Cook+Reviews

Mary Cook LME 518 Book Review Patron, S. (2006). //The higher power of lucky.// New York, NY: Simon & Schuster. 978-1-4169-7557-1. 2007 Newbery Award Winner Ten year old Lucky Trimble lives in Hard Pan, California (pop. 43) with her father’s first wife Bridgette, who came from France to be her Guardian when Lucky’s mother died. Along with her dog, HMS Beagle, and a host of other very interesting people in her life, Lucky spends her days cleaning up the trash (and eavesdropping) after various anonymous 12-step program attendees at a local museum. She, along with these attendees, is desperately searching for their “higher power”. Convinced that Bridgette will return to France and leave her an orphan she constantly carries her “survival pack” around with her and devises a plan to run away. She decides to make her break during a near fatal dust storm and finding a lost 5 year old Miles, the two struggle to survive and discover what they had been looking for all along. This book has many appealing qualities. Lucky’s unusual friendships make for an interesting story. While most students may struggle to relate to living in a town with only 43 people in the middle of the desert, I enjoyed how Lucky seemed never to be bored or have a lack for anything to do. The stories she hears from eavesdropping on the 12-step meetings teach her many life lessons. Her relationship with her French Guardian Bridgette, although sometimes strained, show how two people truly grow to love each other. The main complaint I have with the book is the unfortunate use of the word “scrotum”. It is used on the first page of the book as Lucky listens to a story told at one of the meetings (she listens through a hole in the wall). It is later defined in the book in a perfectly anatomical way. I was at first disappointed at the use of the word, then later felt that the targeted audience of 5th grade should be able to read such a term and take it in the context it is intended. I discovered that we had the two sequels to the book on our shelves in the library but not this book. This is one of the reasons I wanted to read it. Although I enjoyed the book, my biggest disappointment is that I do not have a strong desire to read the next two books, something I usually cannot wait to do. __Curriculum Connection: 5th Grade__ __CCR-__Analyze how and why individuals, events, and ideas develop and interact over the course of a text. __Key Ideas and Details:__ 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Standard 3. Compare and contrast two or more characters, settings, or events in a story or drams, drawing on specific details in the text (e.g. how characters interact). __Craft and Structure: 4.__ Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Standard 4: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. __Genre:__ Realistic Fiction (children’s). __Classroom Activity One:__ Promoting Literacy Development Strategy 24: Character Mapping. There are only a few characters in //The Higher Power of Lucky// although each one plays a significant role in Lucky’s life. Knowing how these characters use these roles helps to understand the book and the main character of Lucky herself. Step one: Talk about the characters prior to starting the book and have the students be aware how to try and conceive exactly what the author is trying say and how they interact with each other. Have students keep a character chart while reading alone or with the class in read-aloud s. The students should write down the name of each character as they are introduced. It would also be helpful to make notes as to how the main character came into contact with them as they are introduced in the book. Step two: Read parts of the book aloud with the students to help them demonstrate the relationships between the characters. Use this time to have students engage in discussions they may be having concerns or opinions about. Encourage students who may not understand certain areas to speak up and let others help. Step three: Make a character map on the board and have the students help fill in the map from their notes they have taken while reading and in class discussions. Use this map to continue to analyze their relationships and help to clear up any questions or observations anyone may have. Antonacci, P. & O’Callaghan, C. (2012). //Promoting Literacy Development.// Thousand Oaks, CA: SAGE Publications. __Classroom Activity Two:__ Lucky carried her survival pack wherever she went. These were things that either meant something to her or she thought she needed to sustain life. Have the students make a list of what they would put in their survival pack. Remind them that she carried it on her back wherever she went, so they might want keep this in mind.

Mary Cook Review 2012 Orbis Pictus Award for Outstanding Nonfiction for Children. Sweet, M. (2011). //Balloons over Broadway: The true story of the puppeteer of Macy’s parade.// New York, NY: Houghton Mifflin. (ISBN 978-0-547-19945-0) //Balloons Over Broadway// is a children’s picture book about the puppeteer Tony Sarg. Not only can you learn about the life of Tony Sarg in the front of the book and in the Author’s Notes in the back, but you can learn of how The Macy’s Thanksgiving Day Parade came to be. Melissa Sweet’s colorful and childlike drawings will capture the attention of any youngster. Through her words and illustrations you see how Sarg’s marionettes were transformed into the Macy’s balloons of today. I recently purchased this book for several reasons after reading about it. The first is because I dearly love nonfiction picture books, the second because I love books with New York City in them, and the third because who doesn’t love a parade. I purchased Macy Snow Globes one year while in New York that had the parade theme to them and everyone loves to look at them. I will display this book beside the snow globes. The book can be used for all ages. Some of the pages are a bit busy for the younger child. I read this to a pre-school class and had to skip over some of the details in order the keep their attention. The pictures alone were great for them, so I just kind of told the story as we went along. For this reason, the book is well suited for students as far up as the 3rd grade. __Genre__: Nonfiction (Picture Book) __Curriculum Connection: 1st Grade__ CCR-Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Reading Standards for Informational Text K-5 Key Ideas and Details: 1. Ask and answer questions about key details in a text. Integration of Knowledge and Ideas: 7. Use the illustrations and details in a text to describe its key ideas. Comprehension and Collaboration: 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. __Classroom Activity:__ Strategy 22 Story Retelling The cover of this book is colorful and a story in itself. Children will be able to see the story in the cover even before the story is read. Step one: Tell the students the title of the book: //Balloons Over Broadway.// Hold up the cover of the book and talk about the illustrations seen there. Make sure they notice the tall buildings, the characters seen there, people, animals and anything else they may notice. Have them try to guess what the story may be about and even if they think the story is true or not. Step Two: Read the story aloud with the class. Go over the Author’s Notes and the part about Tony Sarg in the front of the book. Have the students go back to their predictions of the cover and see how much they got right. Step Three: Have students share the stories they came up with and why they predicted the story the way they did. Have the students compare their stories with the book and discuss what those differences and similarities are. Just for Fun: Let the class have a parade of their own. First they need to come up with a theme. They can even look at past themes of the Macy’s parade for ideas. Once they have come up with the theme of the parade have the students make puppets to enter into the parade. Provide colored paper, markers, card stock, stickers, and other art supplies for the students to use. Pop-cycle sticks or rulers can be used as a base. To show the parade put a table cloth over long table and have them use the puppets up and down behind the table to the parade. Antonacci, P. & O’Callaghan, C. (2012). //Promoting literacy development.// Thousand Oaks, CA: Sage. Mary Cook Review
 * //__Balloons Over Broadway__//** Written and Illustrated by Melissa Sweet.

HARDESTY'S REVIEW: __Balloons Over Broadway__ __Orbis Pictus Award:__ Balloons Over Broadway __APA Citation with IBSN:__ Sweet, M. (2011). //Balloons over Broadway : the true story of the puppeteer of Macy's Parade//. Boston, MA: Houghton Mifflin Books for Children. ISBN 978-0-547-19945-0 __Summary:__ Macy’s Thanksgiving Day Parade is a big deal to children, and this book captures all the realism it entails. It’s a great story depicting the events and happenings that took place to make the parade all that it is. __Liked/Disliked:__ I very much enjoyed this text. It was very interesting to read how the balloons became such a huge part of the Macy’s Thanksgiving Day Parade. __Curriculum Connection:__ Kindergarten: With prompting and support, retell familiar stories, including key details. __Genre:__ Informational __Classroom Activity:__ Strategy 22: Story Retelling

Yelchin, E. (2011). //Breaking Stalin’s nose.// New York, NY: Henry Holt. (978-0-8050-9216-5) 2012 Newbery Honor Book

The story of a young boy Sasha Zaichik, growing in the Stalin era of Russia. This book follows Sasha from the eve of the night his father was arrested through the next day. This was the day Sasha’s dream of becoming a Young Pioneer and a lifelong Stalin devotee would come true, that is until his father was arrested and put in prison. Sasha was convinced his father was a hero and that communism and Stalin were the greatest thing on earth. Imagine his disappointment when his father is taken away one night and he is left orphaned. Sasha mother had been an American and he had been told that she died in a hospital of a sickness, but had she? This a fast paced and intriguing book with illustrations that completely bring the book to life.

I was so intrigued by this small book, not only by the title itself, but the drawings as I flipped through the book. After I read the book I could not wait to find out more about the author. The author’s note does a wonderful job of explaining how he came up with the story. He was born in Russia and left there when he was twenty seven years old. He is also the illustrator for the book and they are fabulous. The author basically took actual events that happened in his life during the 1970’s and placed them in the time of Stalin for a very different outcome. It is difficult for us to understand the exact mentality of the people in their extreme devotion to one person and his plan. This book is not only enjoyable but a great learning tool. The website the author has created breakingstalinsnose.com has excellent pictures and a “rest of the story” set up. I enjoyed the site and the interaction and information it has to offer.

__Genre: Historical Fiction__

__Classroom Activity: Website and report__

The classroom activity is practically done for you in this book. Upon entering the author’s website of [|www.findingstalinsnose.com] you will find a complete history lesson detailing the people and their history along with some history of Stalin and the USSR. There are nine different sections with pictures, as you click on each picture you getting a brief history lesson on each picture. It is truly the most fantastic site. Dividing the class into groups, assign each group 1 or more of the sections, a class of 18 would put 2 in each group. Adjust the number of groups and their sizes according to numbers. Each group would then report on what they discovered in their section and even relate it back to events in the book.

__Sections of the website:__


 * 1) Sasha’s Moscow: 6 pictures
 * 2) Komunalka: Living with strangers- 8 pictures
 * 3) Who was Sasha’s Dad- 9 pictures
 * 4) Sasha’s Mom-From the USA to the USSR. It is in this section that you find out Sasha’s Mom is from Detroit and there is an interesting tie to The Ford Motor Company. 9 pictures
 * 5) Who were the Young Soviet Pioneers- 7 pictures
 * 6) Inside Sasha’s school- 9 pictures
 * 7) Comrade Stalin-Brilliant Genius of humanity- 8 pictures
 * 8) Enemies of People- 13 pictures.
 * 9) Inside the Lubyanka Prison-9 pictures.

__Curriculum Connection: 4th grade.__

CCR: Reading Literature: Integrate and evaluate content presented in diverse media and formats, including visual and quantitatively as well as in words.

Reading Literature: Integration of Knowledge and Ideas: Standard 7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Mary Cook Review Mack, S. & Champlin, S. (2009). //Road to revolution!// New York, NY: Bloomsbury. (978-1-5990-013-0). //Road to Revolution!// is a Graphic novel in //The Cartoon Chronicles of America// series. The two main characters Nick, an orphan who is somewhat of a hooligan, and Penny, the daughter of a tavern owner, team up to form a most unlikely pair. The time is 1775 and the place is Boston. These characters are fictional, but the people they meet such as Paul Revere and the events that unfold, the Battle at Bunker Hill, the midnight ride, the Old South Meeting-Place, are all true. Penny and Nick have a common goal; get the British out of Boston. This book is fast paced and can truly make history fun for even the most reluctant student. I will have to admit Graphic Novels have never been on the top of my list. This is one of the few I have actually read. After forcing myself to read it, I was truly amazed at how much I enjoyed this book. In the Prologue you learn the setting for the book and the events that led up to the year 1775. There is also a page with a character list with pictures; this helps you follow a sometimes confusing story. We learn upfront that Nick and Penny are fictional characters however in the back of the book in the Epilogue; the authors take each chapter and tell you what is fact and what is fiction. I thought this was very unique and important for young readers to know. The illustrations in the book are cartoons however the pen and ink style make them more realistic and very detailed. __Genre: Graphic Novel-Historical Fiction__ __Curriculum Connection: 3rd Grade__ __CCR:__ Interpret words and phrases as they are used in a text including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 3 Standard #: 4 Standard: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. __Classroom Activity: Strategy 20 Vocabulary Journals__ Before reading this book, review the Prologue with the students and go over the character review. The book would best be read in groups with each member taking turns reading aloud. Let students decide if they will each be a certain character, or each read a page or a line, and change it up each time they read. Go over the section in the back of the book on what is fiction and what is true. Example: Chapter 1. - __Desperate__ Definition __Chapter 2__ __- Patriot__ __Definition__
 * 1) Have the students choose at least three vocabulary words from each chapter and record them as they read along with the page number the word is on.
 * 2) For each word write the definition of the word.
 * 3) Have students share their journals enlightening the class on the words they learned.

Antonacci, P. & O’Callaghan, C. (2012). //Promoting Literacy Development.// Thousand Oaks, CA: SAGE Publishing. Nichols, N.,McGuire, A., Adams, G., & Wexler, L. //Student guide for Road to revolution.// Retrieved from [|http://stanmack.com/fileManager/file/StudentGuide.pdf. on February 23], 2012.

Greenfield, E. (2011). //The great migration: Journey to the north.// New York, NY: Harper Collins. (978-0-06-125921-0)

2012 Coretta Scott King Honor Award

This book is a collection of poems about African Americans as they fled the south in search of a better life in the north. The wonderful aspect of this book is that the author, Eloise Greenfield, was only three years old when her family fled to Washington, D.C. In the beginning of the book she tells her story and of the Great Migration of more than a million African Americans. The poems are divided into sections such as the first one, “The News” as they learn of the hope the north holds, and then there are the “Goodbyes” through to the point they arrive “Up North”. The illustrations by Jan Spivey Gilchrist help tell the story as the poems progress.

This is a picture book however; the story and the pictures tell a rather intense story. It is stated that the book is for ages 3 and up or K-3 grade level. I feel there is more to be gained from at least 3rd grade, and even higher. This book would be a great addition to Black History for all grade levels. It is told in verse and the pictures greatly enhance what is being told. You can just feel the heart-felt emotions that both the author and the illustrator poured into the book.

__Genre:__ Juvenile Poetry

__Curriculum Connection-__ 3rd Grade

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

Key Ideas and Details: Standard 1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

__Classroom Activity:__ Strategy 11- Paired Assisted Reading.

This book is a great way to introduce Black History month and learn more about African American history. The book is broken up in 5 sections of poems. Select students for each section and have them read aloud a poem. The teacher or a group of students could read the preface that the author had written to lead into the story.

Section I: This is only one poem, 1 or 2 students will be assigned here to read the 1st poem

Section II: There are 4 poems here, so at least 4 students will have this section.

Section III: There are 5 poems, or pages, so 5 students are needed here.

Section IV: 1 to 2 Students

Section V: 3 to 4 students

If there are enough students in the class, students could read the lead in, however if not the teacher could do this. Someone can hold the pictures up as each student reads their poem. If the pictures could be put on a projector, this would make a great presentation for book buddies or other classes.

Mary Cook Review

Malaspina, A. (2009). //Finding Lincoln.// Morton Grove, IL: Albert Whitman & Co. (978-0-8075-2435-0).

The time is 1951 and the place is Alabama and a young African American boy could not check out a book from the public library. At that time African Americans had to rely on churches to stock donated books for their use. Louis had been given an assignment at school to write about President Lincoln as a boy. After his first attempt to just walk right into the public library resulted in him being kicked out. However, a young librarian followed him out of the library and told him to come back after hours and she would let him in. Louis was indeed able to do this and he realized the trouble she could get into by doing him this favor.

This is a wonderful read aloud for students in the lower grades. The illustrations by Colin Bootman are realistic paintings that would appeal to students of all ages. The expressions on the people help to tell the story, the looks he gets as he enters the library and the frustration on his face are clear. This is a great book to teach younger children about civil rights and a difficult time in our history. There is a “Note” at the end of the book with information about the true story the book was based on, John Lewis from Troy Alabama, who goes on to become a congressman. It is here you learn the cities like Louisville Kentucky were among the few that opened libraries in churches and schools to serve the African American community. It was not until the late 1960’s that libraries were open to all.

__Genre: Picture Book: Multicultural Literature__

__Curriculum Connection- 3rd grade__

CCR: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.

__Strand: Reading Literature Cluster: Key Ideas and Details Grade: 3__ Standard #: 1 Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

__Classroom Activity: Strategy 29-Connect It.__

Third Grade Lesson on Black History. This same lesson could be done on Civil Rights or The Civil War in combination with a lesson on Abraham Lincoln.


 * 1) Start by reading the book //Finding Lincoln// by Ann Malaspina aloud to the class. There is also a YouTube Video the class could look at together. It can be accessed from __[].__
 * 2) Discuss what the students already know about the subject and discuss some other ideas they can search on the topic. Take the students to the library to search for picture books similar to //Finding Lincoln.//
 * 3) Have each students, or students if they work in pairs or teams, to report on their book and what they learned.

__Antonacci, P. & O’Callaghan, C. (2012). Promoting literacy development. Thousand Oaks, CA: SAGE Publications.__

Capaldi, G. (2008). //A boy named Beckoning: The true story of Dr. Carlos Montezuma, Native American hero.// Minneapolis, MN: Carolrhoda Books. 2009 Orbis Pictus Award The author and illustrator for this book is Gina Capaldi and through her “author’s note” you learn of how she came to write this amazing nonfiction picture style book. Most of her information was gleaned from a five page letter that Dr. Carlos Montezuma wrote in 1905 to a professor at the Smithsonian Institute. Dr. Montezuma was born in 1866 and known as Wassaja as a native Yawapati Indian which translates to the word “Beckoning”. He was only 5 years old when he was sold as a slave. This book takes you through that “awful night” when he was taken from his family by the Pima Indians and after failing to be traded for a horse ended up with Mr. Carlo Gentile. Gentile was an American who paid for and saved Wassaja’s life. He soon learned that Mr. Gentile would not treat him as slave, but would care for him including baptizing and educating him. Gentile was a photographer who traveled the world and eventually took Wassaja back to the United States and here he would be named Carlos, after his new father, and his last name of Montezuma after the ruins that were located near the home of his boyhood. The father and son settled in Chicago where Carlos was enrolled in school and was eventually accepted into the University of Chicago at age 14 and then Northwestern’s Chicago Medical College to become a doctor. He searched for information on his birth family and eventually learned his mother had died while traveling to find him. Dr. Montezuma worked as a doctor on the Indian reservation and also worked hard to change policy for Native Americans. The picture book style of this book would make it great for a read-aloud for younger students. Each page is intricately detailed with the illustrations and has side pictures of real people and events of the times. The book could also be enjoyed by older students and used for research. I like the way the “story” is told on each page with the side-bar of information and pictures helping you understand what the character was living through. At the end of the book, along with a picture of Dr. Montezuma, there is a significant amount of information on his life and his works. Much can be learned from this book for students and adults of all ages. __Genre:__ Informational Picture Book, Literature for a Diverse Society __Curriculum Connection: 4th grade.__ CCR: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Reading Informational Text Key Ideas and Details Standard #: 2 Determine the main idea of a text & explain how it is supported by key details; summarize the text.

__Classroom Activity:__ Native American Biography Study In conjunction with November being Native American month, and the month of Thanksgiving students should find picture books like //A Boy Named Beckoning// either on a person of Native American descent or an event in history pertaining to either the Native Americans or the beginnings of our Thanksgiving holiday. Reports should be given orally telling about the book and showing some of the pictures to the class you felt helped make the story come alive. This should not be a “reading” of the book to the class, but information on the person or topic of your book.

Mary Cook Review

Lubar, D. (2006). //Punished!// New York, NY: Scholastic. 978-0-439-02610-9)

Logan and his friend Benedict have a report due for school so they make a trip to the library. They are getting a head start because, Benedict has never won Student of the Month, a title that brings free pizza, and he is determined to win it this month. On this fateful trip to the library however Logan literally runs into an old Professor while playing tag, something he should not have been doing. After Logan apologizes the man says it is not enough and he should be “punished”. He blows dust off an old book into Logan’s face and then is gone. After this, he can only talk in “puns”. Once he realizes he cannot stop, and is getting on everyone’s nerves, he goes back to the library to find the man. ‍He finds out to break the spell he must, on 3 different occasions, find 7 oxymoron’s, 7 anagrams, and 7 palindromes. This proves difficult at first but Logan uses some very clever techniques and solves them all. The book is witty and an entertaining quick read best suited for students in 2nd through 4th grade. ‍

I like this fun and relatively easy read chapter book for many reasons, the first being the trip to the library for the boys. It even talks about how he always goes to the baseball books found in 796.357 of the Dewey decimal. Yes, they are playing tag in the library but they learn their lesson. Another is the way he uses everyday life to come up with the oxymorons, anagrams and palindromes. It is full of problem solving and using your head. It shows the meaning of these three terms in ways younger students can really understand. It would be a fun class book for a read aloud, and great way to introduce students to “puns”.

__Genre: Modern Fantasy__

__Curriculum Connection__ – 3rd grade.

a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g. describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g. knew, believed, suspected ||
 * CCR: Demonstrate understanding of figurative language, word relationships, and nuance in word meanings. ||
 * Strand: Language || Cluster: Vocabulary || Grade: 3 || Standard #: 5 ||  ||
 * Standard: Demonstrate understanding of word relationships and nuances in word meanings.

__Classroom Activity: Strategy 9 Constructing Words.__


 * 1) Read the book //Punished!// as a class, using both teacher led reading as well student read-a rounds.
 * 2) List the figures of speech that are mentioned in the book and have the class do some searching to come up a few more, enough so each team of two or three can use one.

Ex. Palindromes, anagrams, euphemisms, oxymoron, puns, hyperbole, onomatopoeia, and simile.


 * 1) Assign each group a figure of speech and have them some up with types, staying clear of the examples used in the book. They use the library, things around the classroom or school, similar to the way Logan went about it.
 * 2) Hand a work sheet (ex. Below) and let the students fill them in as each group reports what they found.


 * __Figure of Speech Definition Examples__ __**


 * 1) Palindromes


 * 1) __Anagram___


 * 1) __Eupemism__


 * 1) __Oxymoron__

After the work sheets are filled out, have the students tell about some of their adventures in finding their words and how they came up with them.

Mary Cook Review Rocco, J. (2011). //Blackout.// New York, NY: Hyperion Books. 2012 Caldecott Honor Book One very hot summer night a little girl tries to find someone in her family to play a game that takes “2 or more players”. Big sister is too busy talking on the phone, Dad is too busy cooking, Mom is on the computer, and the cat can’t roll the dice, so the little girl resorts to playing a video game. Of course, most of this is taken from very few words and the wonderful illustrations done by the author, John Rocco. It is then that the “lights go out”, everywhere, or seemingly everywhere. Sitting in the dark around a flashlight the family starts to play the game. It just gets too hot so they are forced outside to the roof where they discover light, and people! They make their way down to the street and it’s a party, free ice cream, children playing in the fire hydrant, singing, talking, and having fun. It is when the lights come back on they discover how much fun they were having and turn them back off and go back to playing the game. I love this book! What fun! The author’s website, [|www.roccart.com/blackout] has a book trailer you could show to the students. It talks about the blackout of August 14th, 2003 and how over 55 million people lost power. The people all talk about how much fun they had instead of what a disaster it was. There are very few words in this book, the pictures tell the story, which also makes it fun. While not many of us can relate to going through a blackout while living in a place like New York City, many of us have lived through snow storms that have made us snowbound. I still remember the snow of 1994, 27 inches in Shelbyville, Ky. We had a ball on our street. We went from house to house each evening and cooked what food we had and played board games. Some were without power, but others had power, so you just teamed up. It was truly a fun time. This book brought back many fond memories of all the things we did. __Genre:__ Picture Book-Storybook. Cartoon style illustrations. __Curriculum Connection: Kindergarten__ reasoning and the organization, development and style are appropriate to task, purpose and audience. || Standard: Describe familiar people, places, things and events, and with prompting and support, provide additional details. __Classroom Activity:__ Have students talk about things they would do if the lights went out. You may need to help them with activities that do not have to have electricity. What board games to you have, do you have some crayons and a coloring book to color by flashlight? You can also talk about being prepared for when something like this happens. Things you need handy like a flashlight and not trying to walk through a room with no help in case you should trip on something. Draw a picture of a box on a piece of paper and have them draw pictures of what they would want in their box for their adventure with no electricity.
 * CCR: Present information, findings, and supporting evidence such that listeners can follow the line of
 * Strand: Speaking and Listening || Cluster: Presentation of Knowledge and Ideas || Grade: Kindergarten || Standard #: 4 ||

Hiaasen, C. (2005). //Flush.// New York, NY: Random House. (ISBN 978-375-82182-9)

While their father sits in jail for trying to sink a casino boat and their mother is contemplating a divorce, the brother and sister team of Noah and Abbey are desperately trying to find proof to clear their father. The town’s richest man and owner of the casino boat is flushing raw sewage into the water where it is washing up on the beach, a local hangout for the townspeople. The cast of colorful characters which include a drunk, a floozy, drug dealers, some not so friendly teenagers, and a host of others, make for a very interesting story. In the families attempt to prove this dumping, there are cliffhangers at every turn. The story keeps the reader on edge as more and more evidence is uncovered by determined kids.

While this book is meant for 4th and 5th grade readers, it does have some adult or mature themes. However, I felt the author did a nice job in getting the point across without crossing the line. It may not be the best book for read-alouds, but group discussion would defiantly be interesting to say the least. The book would simply not be as intriguing had it been written any other way. The environmental theme makes it current could lead to students wanting to learn more. The story takes place in the summer, so it is difficult to tell the age of the brother and sister team of Noah and Abbey. Noah is around 12 or 13 and it indicates Abbey is a couple of years younger. They get into some situations (although standing up for what they believe) they probably should not be in. This could also lead to some great class discussion on some of these situations.

__Genres-__ Fiction (Mystery).

__Curriculum Connection-5th__

__CCR-__ Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Key Ideas and Details: Standard 3-Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.

Craft and Structure: Standard 6-Describe how a narrator’s or speaker’s point of view influences how events are described.

__Classroom Activity: Strategy 24-Character Mapping__

There are many colorful characters in //Flush.// Each playing their own roll in story and the events that unfolds. The author gives vivid physical descriptions of some, while others are simply left to the imagination. Make a character chart listing the character name, what the author told you about the person and their appearance, and whether it is direct characterization or indirect characterization.

Direct- the author tells you directly about the character’s personality or what they are like.

Indirect- the author lets you draw conclusions based on the thoughts or actions or what other characters revel about them. Talk about the characters and the role they had to play as the story unfolds.

Example:


 * __Name of character Description and Traits Type of Characterization__**

Shelly tough girl, large lady, honest direct

Blonde hair, tattoo, good actress

Antonacci, P. & O’Callaghan, C. (2012). //Promoting literacy development.// Thousand Oaks, CA: SAGE Publications.

Teaching unit for flush. Retrieved February 9, 2012, from S & T Publications. []

Rivera, A. (1995). //Alamat ng// ampalaya //(The legend of the bitter guord).// Quezon City: Adarna House. (ISBN 971-508-018-9)

International Book from the Philippines.

This book is in both English and the Tagalog language. It translates to “The Legend of a Bitter Guard.” The book starts out with all the vegetables sprouting up from the garden; one vegetable has a pale look and has no taste. He becomes envious of all the other vegetables and turns mean so all the other vegetables start to ignore him. He then devises a plan to make himself better than all the others. He sneaks around at night and steals color, taste and texture from all the other vegetables. The next day, he posed as a new and different vegetable but the others were wary. They followed him home and saw him shed all that he had stolen. Proven of a crime the “law of nature” made him “all the tastes, colors, and beauty” that he had stolen from the other vegetables. All the things were battling against each other in his body and he eventually emerged as a bitter, wrinkled vegetable. And to this day no one likes him, even if he is nutritious, his greediness and envy ruined him.

I was first drawn to this book because it was from the Philippines. My roommate from college was Pilipino and I have not seen her for years. This book reminded me of her. I also liked it for the vegetables, my students love the Veggie-Tales, and these vegetables remind of them. The book has such a wonderful message, for small children and older ones alike. I love the way it tells you to be happy with who you are, and not to be envious of others. I think this a great book to use in the lower grades, but would be wonderful to use for older students as well. Not only could you use it for the message it sends but the use of the two languages could be a wonderful tool as well.

__Genre:__ Fable (Philippine)

__Curriculum Connection: Grade 2__

CCR: Determine central ideas or themes of a text and analyze their development, summarize key supporting details and ideas.

Key Ideas and Details: Standard #: 2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral.

Classroom Activity: Because this book is translated from a different language, the focus should be on the message itself. This would be a great time to introduce fables that may or may not be familiar and discuss what the moral of these fables would be. Students can bring in fables from home that may be family favorites and the students can try and figure out what the moral or the message is.

Brown, M. (2008). //The moon shines down.// L. Minchew & L. Bleck, (Eds). Nashville, TN: Thomas Nelson Inc. (ISBN 978-1-4003-1401-0) This book from the author of the beloved //Goodnight Moon// went unpublished and unfinished for over 50 years. It was found yellowed and worn in the bottom of a trunk and so it was that Laura Minchew finished the book and had it published. It has the rhyming scheme of the original author and the illustrations added by Linda Bleck make for a fabulous children’s book. The “Moon” takes you all over the world as it shines its light down from Holland, Switzerland, the Far East, Mexico and many more places including Australia. Each stanza of “God Bless the Moon, and God bless me”, offer up wonderful prayers from all over the world. It is written in rhyming verse which the younger students love and make it easy to follow. I love the illustrations in this book and the way it takes the young reader across the world. There are many things to discuss with each picture, and although it is a prayer, it can be enjoyed by everyone from all cultures. For children to know we all see the same moon when we look in the sky and the children from all over the world in the native surroundings will keep the child interested. The colors just pop out and the places have realistic settings with characters from the area. There is even a page “from the deep blue sea” and Zimbabwe in Africa. I purchased this book when I discovered it for my grandson. I feel it will be a book to stand the test of time and be passed down in our family. __Genre:__ Picture Book (Prayer) __Curriculum Connection:__ CCR: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Speaking and Listening Standards: Comprehension and Collaboration: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. __Classroom Activity:__ Strategy 1. Rhyme Generation. Antonacci, P. & O’Callaghan, C. (2012). Promoting literacy development. Thousand Oaks, CA: SAGE Publications.
 * 1) 1. After reading the book aloud to the class, go back and review the rhyming words in story. The story goes to several different countries so you may even have world map ready to show the students where these places are.
 * 2) 2. Read pages in the book and ask the students what the rhyming words are.
 * 3) 3. Select sentences from the book and have the students come up with other words that would work, as in other words that rime with “Mexico”.

Look, L. (2006). //Ruby Lu, empress of everything.// New York, NY: Simon and Schuster. (ISBN 978-0-689-86460-5)

Even though this book is a sequel to //Ruby Lu, Brave and True,// it can be read and enjoyed on its own. Ruby has been described by Megan McDonald as “an Asian-American Judy Moody”. She is so excited to have her deaf cousin, Flying Duck, to come live with her she can hardly stand it. She is so proud to be her “smile buddy” at school and to show her the ropes. The book takes you through Ruby Lu’s second grade year, where she stops speaking to her best friend Emma, spends so much time helping Flying Duck her grades fall, gets glasses, and she gets in trouble at school. Ruby Lu has developed a 12-step program for her summer vacation. She is looking forward to summer but then she finds out she and Flying Duck must go to summer school, and this was not part of her program. But the worst thing is she has to take swim lessons again. She hates the water, but so does Emma. It is here that they make up, this time, when Ruby Lu saves Emma’s life at the pool. She gets so caught up in her summer she remembers right before school starts that she forgot to do her summer reading.

I liked the pace of this book; enough going on the keep the young reader interested and with its 160 plus pages it is a great introduction to reading a chapter book. The illustrations by Anne Wilsdorf make the book more childlike and helps the reader to follow the story. It may be a little long for the early 1st and 2nd grade reader for whom it is intended which makes it a great book to include a read aloud segment. Ruby gets into the typical situations of most 2nd graders and her unusual family dynamics bring diversity to the young student. The “Amazing Glossary” at the end of the book is a guide to important words in the book, including bok-choy, Cantonese, mah-jongg. With Ruby moving on the 3rd grade in the 3rd book of the series, it will leave the reader wanting more of Ruby Lu.

__Genre:__ Literature for a diverse society: Asian/Pacific American Literature.__Curriculum Connection: 2nd Grade__

details and ideas. || message, lesson or moral. __Classroom Activity: Prepare 12-step program for summer__ Ruby Lu had a 12-step plan for her summer vacation which included putting her face in the water at the swimming pool. Have the students make a list for summer, including their reading list for the summer. Have them discuss some ways they can keep busy during the summer, things to work on for school, fun things to do at home, people they want to visit and any plans they may have with their families. Have the students make a trip to the library and make a list of books they would like to read. This is something they can keep with them over the summer and mark off the things they get done. Erskine, K. (2010). //Mockingbird.// New York, NY: Penguin. (978-0-399-25264-8) Kentucky Bluegrass Award Caitlin lives in a “black and white” world as fifth grader with only her widowed father and a brother, Devon, who truly loves and understands her as she suffers from Asperger’s syndrome. Until “The Day Our Life Fell Apart” happens, Devon is killed in a school shooting at his middle school, the same school Caitlin will have to attend next year. Caitlin feels if she can find “closure” everything will be better, or at least alright. An unexpected circle of friends, including a first grade boy and another boy in her class who happens to be the cousin of school shooter, come together and help each other through this difficult time. Caitlin feels she must finish Devon’s Eagle Scout project, a mission chest, and finally convinces her father to help her. This is a story of extreme pain for not only a family, but a community which is made even more difficult because of misunderstandings and prejudices. This book is so much more than a book about a boy that dies, or even a girl with Asperger, you will laugh and cry and learn something about yourself and others. I was most impressed with the portrayal of the Asperger’s and with autism, which a boy in Caitlin’s school has. Having close friends with Asperger’s and a family member with autism, I felt the story did a wonderful job letting the reader know how the world looks from Caitlin’s perspective. The struggles she has at home and at school helps the reader feel what she is feeling. It is such a sad story with respect to the school shooting, but the friendships that evolve and the healing that takes place turns it into a beautiful story. There is much to learn from this small book including the way you see Caitlin’s black and white world. You begin to understand her emotions and the way she thinks, although you often feel the frustration of others as she presses her point. Students not fully understanding Asperger’s may have difficult time with some of the situations in the story. It will make you stop and think about the treatment of others and emotional battles that may go on in others lives. __Genre:__ Realistic Fiction __Curriculum Connection: 5__th Grade-This book is written on a much lower reading level, however, to fully understand and grasp what the story is telling, it is better suited for the older student. CCR: Analyze how and why individuals, events, and ideas develop and interest over the course of a text. Key ideas and details: Standard 3-Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. __Classroom Activity:__ In some ways Caitlin’s world allowed her to take an approach to get “closure” after the tragic death of her brother, while her father struggled to know where to begin. After reading the book as a class, have students express personal feelings about the various events that take place in the book. It may be on the tragedy of a school shooting, dealing with a friend or family member that may be “different”, or find closure after the death of a loved one. This should be how they “think” they would deal or cope, not necessarily something that has actually happened to them. Students can consider some of the things that happened to Caitlin at school, and put themselves in some of these situations. How would they react? Do you see anything around you or know of anything that could compare with what Caitlin went through? Have students that feel comfortable share their stories and feelings with the class. This is more a “personal narrative” than a book report, have students feel free to express opinions and thoughts they truly feel. ||
 * CCR: Determine central ideas or themes of a text and analyze their development, summarize key supporting
 * Strand: Reading Literature || Cluster: Key Ideas and Details || Grade: 2 || Standard #: 2 ||
 * Standard: Recount stories, including fables and folktales from diverse cultures, and determine their central

Mary Cook Audio Book Review Boyne, J. (2006). //The boy in the striped pajamas.// New York, NY: Listening Library. ISBN: 978-0739337059 This is a story of a 9 year old boy named Bruno growing up in Berlin, Germany. The year is 1942 and Bruno’s family must move from Berlin to a remote area called “Out-With”. Bruno is most unhappy as there are no friends, no playgrounds, and nothing to do. You understand from the story that his father is some sort of officer for the “Fury” although Bruno does not fully understand his father’s position. Bruno notices that there is a large fence around some sort of camp facility in the fields past his house. He can see children and adults from his upstairs window; all dressed alike in these grey striped pajamas. He loves exploring, and wants to be an explorer when he grows up, so he decides to go to the fence area and try to see what is happening. It is at the fence that he meets a friend, Schmuel. Bruno visits Schmuel almost daily and they sit and talk at the fence for hours. No one knows about this relationship, especially Bruno’s father, and when Bruno disappears one day, the other side of the fence is not where anyone suspects him to be. Bruno and Schmuel had found a place in the fence that was not secure and the boys decide that Bruno should come over to Schmuel’s side of the fence where they can go exploring. Schmuel has even brought Bruno a pair of the striped pajamas to wear so he won’t be noticed. As intense as this book is, hearing it read aloud with appropriate accents and tones of voice made the book even more moving. Although it is a very mature subject, it is a great introduction into the events of the Holocaust for students. It will introduce the subject matter for future knowledge of the real events that took place. Most everything is implied, which leaves room for teachers and parents to reveal the subject matter on a timely base. I like the way the author changes the names of places and events to allow the young reader to ease their way into this horrific time in history. This particular audio book was read by Michael Maloney who does a wonderful job with the reading. It made the story as vivid as though you were actually watching it take place. This Audio Book also includes an interview with the author which helps you understand his motivation behind the story and is a useful tool for teachers. While this is a very mature subject, the story is written so that students as young as 5th grade can read and learn from it. It is a great book in introduce the Holocaust and World War II. __Genre:__ Realistic Fiction __Curriculum Connection: 5th grade__ __CCR:__ Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Key Ideas and Details Grade: 5 Standard #: 3

Standard: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. Craft and Structure Grade: 5 Standard #: 4 Standard: Determine the meaning of words and phrases as they are used in a text including figurative language such as metaphors and similes. __Classroom Activity:__ Promoting Literacy Development Strategy 24: Character Mapping. This book has a great setting for character and word mapping. Have students make a list of words as the book is being read, for instance “Out-With” and use other books on the Holocaust to come up with the actual word or name that the author is referring to. Students can also pull other symbolic words and themes from the book as they learn more about the actual events that took place there. Students will complete a story board with the words and references they have pulled from the book.

Mary Cook-eBook Review Osborne, M. (2011). //Abe Lincoln at last!// New York, NY: Random House. ISBN 9780375898778 Download to Barnes and Noble Nook This book is true to form for the Magic Tree House series. It is book number 47 and part of the Merlin Mission books. This series just never gets old, you are hooked from the moment you open the book. Jack and Annie are on a mission for a feather to help save Penny, Merlin’s pet penguin. They go back in time to 1861 and are desperately trying to meet President Lincoln. Throughout the book and the adventure you learn bits of information about Abraham Lincoln as Jack and Annie try to find this feather. It is when they go further back in time that they actually acquire the feather as they stop to help a young boy whose father has gone off to Kentucky. They later learn that this was Abe Lincoln as a boy. Although these books can be silly at times, they are great for students. The stories are clever and you can actually learn something along the way. This book, as many others, has a companion book, //Fact Tracker: Abraham Lincoln.// These companion books are a great learning tool and can be used well in the class room. __Genre:__ Elementary Fiction (Fantasy) __Curriculum Connection: 3rd Grade__ CCR: Determine central ideas or themes of a text and analyze their development, summarize the key supporting details and ideas. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 3 Standard #: 2 Standard: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text. __Classroom Activity:__ Third Grade is wonderful age to introduce The Magic Tree House series of books. There are so many to choose from and many have the companion book that goes with them, there has to be something for nearly every reader. I would read this particular book to the class over a period of time and then assign each student a book from the series to read on their own in both class time and at home. The reading ranges for these books is broad enough to find a book for every student. Each student will read a book from this series and then either writes a short written report telling what they liked or disliked about the book, or they can take the Accelerated Reader test. If a passing grade is not received on the AR test then the student will be allowed to write the report.