Sade+Graves+Book+Reviews

Levine, E. (2007). Henry’s Freedom Box. New York, New York: Scholastic (043977733X) Summary: Henry is a slave. As a child he is separated from his mother. He goes to work on his new master’s tobacco farm. Growing up on the plantation Henry meets and marries his wife and they have children. In an instant his wife and three children are taken away from him as they are sold. Henry decides he must go to a place where there is no slavery. Henry decides he will mail himself in a box to friends of an abolitionist doctor he meets. He travels by cart, steamboat and train in his box and eventually is delivered to Philadelphia. The book shows one man determined to be free! Opinion: Although the book doesn’t show Henry after he is delivered it is still satisfying. It gives the reader the since scense that anything is possible when you have an idea. Henry’s simple idea of mailing himself in a box may have gained him freedom. I thoroughly enjoyed it. Genre: Autobiography/ Biography Curriculum Connection: This book could be used in a Social Studies/ Language Arts lesson plan on The Underground Railroad. The book could activate prior knowledge and lead to discussions to further knowledge. Also students could write research papers in which they further investigate unconventional methods in which slaves escaped captivity. Curtis, C. P. (1999) Bud, Not Buddy. New York, New York: Delacorte Press. (0553494104) Summary: After the death of his mother, Bud Caldwell is sent to live in an orphanage. Bud doesn’t know who is father is but he believes that his mother has left him a clue as to who it is in flyers she left behind. These flyers are of Herman E. Calloway and his band. Bud decides that he will set out on a journey from Flint, Michigan where he is from to find his father. Using his book “Bud Caldwell's Rules and Things for Having a Funner Life and Making a Better Liar Out of Yourself he makes his way to the band. Although it is rough from the get go, Bud begins to make a family with the band. He is loved by them and in the end he finds out that Mr. Calloway isn’t his father, but his grandfather. Opinion: Bud, Not Buddy is a heartwarming book. He is a character that you won’t soon forget. The plot and the ending will definitely have you in tears. Genre: Historical Fiction Curriculum Connection: This book could be used in a Language Arts/ Social Studies unit. The book is historical fiction which can be used to teach the depression, jazz music, and problems African Americans faced during the 1930s.
 * 1) ** (Caldecott Award Winner) **
 * 1) ** (NEWBERRY AWARD) **

Hardesty's Review //__ Corretta Scott King Award: __//// Bud, Not Buddy // __APA Citation with IBSN:__ Curtis, C. (1999). //Bud, not Buddy//. New York: Delacorte Press. ISBN 0385323069 __Summary:__ A story about an African American orphan growing up in Michigan, this story is a good one. Bud goes on a search to find his father, but ends up finding his grandfather, Herman. The book tells his tale of surviving and beginning a relationship with his grandfather he barely knows. __Liked/Disliked:__ I like this story of Bud. I believe it’s real and honest. __Curriculum Connection:__ 5th Grade Standard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies. __Genre:__ Historical Fiction __Classroom Activity__: Strategy 17 Word Mapping Rappoport, D. (2001) Martin’s Big Words. New York, New York: Hyperion Books for Children (1423106350) Summary: Martin’s Big Words is a short picture book about how Martin Luther King Jr.’s words affected the world. The book highlights his major speeches. It also talks about the racial tension between white and black people during the Civil Rights movement. This book discusses the Montgomery Bus Boycott. Opinion: I love the illustrations in this book. I used this book to introduce a unit on African American History. The book is short and sweet, but it leads to great discussion. Genre: Nonfiction/ Autobiography/Biography Curriculum Connection: This book could be used to introduce a unit on speaking and listening and the power of words. The book could show students that “big” words can have a lasting effect on the people that hear them which is why it is important to become an effective speaker and listener. Freedman, Russell. (2005) Children of the Great Depression. New York: Clarion Books
 * 1) ** (Coretta Scott King Award) **
 * 1) ** (Orbis Pictus Award) **

Summary: The book shows how kids handled the economic and social changes of the depression. The book depicts students working instead of going to schools that were closed down. The book explains how kids still had a small amount of joy even though their world were turned upside down during the depression.

Opinion: Great book to introduce young readers to The Depression. They can relate to it because the subjects of the book are young kids just like them.

Genre: Nonfiction

Curriculum Connection: **SS-05-3.1.1** Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.

Reading this book will allow students to write about how The Depression affected the general welfare of the people of the United States including the youth. The book can lead to an informational writing piece about how The Depression affected the youth of America.
 * SS-05-1.1.1** Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today.

5** . (KY BLUEGRASS AWARD) ** Thomas, Jan. (2009) Rhyming Dust Bunnies. San Diego: Beach Lane Books. (9141697976X)

Summary: Three dust bunnies rhyme all the time. They come in contact with a forth bunny that cannot get the hang of rhyming. Bob (the non rhyming dust bunny) predicts that they will be sucked up by a vacuum and he saves them.

Genre: Fiction

Curriculum Connection: Kindergarten students will love a lesson on rhyming with this book. Read aloud using the story. Then present a lesson on rhyming. Students will use the smart board to match rhyming words.

RF.K.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). A. recognizes and produces rhyming words.

6. (** INTERNATIONAL BOOKS) ** Shah, Idries. (1998) The Lion Who Saw Himself in the Water. Cambridge, MA: Hoopoe Books.

Summary: The lion the king of the jungle was trying to communicate with the other animals in his kingdom. Each time he growled they ran away. He didn’t realize that the other animals didn’t speak lion. They didn’t realize that he wasn’t angry and that was simply the way that he talked. One day the lion wanted water. He traveled to the river. When he was about to drink he saw his reflection. He thought there was another lion and he was scared to drink. The other animals laughed. A butterfly informed him it was only his reflection and eventually he drank without fear. He realized it was only his reflection.

Opinion: Great book for teaching a theme lesson. Shows that things aren’t always what they seem.

Genre: Fiction/ Fable

Curriculum Connection: Sequence of events, cause and effect, and theme. This book can be used to teach a lesson on identifying theme, also used to show cause and effect and lastly students can write the sequence of events from the story. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize

7. ** (E-BOOKS) **

Sidney, Margaret. (date) Ballad of the Lost Hare. United States: D. Lothrop (B006ve66mk)

Summary: A hare leaves home. He goes on many of adventures while roaming free from the constraints of home. His adventures make him want to be a hare of freedom. He would never be one that could stay home. In the end he went on many adventures and had no desire to return home.

Opinion: I don’t know if a young child would get into this book. It’s very drab and kind of boring. I didn’t really enjoy it.

Genre: Fable

Curriculum Connection: I’d use this book as a read aloud. Then as a class we’d break apart stanzas within the ballad to analyze rhyme and meter. It would be excellent for a poetry lesson.

8. ** (E-BOOKS) **

Martin, Paige L. (2011) Daniel Keep Dreaming. Instant Publishing. (0578082721)

Summary: Daniel wants to be an artist more than anything. His grandmother encourages his art and he wins a first place for a recent piece of his. His father wants him to focus on his studies. He wants his son to be a doctor or scientist. His dad wants him to participate in the science fair but he’d rather not this year. He wants to wait until next year. His father won’t hear of it. Instead of working on a science fair project Daniel decides to work on a mural Mr. Hayes asks him to complete. He lies to his family stating he is working on a project for the science fair. He thinks his dad will be proud of him in the end. When his mother calls the school she finds out what Daniel is actually working on and sits down to have a talk with Daniel’s father. She convinces him that Daniel is not meant to be a scientist. They visit the school to see Daniel and his mural. They are very proud and Daniel ends up in the newspaper for his accomplishment.

Opinion: Great book about staying true to your dreams despite what others think.

Genre: Fiction

Curriculum Connection: I’d use this book as an introduction to narrative writing. I’d have students write about what they want to be when they grow up or write about things they’d like to do despite what others think. This story could also be used for a sequencing lesson or a lesson on character motives.

9. O’Conner, Barbara. (2007) How to Steal a Dog. New York: Farrar, Straus and Giroux (100312561121) Summary: Georgina is a young girl from a struggling family. Her dad left the family with nothing but a few coins and a jar of wadded up dollar bills. Ever since being evicted from their apartment they’ve been living in their car. Her mother is working two jobs to get the family back on track. Georgina sees a reward sign for a missing dog. The reward was $500. Georgina found a dog and left it in an abandoned house. She threw away the collar to hide the owner’s phone number. She returned the dog to its owner and the owner didn’t give any reward. Opinion: This book is so great!!! We have so many homeless children in our community and this book shows describes what it feels like to be homeless from the perspective of a child. Very awesome book and a great read for teachers and students. Genre: Realistic Fiction Curriculum connection: I’d use this book to teach argument, sequencing and story elements. The students could write an opinion piece on whether or not Georgina is good person citing evidence from the text. The students could also recall the sequence of events or use a story map to identify the elements of the story. 10. Osborne, Mary P. (2011) Abe Lincoln at Last! New York: Random House Children’s Books. (0375868252) Summary: Jack and Annie travel back in time to meet Abraham Lincoln. They are trying to obtain a feather they need. In order to do so they need to have a meeting with Abe but they can’t get one due to the fact that he is so busy. The nation is on the brink of war. In a turn of events the kids are spun further in time where they meet a kid name Sam who is actually Abe Lincoln as a child. The book has facts about the civil war and the president Abe Lincoln. Opinion: Good book. Not the best from the series that I’ve read, but it can be easily integrated into Social Studies and Language Arts content. Genre: Fiction Curriculum Connection: Using the nonfiction companion book students will be introduced to facts about Abraham Lincoln as well as the Civil War. SS-05-1.3.2 Students will describe specific rights and responsibilities individuals have as citizens of the United States.

11. Tang, Greg. (2004) The Grapes of Math. New York: Scholastic. (0439598400) Summary: This rare math book teaches students short cuts to counting and completing math problems. The book discusses how to count by groups such as counting by fives. It also teaches grouping. Simple math tricks that can make word problems or any other math easier for the elementary math student. Opinion: Very cute. Great illustrations. The rhyming makes it fun to read. Good information in a simple, inviting book. Genre: Picture book Curriculum Connection: K.CC.1- Count to 100 by ones and tens. K.MD.3- Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. 12. Polacoo, Patricia. (2009) January’s Sparrow. New York: Philomel Books (0399250778) Summary: If you thought you loved Patricia Pollaco book’s before you’ll definitely love them after reading this book. The tale of January and her adoptive family who have to flee their master’s plantation in Kentucky. The reach the state of Michigan and finally believe that they are free until a beloved treasure of January’s (a carved sparrow) reaches their front door with a note attached stating they’ve been found. The town rallies around the family and this distracts the master who has come in search of the family. In the end they are able to escape to Canada. Opinion: I love Patricia Polacco books. While they are appropriate for elementary students they work with any grade level. January’s Sparrow doesn’t sugar coat facts for young readers because it exposes to the real history of Kentucky. Genre: Nonfiction Curriculum Connection: **SS-05-2.1.1** Students will identify early cultures (e.g., English, Spanish, French, and West African) in the United States and analyze their similarities and differences 13. Polacco, Patricia. (2009) In Our Mother’s House. New York: Philomel Books (039925076x) Summary: Three adopted kids are living in a happy loving house. There is one catch their adoptive parents are a lesbian couple. Some people say they’re different because they live in a family with two moms and no dads. This book teaches that families come in all shapes and sizes. Opinion: Now days families are anything but traditional. It may be a little controversial and some parents might not want their children to read about lesbians and their children BUT there just might be a child in your class with two mothers. Genre: Realistic Fiction Curriculum Connection: **KCAS Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well‐chosen details, and well‐structured event sequences.** Students could write personal narratives about their family and aspects which make their families different from others. 14. Young, Judy. (2010) R is for Rhyme: A Poetry Alphabet. Michigan: Sleeping Bear Press. (158536519X) Summary: Young gives a fun book about poetry. Each page of the book is a different type of poetry. The books pages define the types of structures. It helps students understand the format of easy poems as well as more complex poems. Opinion: GREAT as an introduction to a poetry unit. Beautiful illustrations. Genre: Informative Curriculum Connection: #2 RL.5.5 Explain how a series of stanzas fit together to provide overall poem structure I’d use this book to demonstrate how stanzas fit together within each poem structure.
 * This book could be used to illustrate how the climates of the southern and northern states were different during the civil war period.

15.
 * //Through My Eyes//** by Ruby Bridges, Margo Lundell (Scholastic Press) (0590189239)

Summary: This book recalls the story of Ruby Bridges. It is an autobiography. The book tells the story of Ruby Bridges who became one of the first black children to go to an all white school. She had to walk through angry mobs of people who were against integration. She was schooled separately within the all white school for a year. She had class all alone. She still prevailed with the help of her loving and attentive teacher.

Opinion: I’ve seen films about Ruby Bridges. The pictures and quotes from newspapers really add to the story of this book. I enjoyed it.

Genre: Autobiography

Curriculum Connection: Can be used to make self to text connections. Students will read the story and then discuss ways in which they are different from those in their class. This story will lead to great discussions on equality and accepting each others’ differences. RL. 2.3: Describe how characters in a story respond to major events and challenges.

4. Bridges, R. (1997).//Through my eyes: Ruby Bridges//. New York, NY: Scholastic Press.
 * Review By Rochelle Nicole Lee **

978-0590189231

//**2000 Orbis Pictus Award **//

 ** Summary: **

This is a story about a 6 year old girl that was the first to attend a school free of segregation. This story tells each step for Ruby Bridges as she rocked the United States in a great change for the Civil Rights Movement.

 __Through My Eyes__ is a wonderful true depiction of a little girl named Ruby Bridges who was the first African-American student to be accepted to an all white school. In this wonderful biography, she gives us her firsthand account of how everything happened from her view point. This is a step away from the history books for a true depiction of how this little girl saw all of the events that happened in Louisiana. From the Federal Marshalls escorting her through mobs of angry crowds to her first years at the school, Ruby allows the reader to feel and see the events that took place in her life with a more personal experience than just reading the facts from history books. The book does include newspaper articles and quotes from John F. Kennedy and Martin Luther King Jr., as well as a timeline that depicts the important events in the Civil Rights Movement. The tidbits of information given are okay, but I think that they really take away from her perspective and could have been omitted or moved to the end of the book as a reference. It is important to note that this book does have scenes that are full of hatred and discrimination that may be hard for younger audiences to handle. I believe that this book is more appropriate for a third or fourth grade level than the age of the main character as a first grader.
 * Review: **

Common Core Language Arts: 3rd grade – Distinguish their own point of view from that of the narrator or those of the characters.
 * Curriculum Connection: **


 * Genre: ** Autobiography

 ** Classroom Activity/Promotional Activity: ** Strategy 25 from //Promoting Literacy Development// (2012), “Double-Entry Journals” (pp. 144-148) will help the students connect to the text in this story. The events in this story took place a long time ago and most students will not be able to imagine a world of segregation today. I believe that double-entry journaling will allow the students to respond to how they would feel if these events were happening to themselves and allow them to walk more closely with Ruby Bridges and sympathize with her. The teacher will choose different passages for the students to read and respond to. The following questions would enhance their responses: Tell how this part makes you feel. Visualize what you have read. What did you see? Draw and describe. There are more questions to refer to on page 146 from //Promoting Literacy Development.//

//Sandra Smith:// I really like quite a few of your book choices. The "Through My Eyes" book sounds interesting from a students point of view. Thanks for the suggestions.