody was feeling as she tried to communicate with those around her. The book also helped me to become more empathetic to those people I encounter on a daily basis who are facing struggles of their own. I also appreciated that the author included the reality of the way special education students are treated – even sometimes by their teachers, when she was left behind by the quiz team. The emotions displayed by the students, the teacher, and Melody felt raw and uncensored and I was able to understand both perspectives and clearly see the wrong and right of the situation, while being aware that the wrong is more often the common practice when dealing with inclusion students. I was grateful that the author didn’t sugarcoat things and allowed Melody to react in a way that is characteristic of a young girl her age and showed through the quiz team kids that some people are just not capable of befriending a handicapped child, because that is something that takes bravery and selflessness – which are not common traits among young children.  

Professional review:

Gr 4-6–Born with cerebral palsy, Melody, 10, has never spoken a word. She is a brilliant fifth grader trapped in an uncontrollable body. Her world is enhanced by insight and intellect, but gypped by physical limitations and misunderstandings. She will never sing or dance, talk on the phone, or whisper secrets to her friends. She’s not complaining, though; she’s planning and fighting the odds. In her court are family, good neighbors, and an attentive student teacher. Pitted against her is the "normal" world: schools with limited resources, cliquish girls, superficial assumptions, and her own disability. Melody’s life is tragically complicated. She is mainly placed in the special-ed classroom where education means being babysat in a room with replayed cartoons and nursery tunes. Her supportive family sets her up with a computer. She learns the strength of thumbs as she taps on a special keyboard that finally lets her "talk." When she is transitioned into the regular classroom, Melody’s undeniable contribution enables her class to make it to the national quiz team finals. Then something happens that causes her to miss the finals, and she is devastated by her classmates’ actions. Kids will benefit from being introduced to Melody and her gutsy, candid, and compelling story. It speaks volumes and reveals the quiet strength and fortitude it takes to overcome disabilities and the misconceptions that go with them.

Follos, A. (2010, March 17).  [Review of the book Out of my mind, by S. Draper]. School
           Library Journal, 56(3), 156. Retrieved from http://www.schoollibraryjournal.com

Narrator Melody is a fifth grader with cerebral palsy, but she is much more than that. Like her hero Stephen Hawking, Melody is damaged on the outside and brilliant within. It takes awhile for the adults in her life, especially her teachers, to see just how much life there is behind those stiff arms and hands, wobbling head, and "slightly out of whack" dark brown eyes. While her parents and babysitter know that Melody has a rich intellect, few people realize just how bright she is until she receives "Elvira," her Medi-Talker computer. Claire, a classmate in Melody's inclusion class, says what many of us think when we see a person with cerebral palsy, "I'm not trying to be mean--honest--but it just never occurred to me that Melody had thoughts in her head." Draper paints the picture of a real fifth grader, a girl with tantrums and attitude, problems with mean girls and oafish adults. Hearts will soar when Melody makes the quiz team and plummet when her classmates end up leaving her behind at the airport. When Melody sees danger and cannot get others to understand, we feel her frustration and terror. This is a powerfully eye-opening book with both an unforgettable protagonist and a rich cast of fully realized, complicated background characters.

Smith, R. (2010, March-April). [Review of the book Out of my mind, by S. Draper]. The Horn
          Book Magazine, 86(2), 53. Retrieved from http://www.hbook.com

Library Uses:

The librarian could highlight this book by doing a book trailer and showing it to the co-teach or inclusion classes on campus. Supplement activities that I would suggest and would help prepare for the teacher would be an activity revolving around how it feels to be misunderstood or not heard, something Melody experiences on a daily basis. Students could also compare Melody’s life to her fish Ollie’s life in his fish bowl after reading the novel and display their creations in the library around a display of the book or a "What's Everyone on Campus Reading?" display.