Module 10: Amulet: Book One the Stonekeeper

Book Summary

In this graphic novel, Emily and Navin move with their mother to the secluded home of her great-grandfather after witnessing the tragic death of their father. Warned that the house is haunted, they all soon find out that it really is. Emily discovers the amulet when searching through her great-grandfather’s things and puts it on. It seems to be talking to her when loud thumps are heard coming from the basement. The amulet warns Emily to keep the family together, but her mother insists upon going into the basement alone. There she is captured by a huge tick-like monster/robot. The kids run after her, following directions from the amulet, and are led to their great-grandfather. He dies as Emily agrees to become the amulet’s owner, or the stone keeper. Together with their great-grandfathers robots, they rush to save their mother. After almost saving her, they retreat…until the next book.

APA Reference of Book

Kibuishi, K. (2008). Amulet: Book one the stonekeeper. New York, NY: Scholastic.

Impressions

This graphic novel will appeal to readers at any level, but will be especially of benefit to reluctant readers. It reads more like a movie because of the full-color images that accompany the print, telling full as much of the story as the print. Ghosts never mentioned in the text appear lurking over shoulders, telling the reader far more than the characters understand. The mood created by events in the story is bleak; the reader isn’t quite sure if the characters will make it out alive. The characters are two-dimensional, but it doesn’t detract from the story, which is full of exciting and scary twists and turns. Some caution is advised because the children witness the death of their father.

Professional Review

This fantasy graphic novel will appeal to those reluctant readers with its interesting monsters and adventures. The dark pictures aid in portraying the dark shadow of the story and help set the mood. The prolog of the story relays the car accident and tragic loss of the children’s father and may be traumatic for some readers.

Thomas, K. (2008, February). Amulet book 1: The stonekeeper. [Review of the book 
       Amulet book 1: The stonekeeper, by K. Kibuishi]. Library Media Connection, 26(5), 67.
       Retrieved from www.librarymediaconnection.com

Library Uses

This book will be of use in getting reluctant readers to read. Librarians could then work with these students to plot and discuss the elements of fiction: characters, setting, plot, problem, climax, solution, resolution. After this, librarians could suggest other similar titles to instill an appreciation of reading.

Module 10: Babymouse for President

Book Summary

Babymouse is running for school president in this popular graphic novel series. She is up against several good candidates including her own locker, but mean-girl Felicia, a cat, is also running and is out to make Babymouse's life difficult and humiliating. Babymouse must remain positive as she battles self-doubt and uses her wild imagination to rise above Felicia’s mean tricks. But Babymouse gets carried away and starts promising anything and everything to everyone to win votes. During the candidate debate, Babymouse comes to her senses and gives a stirring speech about student rights and needs. However, in the end, cuteness wins in the form of Santiago, the baby seal.

APA Reference of Book

Holm, J. & Holm, M. (2012). Babymouse for president. New York, NY: Random House.

Impressions

The story of Babymouse running for president is a fun read sure to attract young readers wanting something enjoyable and easy, but they get more. The story is solid and has a message to its readers: believe in yourself, do your best, and stay true to yourself. Try as hard as she might, Babymouse does not win the election. Instead, she stresses out and gets a little crazy, but in the end her true character comes through. The character of Babymouse is interestingly drawn and undergoes dramatic changes. In the end, she learns the lessons that elections don't always seem fair, telling people what they want to get something is dishonest and disrespectful, and that even if we do our best, we don't always get what we want.

Professional Review

Babymouse isn’t the only one running for student council president—her opponents include enemy Felicia and her own cantankerous locker (who comes out ahead in the preliminary polls). Fans will enjoy this election year entry, as Babymouse daydreams (living in The Pink House, signing a bill for a no-fractions law) and learns hard lessons (sometimes the wrong candidate wins). Accessible text matched with dynamic illustrations in engaging cartoon-panel layouts help make graphic novels inviting packages for younger readers, struggling or reluctant readers, and comics-loving kids.

Graphic Novels for Children. (2013, May/June). [Review of the book Babymouse for 

       president, by J. Holm & M. Holm]. Horn Book Magazine, 89(3), 111-112. Retrieved from www.hbook.com

Library Uses

Librarians could use the reading of this story to increase understanding of politics, the election process, and political campaigns. This would be a valuable lesson for student, local, or national election time.

Module 9: Castles: Old Stone Poems

Book Summary

The history of the castle is presented in this book, along with beautiful illustrations of exterior landscapes to interior majestic halls to dark, dank dungeons. Images that fill the pages immerse the reader with thoughts of what it would be like to live in these intimidating surroundings. Each image is accompanied by poetry that only hints at their bleak history and the events that surrounded them. The telling begins with the earliest castle, Bodiam Castle, and ends with the modern castle of William Randolph Hurst, before the final fictional entry, an ode to Valhalla, the castle in the sky. After the poems, the authors provide more details on the history of each castle. They also provide a timeline pinpointing each castle within the context of the history of the world.

APA Reference of Book

Lewis, J. & Dotlich, R. (2006). Castles: Old stone poems. Honesdale, PA: Wordsong

Impressions

The illustrations in this book are accurate depictions of the historical castles inside and out. The mood and lighting of each illustration match the mostly dark tales of battle, greed, and power the poems tauntingly hint at concerning their past. Only those readers who know the history associated with each castle will be able to fully understand the subtle references in each poem, such as in this stanza about Queen Elizabeth’s sister Mary, whom she had murdered, “Behind your iron gates are ghosts of those who wrote, who came to sing; A room where Mary, Queen of Scots, bore her Scottish king." Each poem creates a mood enhanced by the illustrations. History is only hinted at, and that might lead the young reader to research their history. Some basic notes of the history of each castle is given in the back of the book, along with the timeline of when they were built, along other events of historical note. If they are ready, young readers will be led beyond fairytale princesses and into the real history of the world. 

Professional Review

Burr's oil paintings capture the grandeur, loneliness, and mood of each castle in evocative shades of light and dark. Yet while the subject matter and rich illustrations are ripe for kid appeal, the book's lack of focus may ultimately lose its intended audience. Readers will undoubtedly wonder why the castles themselves are not pictured in a number of the poems. Likewise, the lofty, sometimes awkward verse and cryptic references to historical events will leave most children confused. With adult support to tie together facts and poetic references, a small niche of castle fanatics may be willing to invest the time needed to uncover the juicy tales behind these poems.

Maza, J. H. (2006, October). Castles: Old stone poems. [Review of the book Castles: Old 
       stone poems, by J. Lewis & R. Dotlich.] School Library Journal, 52(10), 179. Retrieved from www.slj.com

Library Uses

This book could be used to teach a library lesson on research using resources found in the library and online. The librarian would need to share this book with her upper elementary students, flesh out a few of the tales associated with the subtle hints mentioned in the poems, and demonstrate how to find historical information to fully understand the historical significance of the castles.

Module 9: Once I Ate a Pie

Book Summary

In this book of poems, each poem features a dog sharing his or her perspective on life. For example, Mr. Beefy is a pug who likes to steal snacks, and he is not the least bit apologetic about it. He’s the one who ate the pie mentioned in the title. Gus just wants everyone in a group where he can watch them and make sure they are safe. Lucy the mutt, who was adopted from the shelter, revels in everything she owns: the couch, the chairs, the bed, even the pillow her owners gave her for sleeping between them under the covers. Wupsi knows he’s cute. Darla shares that she likes to ring her bell, especially in the middle of the night. Louis explains his many good reasons to bark. Each free-verse poem shares the point of view of some very adorable dogs.

 APA Reference of Book

MacLachlan, P. & Charest, E. (2006). Once I ate a pie. New York, NY: HarperCollins Children's Books.

Impressions

This book celebrates fourteen dogs in all their individual personalities through poems, illustrations, and playful fonts. The charms of each dog are revealed when he or she shares his view of the world with free verse. For example, Abby explains that she doesn’t steal things like stuffed animals and shoes; she borrows them. Each poem is illustrated with endearing paintings of the pups, accompanied by a playful use of fonts changing size and color, showing movement, and reinforcing each dog’s attributes. We see Abby zipping from one place to another, borrowed object firmly in mouth while she sneaks a happy peek at the reader. Children will enjoy this entertaining book.

Professional Review

Free verse poems about 14 individual dogs sprawl across oversized spreads accompanied by large oil illustrations. The poems and paintings together delightfully capture each distinct personality in few words and with broad strokes of the brush. The fonts change often and reflect the poet's words--rising and falling, sometimes in bold type, growing larger and smaller and dancing over the pages. The format allows for plenty of white space, emphasizing the postures and personalities of the pups and helping the playful fonts to stand out. The overall result is an entertaining visit with some very appealing canines, and a book that perhaps could serve as an inspiration in the classroom for young poets trying to describe their own pets. One wishes that the breeds were listed somewhere, but all in all, this title is still a real treat.

Constantinides, J. (2006, May). Once I ate a pie. [Review of the book Once I ate a pie, by
         P. MacLachlan & E. Charest]. School Library Journal,52(5), 114-115. Retrieved from www.slj.com

Library Uses

This book could be used as a library lesson on poetry. The librarian could read several poems of different genres to the children, and they could then try one to write and illustrate.

Module 8: The Great Pig Search

Book Summary

Bert and Ethel’s pigs escape from the back of their truck on the way to market. The entire town looks for them, and the mysteriously disappearing clothes, but no one can find them. Then a mysterious postcard from a town in Florida arrives, with the only message of “Oink!” Bert can’t quit thinking about the missing pigs and is humiliated, Ethel suggests a vacation to get away from thinking about the missing pigs, and Bert, who cannot quit thinking about the missing pigs, buys bus tickets for the town in Florida from which the postcard was sent. Throughout the vacation, Bert is obsessed and thinks he sees pigs everywhere. In truth, they are everywhere, though they are dressed as humans, but he can’t see it. Bert attacks a human, thinking it’s one of the pigs, which lands him in jail. Finally, they go deep sea fishing, Bert falls overboard, but the boat pilot rescues him. Bert is happy to have caught a huge fish, which he and Ethel take home with them on the bus. On the way home, Ethel shows him the newspaper. There he finds a story about his being rescued by the boat pilot, one of his own pigs.

APA Reference of Book

Christelow, E. (2001). The great pig search. New York, NY: Clarion Books.

Impressions

This is a good book for very young readers, possibly to be used at story time. The plot and characters are simply drawn, and the illustrations provide much for little readers to find. The ink drawings with color wash are simple and colorful. Throughout the story, as the farmer looks for his pigs, you can find pigs everywhere just walking around, driving the taxi, giving Bert and Ethel their rooms keys, and even driving the boat from which Bert is thrown. Bert cannot relax on his vacation, and instead keeps looking for the pigs when they are in front of him the whole time. The simple messages of the book for small readers is that things are not always as we see them, and to not let the small stuff get in the way of living your life.

Professional Review

Christelow's watercolor and pen-and-India-ink cartoonlike illustrations do a fabulous job of reinforcing the mood and action of the text. They begin "telling" the story on the cover, move to the front endpapers and title-page spread, then blend with and extend the text throughout the book. Some spreads are fully illustrated. In others, the text is on white with the illustrations above, below, or next to it. Some drawings are framed and placed over others or on the white background. Because the illustrations play such an integral role in this comical adventure, it is best suited to independent reading as well as small-group sharing. A sure hit.

Simonetta, K., Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., & Larkins, J. (2001, 

       September). The great pig search [Review of the book The great pig search, by E. 

       Christelow]. School Library Journal, 47(9), 185.

Library Uses

This book could be used as independent reading by the very young after it has been used in a storytime. The librarian could use a felt board to tell the story, and the partners or groups could read together and find all the hiding pigs.

Module 8: Goosebumps Horror Land Creep from the Deep

Book Summary

Siblings Billy and Sheena are spending their vacation with their uncle, Dr. D, on his boat, a sea lab. They locate a sunken pirate ship with a reputation for being haunted. The three descend in a mini-submarine only to be taken into a haunted cloud down to the ship. When they emerge from the cloud Dr. D. is gone, and Billy and Sheena are surrounded by pirates who pound on the submarine.  They barely escape back up to the surface and swim to a deserted island, only to discover that it is inhabited by the ghost/zombie pirates. Their leader, Captain Ben, says they will return Dr. D. when he gets back what is his. Thinking Captain Ben means the treasure, they find it, return it, but that isn’t what he wanted. Billy has been carrying around a piece of what he thought was driftwood for a walking stick. It turns out that that is what Captain Ben wanted; it is his leg. All three are saved and return to normal…except that when Dr. D. tries to radio home, the pirates’ voices can still be heard chanting.

APA Reference of Book

Stine, R. (2008). Goosebumps horror land: Creep from the deep. New York, NY: Scholastic.

Impressions

This book is a fun read for young readers. Though the theme isn’t deep, it deals with bravery and people not being what they seem. The characters are not complex, but the character of Billy is somewhat developed as a boy with imagination and courage. The plot moves swiftly through imaginary settings with implausible twists and turns to keep young readers excited and engaged. This could be used as a gateway or pleasure book to get reluctant readers engaged with the text.

Professional Review

R. L. Stine's tale (Scholastic, 2008) opens with Billy and his sister Sheena spending time with their uncle on his hi-tech research boat where they discover that they are near the wreckage of a long-lost pirate ship. The three wedge themselves into their uncle's deep-sea submarine to search for the ruins. No sooner do they discover the ship than things start to go horribly awry. The undead skeletons' chant is unnerving and spine-chilling, and a suggested beheading (only in a character's imagination) seems excessively violent. This creepy, ghostly adventure is not for the faint of heart.

Verbrugge, J. (2009, June). Goosebumps horrorland #2: Creep from the deep. [Review of 

       the book Goosebumps horrorland #2: Creep from the deep, by R.L. Stine]. School     

       Library Journal, 55(6), 64. Retrieved from www.slj.com

Library Uses

This would be a good book to read for a Halloween book talk in the library. I would choose several lower level chapter books to talk up in the hope that some of my reluctant readers would then choose to check them out and read.

Module 7: Year of the Jungle: Memories for the Home Front

Book Summary

Suzy’s dad is going to Vietnam, just as she is entering first grade. She knows he’ll be gone for one year, but she doesn’t really understand how long that is. She knows he’ll be in the jungle, so at first she is happy imagining life among the monkeys and elephants. He sends her post cards, and a beautiful doll for Christmas. But Suzy notices that when adults find out where he is, they look worried. Suzy’s fears for her dad start showing up in her daydreams. Then for her birthday, Dad mixes up her birth date with her sister’s. The postcards quit coming as often and when they do, the messages are strange. Now she is worried about her dad. Suzy sees the war of TV before her mother rushes to shut it off, and now her dreams are frightening war scenes. After she nearly drowns at swim practice, she admits that she can barely remember what he looks like and worries that he won’t come back. When Dad suddenly appears, he is sickly, but she doesn't care. Her father seems to have some sort of stress syndrome. But things gradually get back to normal, and she loves him even more.

APA Reference of Book

Collins, S. (2013), Year of the jungle: Memories for the home front. New York, NY: Scholastic.

Impressions

This book deals with a terrifying situation for young children, but does so in a way that very young readers can comprehend. Based on the real life of the author, it is told using language that a first grader would use to speak with her friends. Much of the story is told through the illustrations, showing wordless pages of Suzy’s thoughts transitioning from happy imaginings to dark and terrifying nightmares as the story progresses that reveal her childish understanding of what her dad must be experiencing. The entire story is from Suzy’s perspective, helping readers of any age to experience a little girl’s fears for her father.

Professional Review

Vibrantly colored cartoon illustrations, outlined in thick black ink, underscore a child's point of view. The characters' enormous eyes and boldly colored pupils provide an arresting motif. Suzy's increasingly haunted imaginings, depicted on spreads of painterly gray tones with bursts of color, stand in stark visual contrast to the narrative text and illustrations framed by generous white space. The author's spot-on memories paired with child-friendly art create a universal exploration of war and its effect on young children, ideally shared with and facilitated by a sensitive adult.

Finn, K. (2013, April). Year of the jungle: Memories for the home front. [Review of the 
       book Year of the jungle: Memories for the home front, by S. Collins]. School Library Journal, 59(8), 69. 
       Retrieved from www.slj.com

Library Uses

This is a book about problems that very young readers may face. Reading this book at story time could help children deal with their own situations of missing parents. It’s good for young children to know that they aren’t alone with their problems, and it could lead to an acceptance and deeper understanding of their situation. A craft that could accompany this story time could be to draw a portrait of a family member or someone they miss.

Module 7: Things That Float and Things That Don't

Book Summary 

This informational picture book is about density. The author playfully introduces density and instructs a boy and a girl along with the reader through a series of investigations using scientific inquiry beginning with guessing about what kinds of things will float. After testing a couple of items, the author tells the reader to "make a list of what you found," and the illustrations show the chart they are to make. The chart is identical to the way evidence is collected and measured in core science investigations. The author introduces the concepts of weight, size, and shape of objects, instructing the reader to try a loosely crumpled piece of foil and a tightly balled piece. When the tight ball sinks he explains, "The density of the second ball is greater than the density of water. That's why it sank." He repeats and spirals the concept with more experiments, adding more and more scientific vocabulary, until the concept is thoroughly taught.

APA Reference of Book

Adler, D. (2013). Things that float and things that don't. New York, NY: Holiday House

Impressions

While this book is a fun, attractive, and very pleasurable picture book, it is actually a lesson on the concept of density and gives instructions for scientific investigation. It is written in such an engaging way that no kid could possibly resist conducting the experiments. Illustrations of a boy and girl following the instructions make it even more enticing and clear for even very young readers. The information given is up-to-date, accurate science and scientific method. The entire book is filled with simple hands-on investigations, and participation is encouraged and supported with pleasing illustrations of children conducting the experiments.

Professional Review

K-Gr 2--This introduction to density offers new vocabulary in bold font, delightful soft-hued illustrations, and clearly focused content on flotation. The strong examples provide extension activities that can be done at home or in the classroom. The images enhance the concept as readers meet a boy, a girl, and their dog as they embark on an adventure to discover what will float and what won't. For example, a spread depicting how density is relative to the size of the object shows the dog looking over a kitchen sink full of water as a piece of aluminum foil floats as a loose ball and sinks as a tight one. This title supports the Common Core State Standards that focus on measurement skills, interpretation of data, and incorporation of key ideas and details in the text. Recommended for math collections in public and school libraries and classroom shelves.

Smith, M. (2013, August) Things that float and things that don’t. [Review of the book Things 

       that float and things that don’t, by D. Adler]. School Library Journal, 59(8), 118. 

       Retrieved from www.slj.com

Library Uses

Librarians could supplement elementary science class work with fun lessons in the library using this book.

Module 6: What I Saw and How I Lied

Book Summary

Fifteen-year-old Evie and her mother have just welcomed Joe, Evie’s stepfather, home from World War II. When an old army buddy starts calling Joe, he seems agitated. Overnight he whisks the family to West Palm Beach, Florida for a vacation though it is out-of-season and everything is closed. There, they meet a wealthy couple with whom they become friends. But the old army buddy, Peter, turns up and joins their group for social engagements. Peter is devastatingly handsome, and both mother and daughter fall for him. He courts both and eventually tells Evie why he’s there: He and Joe stole valuables from a Nazi warehouse filled with belongings taken from Jewish families sent to concentration camps. Now Joe doesn’t want to give him his share of the money. When Peter turns up dead, Joe is put on trial for murder. During the trial, everything that anyone has been hiding comes out. Joe is acquitted.

APA Reference of Book

Blundell, J.  (2008). What I saw and how I lied. New York, NY: Scholastic.

Impressions

This fast-paced historical fiction selection is filled with details of life in late 1940s America just after the war with touches of anti-Semitism. The characters are written with surprising multidimensionality as the truth about each is slowly revealed. The language is easy and intricately weaves mystery with romance. However, the plot of this book, a believably told coming-of-age story, has some very adult themes, including statutory rape. 

Professional Review

Blundell navigates this multidimensional plotline with unique, well-developed characters and insightful dialogue. Yet it is Evie and her rapidly maturing perception of herself and those around her that carry the story. In many ways, she becomes the adult in the group, motivated by truth and justice rather than greed or superficial appearances.

Lloyd, S. (2008, December). What I saw and how I lied. . [Review of the book What I saw    

       and how I lied, by S. Lloyd.] School Library Journal,54(12), 119. Retrieved from 

       www.slj.com

Library Uses

This book will illicit strong reactions from high school-aged students, and students would benefit through dialogue after reading. The librarian could arrange literature circles around this book and other similarly themed books, or create a blog where students could share their thoughts.

Module 6: Will Sparrow's Road

Book Summary

Will Sparrow is a boy on his own in Elizabethan England. His father sold him to an innkeeper to settle his drinking debts. At his new job, he ate regularly, better than he did at home, but it was never much and never as good as the inn guests got. One day he stole a rabbit pie and ate it. The innkeeper vowed to sell him to the chimney sweeps, a job dangerous to one's health, so Will ran away. On his journey, he met a host of unsavory characters who tried to cheat him. He finally settles somewhat with traveling performers and finds work with a series of carnival acts. Some of the performers are kindly and fair, but most are not. Eventually, he meets the cat-girl and others with whom he finally finds a family.

APA Reference of Book

Cushman, K. (2012). Will Sparrow's road. New York, NY: Clarion.

Impressions

The details in this story paint an accurate picture of what life was like for a boy or a girl on there own in Elizabethan England. The characters are complex and well detailed, as are their surroundings; both are accurately portrayed. The pacing of the story is lively, filled with scary twists and turns, but all ends well for Will and his friends. This book might be too harsh for younger readers, who would learn for the first time how poorly children were treated in the past, but most kids would delight in reading of a character with the freedom that Will had. 

Professional Review

Vivid description brings the period and setting to life, and colorful characters flesh out the simple plotline. Fascinating, sometimes seemingly preposterous, details are solidly corroborated in the informative author's note that reflects Cushman's extensive research. As she did in Catherine Called Birdy (1994) and The Midwife's Apprentice (1995, both Clarion), the author has skillfully evoked a period far outside readers' experience to tell a good and accessible story.

Orlando, M. (2012, November). Will Sparrow's road. [Review of the book Will Sparrow's 
       Road, by K. Cushman]. School Library Journal, 58(11), 102. Retrieved from
       http://www.slj.com

Library Uses

Will Sparrow's Road would be an excellent choice for a book talk on historical fiction, or as a component of historical research. The details of life in Elizabethan England are accurate and plenty. As an example, the description of Will's life could be used in a presentation of the life of children in Elizabethan England.