Henry's Freedom Box: A True Story from the Underground Railroad

By Ellen Levine and Illustrated By Kadir Nelson

This Caldecott Honor book tells the story of how Henry "Box" Brown excaped slavery by "mailing" himself in a box to the North using the Underground Railroad. The back cover consists of brown wood, much like what was used to make wooden cratesin the 1800's. The end pages are also a brownish bronze color similar to the color of the box as well.  The end paper color also reflects the skin color of Henry on the front color. This layout technique ties into the theme of slavery and African American history. 

This book conveys a strong message with the intent to inform the reader while "sparking" emotions associated with sadness, anger, and hope.  The reader will experience sadness and anger after learning that Henry did not know his birthday, lived his childhood and most of his adulthood as a slave, was torn from his wife and children, and suffered greatly during the dangerous trip to Pennsylvania. Hope can be felt when Henry arrives safely and can celebrate his "birthday" of freedom. Even though the book encourages the celebration of his freedom, I was still left feeling very sad about the story.  The hardest part was contemplating the amount of loss he experienced in his life.  The illustrations contributed greatly to these feelings.  The sadness that is evident on the faces of Henry and his family truly impact the reader. The visual representation of Henry being  "squeezed" in the box made Henry's story come alive even more. 

Nelson's beautiful illustrations are crucial in the emphasis of the book's content. The use of ashy, warm colors reflects the time period, setting and tone of the book. Nelson's use of pencil, watercolor, and oil make illustrations appear more vivid and emphasized. The images alone tell Henry's story in a powerful voice. readers of all abilities will become mesmerized with the pictures and surprised, astonished, and touched by Henry's true story. 

George Washington's Birthday

                                     A Mostly True Tale

                  By Margaret McNamara and Illustrated by Barry Blitt

This book dissipates many of the famous "rumors" associated with the life of George Washington.  Many tales have emerged overtime embellishing facts linked with Washington's childhood.  For example, many people have heard the rumor that George Washington cut down a cherry tree then truthfully admitted "It Was I that cut down the cherry tree" to his father. The book informs the reader that this rumor emerged as a result of Washington's honest and noble personality. People trusted him so much that they liked to believe that Washington would have made such an honorable confession over a minute mistake. Another famous myth associated with George Washington is the story of how he was so strong that h threw a stone across the Rappahannock River. The river that ran beside Washington's family farm was over two hundred feet wide. Therefore, it would have been impossible for him to have done such a thing. 

The book's layout includes text telling the story of the "myths" or "facts" surrounding large, medium and small illustrations (varying page to page). At the end of each short myth, McNamara includes a framed text box, written in a smaller font and different style, labeled either "Myth" of "Fact" followed by an explanation.  These informational tidbits are strategically placed off to the side or at the bottom of the page so that they don't retract from the story.  Each short story supports the theme of Washington's family "forgetting" his birthday (they plan a surprise party for him at the end of the book). McNamara cleverly uses this base-plot to create a balance between each of the stories (which ultimately lead up to his evening party). 

The Illustrations are presented in the style associated with Barry Blitt.  Blitt is a famous political cartoon artist who has frequently been criticized for his controversial images. One of the most well known controversial image was his portrayal of the Obama's on a 2008 New York Times cover (left). Many readers felt Blitt's illustration was very "anti-American." Fortunately, Blitt's illustrations in George Washington's Birthday are anything but. In fact, one could consider him to be "patriotic" for their creation. Here is a link to a story about Blitt defending his drawing for the 2008 cover: http://www.huffingtonpost.com/2008/07/13/barry-blitt-addresses-his_n_112432.html.  What do you think?

City Dog, Country Frog

              By Mo Willems and Illustrated by Jon J Muth

This is my favorite book to use when teaching a lesson on  friendship, the seasons, or dealing with loss. This is not your typical Mo Willems children's book. Willems is often associated with humor, silliness, and the use of simplicity to convey a message. City Dog, Country Frog does not contain these attributes. Hard themes such as lonliness, change and grief are inertwined with uplifting ones including friendship, loyalty, hope and "rebirth." The complexity of emotion reflected in the book and experienced by the reader is anything but "simple."

The book is sectioned into four parts labeled as the seasons Spring, Summer, Fall and Winter. Willems uses this layout to convey the setting and the movement through time. The first half of the book, Spring and Summer center around the friendship of the dog and frog. The mood in these sections is playful, positive, and energetic. The dog meets the frog and both characters accept the each other's friendship unconditionally. They teach each other games and activities appealing to their own abilities (the dog teaches the frog to play fetch while the frog teaches the dog to hop around on lilly pads). At the end of the summer section, Willems uses foreshadowing to hint at future events in the plot. The frog getting tired at the end of the summer mirrors his "life cycle" end which occurs during the second half of the book. Younger children may completely miss this hint at first, but if read to several times, they most likely will recognize it. 

The second half of the book, Fall and Winter brings upon the slow demise of the character the frog. The frog is too tired to play active games but is still able to play "memory games" with the dog.  The dog humbly comforts the frog and again, accepts his friendship just the way it is, and spends this season reminiscing with the frog about the good times they have had all year. The Winter is the bleakest season of all in the story. The dog tries to find the frog but the pond is iced over and he is nowhere to be found.  The dog spends most of the season looking for his friend while experiencing loneliness and sadness. The last season of the book, the following Spring, reflects hope and new beginnings. The dog finds a new friend, a squirrel and both accept each other's friendship.  The dog misses the frog at first, but eventually accepts change and new opportunities. 

The illustrations represent the themes and mood within each season section.  The summer, fall, and spring sections are displayed with a light, colorful palette and tone. The fall and winter months contain darker and richer tones to represent the setting, events, and feelings of the characters. Nature is prevalent in every section. Muth's use of watercolor ties into the book's aspects of nature and light-hearted friendship message. 

Of Mice and Men

                                      By John Steinbeck 

 This book centers around the tragic story of the complex bond between two migrant laborers in Central California. They are George Milton and Lennie Small, itinerant ranch hands who dream of one day owning a small farm. George acts as a father figure to Lennie, who is a very large, simple-minded man, calming him and helping to reign in his immense physical strength. Both men possess a dream of a better life specifically, one in which they own a farm with abundant land, a house and rabbits.  Their actions in the novel reflect this dream and their attempts to achieve happiness.

 This book is one that every well-rounded person should read. It is considered an American classic.  The plot is thought-provoking, engaging, and affects the reader on an emotional level. Through inference, the reader discovers Steinbeck’s writing style which promotes the book’s themes through symbolism, and recurring metaphors. 
The characters are well-defines and they possess realistic attributes and represent society during the time of the book’s setting (the 1930's in the Salinas Valley of California). Of mice and men, like many of Steinbeck’s novels, reflects western American history.  In 1929, the Great Depression occurred causing millions of Americans to lose their jobs and savings. There was also the Dust Bowl, where sand literally wiped out land and farms causing farmers and workers, such as George and Lennie, to move west towards California to find work on ranches doing laboring work. Steinbeck himself migrated to Salinas, California as a teenager where he settled with his family, spent his adulthood and was buried after he died.

Of Mice and Men was supposed to be a play, but Steinbeck decided to write it first as a novel. However the manuscript was destroyed (by Steinbeck’s dog) and with only three months until publication, Steinbeck had to re-write it all from memory which therefore made it into a shorter novel. Although he was hesitant about the book’s reception, it became a worldwide success encouraging him to write many more books about the itinerant workers of America such as The Grapes of Wrath and Cannery Row.

Steinbeck has always been my favorite author. Although this isn’t my favorite book from him, I believe it contains important themes reflecting American history. The book is a quick read but the “hidden” themes and symbolism in its content may be too complex for younger students. I would recommend using this book as a mentor text in the middle and high school grade levels. 

Diary of Anne Frank

                                           A Biography 

I remember reading Diary of Anne Frank multiple times throughout my education.  I was first exposed to it in the fourth grade while learning about World War II and the Nazis. I read it again in high school for a project on World Ware II and again during my undergrad for a literature course.  I think this book is used often in schools and colleges because it exposes the atrocities of The Holocaust through the eyes of a child.  Children are often more perceptive and sensitive to their environment than adults.  I think Anne Frank's age (thirteen years old) during the time she wrote her diary influenced the feel, tone, and accuracy of the book. 

Anne's feelings and attitudes are typical of most girls her age during the time and even now.  Anne expresses her longing for approval and acceptance by her peers and her feelings towards the opposite sex (she has a "crush" on her teacher). Middle and high school readers can highly relate to Anne, which makes her Diary so much more powerful than if it were written by an adult. Student's will begin to understand the magnitude of tragedy and realism contained in the book. Many might think, "Anne is so much like me or someone I would be friends with. I can't believe something this tragic happened to her." The relationship the reader develops with Anne causes the impact of The Holocaust to "hit closer to home." 

Anne's Diary was found and published years after her death. The most eerie segment of the book is the ending when Anne and her family are found during "hiding." The reader is left with the knowledge that Anne was found but her experience after is not discussed, which causes the reader to feel deep sadness as well as wonder. A note at the end in the book reveals that Anne died in a concentration camp. Readers will most likely wonder about the pain and suffering she endured after studying the Nazis and concentration camps during World War II. It is important for teachers to discuss this book with their students to help them better understand hate, discrimination, genocide, and the power of brainwashing all associated with the Nazi party during The Holocaust. 

Teachers can also use this website to plan lessons and support class discussion: http://www.annefrank.org/

Tangerine

By Edward Bloor

I read this book the first time for a children's literature course during undergraduate school.  I remember it arriving from Amazon the week before class and thinking, "This going to be a boy's book." I was not enthisiastic about reading it. However, to this day I have to say it is one of my top favorite young adult books of all time. Just mentioning the name of this book or the author Edward Bloor brings the image of the characters staying up all night though the cold spraying tangerine trees with warm water to save the fruit and the business. I also immediately remember learning about "sink holes" and "koi fish" for the very first time (yes in college!). This book transfered far more than a story to my mind. 

After reading this book a second time, I drew even more meaning and significance from the details, themes, and characters. I remember thinking the main character Paul Fisher was just a down-to-earth, intelligent,wise and nice kid. I feel even more strongly the second time around.  His character is definitely much more developed for someone of his age. The way he approaches and deals with hardship and the arrogance and crueltythat surrounds him truly defines him as the character with the biggest heart and mind of any other I have come across in literature. His character is an ideal rolemodel for upper elementary and high school students. 

The storyline itself contains themes and issues appealing to a wide audience, not just a masculine one that I had originally surmised. Bloor exposes many difficult themes such as racism, disability, violence, bullying, and stigma. His use of literary technique absolutely shines throughout the book. For example, the wealthy nighborhood, home to all of the well-to-do families (who mostly possess arrogance, racism, and are judgemental of everyone outside of their status) was built on ground containing sink-holes. These sink-holes attract numerous bugs and diseases. All of the houses in this neighborhood have netting surrounding them as a means to keep out the bugs. The atmosphere surrounding the homes is humid, smokey (from forest fires) and foul-smelling.  However, the "poor" neighborhood doesn't posses any of these problems and actually displays beauty (trees, plants, nature). Bloor purposefully created these different neighborhoods with opposing qualities to reflect the attitudes and actions of the residents. This is just one of many ways Bloor uses literary technique to signify a point or support a theme. 

I had an excellent professor while reading and discussing this book for the first time. The class discussions heightened my understanding and broadened my ideas pertaining to the book's attributes. I would use this book in the same manner if I was teaching a middle or high school English class.  I would even use it as a read-aloud for forth or fifth graders. All older students can appreciate and learn from this quality piece of literature. 

Ramona the Pest

By Beverly Cleary

This is the second book in the Ramona Quimby series. There are eight books total, telling Ramona's story from nursery school through the age of ten. Ramona is a spunky, outgoing yet sensitive character experiencing the many lessons children learn throughout childhood. Ramona displays the typical behaviors and mental processes most kindergarten children possess. Ramona is ready to go to school and begin her journey towards independence, but she also yearns for the comfort and protection of "being the baby" of the family. 

Ramona struggles with self-restrain (pulling Susan's "boing-boing" curls), the need for acceptance and approval (especially from her teacher Mrs. Binney, her family, and friend Howie) and adjusting to new routines and procedures. Ramona puts on a "strong and brave" front for the reader the majority of the time, but does eventually reveal her acute sensitivity and need for protection and comfort when things don't always go her way. Ramona's character is highly relatable to a younger audience. Younger readers will "look up" to Ramona's bravery, laugh at her spunky behavior and understand her feelings and emotions.  Older readers will remember experiencing the same feelings and situations as Ramona and will also appreciate the humor and light-heartedness. 

Ramona the Pest was first published in 1968. The cover of the book has changed over the years to acclimate to the current time period. The art technique also varies from cover to cover. The first cover (on the right) uses "realism" and sharpened detail to portray the characters. The second cover released (on left) uses a more "cartoon-like" style to convey a playful and juvenile feel. The current cover (above) contains a more flat, and simplified technique. The colors are solid and Ramona appears mischeivous yet lovable. All of the portrayals of Ramona reflect her personality: fun-loving, brave, and curious.  Eventhough time passes around the reader, Ramona never grows old. She stays young and fun for the next generation of young readers. 

The Ramona Quimbly series has gained such popularity over the years that the book Ramonia and Beezus became a movie appealing to children and families. The movie website is http://www.beverlycleary.com/movie.aspx.  Readers can find more information about the movie and other books by Beaverly Clearly. 

Balloons Over Broadway: The True Story of the Puppeteer of Macy's Parade

                                     By Melissa Sweet

This book tells the story of the life of Anthony "Tony" Fredrick Sarg, the puppeteer responsible for the birth of the Macy's Thanksgiving parade. Mixed media is prominent on every page including the front matter. The beginning end pages are images of the "Tony Sarg Marionette Book" along with marionette "parts" that appear extremely lifelike (Sweet uses this technique throughout the book). The last end page includes a vertical copy of the original advertisement from The New York Times in 1933 promoting the Macy's Parade. The end pages alone tell the story in a condensed and "visually enhanced" version.  

Sweet begins the book displaying a picture of Anthony Sarg within a picture frame "hanging" on the page.  His years of life (1880-1942) are placed underneath using a scrapbooking method of text. The opposite page includes the quotation: "Every little movement has a meaning of its own. -Tony Sarg" appearing in the same scrapbooking/mixed media technique. The background consists of various types of notebook, journal, flashcard, and artist paper reflecting the theme of "creativity." 

The story itself consists of a different type of method for the text and illustrations. The illustrations are draw and contain small sections of Sweet's mixed media technique used introduced in the front matter. The majority of text is a printed font and located outside the bordered illustrations. The layout of some of the pages is vertical to emphasize the height and grandeur of the balloons. Sweet also uses position and size to make the same emphasis. The balloons size is monumental compared to the buildings, and characters to mimic the "actual size" of the balloons created by Sarg. The balloons size in the illustrations become larger and larger as the book progresses due to the fact that Sarg made the balloons larger each year as his method of operating them changed and improved with time. 

The theme of "puppeteering" is present throughout the book.  Sweet uses "stage models" to frame certain illustrations in the story.  For example, in the illustration depicting the crowd watching the parade, the reader feels as though they are inside the Macy's window looking out. Also, on the last page Sweet concludes the story with an image of a curtain "closing" over a silhouette of Sarg with the parade in the background.  Both images appear as though they are "on stage" like the marionettes made by Sarg. 

Sweet includes a two page information section at the back of the book.  Here readers can view her author's note explaining the methods and research used during the creation of the book. Other information including an actual picture of Sarg and one of his balloons, a thank-you note to Sarg from a child and the author's thank-yous and resource list are presented using the same scrapbooking method presented in the front matter. Sweet also includes a think to her website with even more information about the creation of the book: http://melissasweet.net. 

Harry Potter and the Sorcerer's Stone

By J.K. Rowling

Published in 1998, this was the very first book in the series that would change children's literature forever.  The Harry Potter series ignited the roaring popularity of the fantasy genre. Fantasy had been present before (Lord of the Rings, Gulliver's Travels, Narnia series) but not considered a mainstream genre as it is now, thanks to Rowling.  Rowling created a world accessible to such a broad audience (children, adults, teenagers, the elderly) with different backgrounds and interests (its been translated into seventy one different languages). The Sorcerer's Stone was the book that first introduced the legendary characters and storyline. 

In the United States, the first book can be found with two different covers, the original (the picture on the right) and the limited edition (the left).  The original cover possesses gold-embossed lettering (the lettering on each book cover is a different color) signifying the storyline's cornerstone and its initial importance. It is in this book the reader develops a relationship with the characters and begins to "live through" Harry Potter.  Harry Potter starts out as an "average" child living in unfortunate circumstances. The arrival of his invitation to Hogwarts changes his life forever. It is at this time he realizes that he is "special" and has an outlet away from his negative circumstances. The people holding him back and putting him down in life "get what they deserve" while he flourishes in a magical, miraculous world of friendship, love, and acceptance.  

It is also in The Soercerer's Stone that evil is first introduced to the audience. Many consistent themes in the series begin to emerge.  Harry establishes his lifelong friendships and begins his uphill battle against Voldemort. Harry also begins to view adults in a more positive light (Dumbledor and Hagrid especially change Harry's perspective) as a result of the presence of positive role models and "parental figures." The more negative themes (such as evil, death, loss, and torture) begin their emergence but are present in a stronger manner in later books. 

The Sorcerer's Stone begins the journey of a lifetime for both the characters in the book and the readers outside. Unfortunately, this book began the many controversies associated with the Harry Potter series as well. However, the amount of sheer obsession and delight outnumbers the negative reactions by far. In fact, some Harry Potter fans consider Rowling's imaginary world a way of life:

Harry Potter Memorabilia (above)

J.K Rowlings website: 

http://www.jkrowling.com/en_US/

Owl Moon

          By Jane Yolen and Illustrated By John Schoenherr

How fondly I remember Owl Moon. This was the very first book from which I taught my very first lesson during my practicum in a fifth grade classroom. This book was part of the Language Arts curriculum in the Virginia Beach Public Schools.  I was given the book and asked to cover its content and vocabulary words for my lesson.  I focused on figurative language and the author's purpose. The students were engrossed with the book's suspense (will they get an owl or not?!) and immersed in the text and illustrations. 

The students had never heard of the activity "Owling" (neither had I until I read the book) but found it to be intriguing. Yolen's typical calm, soothing tone is present in the book causing the reader (and audience) to feel the same. Her use of description was one of the main focal points of my lesson.  She uses language that appeals to the senses to create a "life-like" appeal. For example she describes her experience of viewing the woods late at night for the first time: "The shadows were the blackest things I had ever seen. They stained the white snow." After reading this part of the book I asked the class how the author uses figurative language. They were able to recognize that Yolen describes the trees as "staining" the snow to create a mental image for the reader and that the trees were not literally "staining" the snow. I also paused reading at certain parts to assess the students' understanding of the book.  I remember every single student participating and begging me to continue reading because they were so interested in the story.  

This book is also an excellent mentor text for teaching prediction techniques. I asked the student's to do a "think-a-minute" with their tables to discuss what they predicted would happen at the end of the story. Student responses ranged from the characters finding an owl to a snow storm covering their footpath. It was truly remarkable to listen to their ideas. The illustrations helped the students make their predictions. Schoenherr's use of a dark palette reflects the mysterious, quiet tone represented in the dark woods at night. The centerfold containing the illustration of the owl shows the presence of a source of light (the moon in the background or the flashlight focusing directly on the bird) making it the brightest illustration in the book.  I asked the student's to create their own pictures of an owl using any media of their choice.  The following day they exchanged pictures and made lists of words describing the owl in the picture.  

This book interested all of the students and caused them to become immersed in the lesson content. Every single student participated during my lesson.  I give credit to both Yolen and Schoenherr for making my first lesson in the teaching field such a success. The quality of literature combined with my focused content interested and entertained the entire class. 

The Jolly Postman

     By Janet and Allen Ahlberg

This was one of my favorite books when I was a child. The Jolly Postman centers around the average day for the postman who delivers main in a neighborhood "in a land far far away." The neighbors are all characters from a famous fairy tale or fable. This book was the first portrayal of these characters "living in harmony."  For example, the Three Bears live next-door to the Wicked Witch (from the gingerbread-man fable). Baby bear invites Goldilocks to his birthday party and one of the three little pigs sits at a table with the Big Bad Wolf.  The Shrek movies are built upon this idea of combing the eclectic assortment of fairy tale characters into one base plot. In this book, animosity and vengeance do not exist as one would suspect if certain characters were around each other. 

The best part of this book is the style of conveying the plot which is centered around one theme- Baby Bear's birthday party.  The postman delivers letters to different characters, who all invite him in for tea and a visit. Each character shares his or her letter with the postman, thus allowing the reader to view the letter. Each letter is customized for its recipient. For example, the Wicked Witch receives a supply brochure specifically for witches (advertisements include "deadly" lampshades, a "witching hour glass," halloween boots, and frog powder) while Cinderella receives a letter and book from a publishing company who wants to publish her story on behalf of her recent wedding to the prince. 

The envelopes in which each letter is placed contains a full page of the book.  One side is the addressed envelop while the other side is the opening with the letter. The envelopes themselves contain theme-based text reflecting details of the fairy tale from which the character is from.  The stamps and front all differ and coincide with the theme as well. 

The illustrations are all located above the text and do not contain boarders. This white background and illustration "dissolving"(into the white background) cause the reader to feel like they are in a "dream-like" state or "far-away" land. Smaller images of the characters or items relating to the characters are located in some corners of the page "blocking -in" the text.  The image of Baby Bear's birthday party is the only illustration containing boarders. This technique is used to make the birthday scene look more like a picture of window for the reader to "look in" rather than being a part of the party. 

This book was so well loved and popular that the author's created more Jolly Postman books (none of them are as good as the original).  Here is an image of the Holiday-themed Postman book:

And here  you can find a genre study based on the books: 

http://www.readwritethink.org/classroom-resources/lesson-plans/genre-study-letters-with-322.html

Martin's Big Words

                                 Martin's Big  Words

                 By Doreen Rappaport and Illustrated By Bryan Collier

This book is absolutely one of my favorites to use in the classroom! Whether it's teaching a lesson on famous americans, "What is History?," or qualities in a friend, this book makes an impact on students.  I also read this book twice during National Black History Month, once at the beginning to introduce the theme, and again at the end to assess my students' mental expansion and growth from the focus of our literature that month.  The student's always "pick up on" something new and different each time I read this book to them.  This is most likely due to the fact that it contains such numerous and significant ideas and messages. There are countless amounts of topics derived from this book that can be used in classrooms of all grade levels.  I particularly enjoy discussing the significance and symbolism of the book's cover.

The book's cover does not contain any text. The close-up illustration of Martin Luther King Jr.'s face and three medals are all that appear on the cover. This layout represents the impact Luther has had on our nation's history. It's word-lessness cover makes Martin's words even more meaningful inside the book. The awards send the message that "this book is important and has made an impression on many people." 

Rapport displays strength and significance in her writing. She uses her own style to explain several prolific quotes stated by Martin Luther King.  Each quote stated by Luther is in bold, large print and in a color that corresponded to the powerful images on that specific page. Martin's words are literally big on the page to signify their importance while corresponding with the book's title "Martin's Big Words."

The illustrations in this book were created using collage art and mixed media.  Collier's work serves as a significant attribute towards the powerful impact of the book. The images themselves, convey symbolism and meaning that memorizes the reader. Student's are able to develop deep discussions using the images alone. The combination of the text and illustrations make this book a timeless classic and a crucial addition to every classroom library. 

Wonder Struck

                                        By Brian Selznick

From author and illustrator of The Invention of Hugo Cabret, this book contains all of Selznick's unique style, technique and characteristics. Wonderstruck is composed of both text and illustrations to convey the plot and significant details to the reader.  Unlike most other books, the illustrations are a necessity to the storyline. Each picture not only compliments the text, but defines meaning and a continuation of the plot. The reader must be able to make inferences and process the underlying message of the illustrations  in combination with the text. Even though this book contains a vast quantity of illustrations, it is not intended for an audience of young children.  Children in the upper grades and adults are the target audience because they have developed the mental capacity to absorb meaning through subtle clues, comparison, and inferencing. 

Wonderstruck can be considered a challenging read because it intertwines two different stories from two separate time periods that contain several hidden similarities. The stories gradually immerse together at the end, but keep the reader literally "struck" by wonder predicting how and why the stories will coexist as one. The plot transition of each story move at the exact same time and place which serves as a technique to challenge the reader. For example, the girl from Hoboken, New Jersey in 1927 leaves her house at the exact moment the boy from the first story leaves his (yet he is in Gunflint Lake, Minnesota in 1977.)  The reader is only told once at the beginning the place and time of the separate stories. Selznick brilliantly and cleverly combines elements both unique to each story and shared between to =immerse the reader in the book's content. 

The first page of the book contains the quote: "Sooner or later, the lightening comes to us all. -Gregory Maguire, A Lion Among Men" to introduce the element of 'lightening' (both figuratively and literally) present in the book.  I would recommend this book for high school readers or advanced readers in the upper elementary school grades. I know Hugo Cabret was popular among younger readers as well but I personally fund this book far more complex. Younger readers will enjoy the stunning illustrations and may be able to follow the stories along, but older students will gain the most meaning and significance from this book. 

Here is a link to the book's website for more information:

http://www.wonderstruckthebook.com/

Wonder

By R.J. Palacio

This book was released in 2012 and is considered a "candidate" for the 2013 Newberry Award.  Palacio uses a specific layout/organization that exposes readers to multiple character perspectives of the plot. The plot centers around a year in the life of ten year old August experiencing "a real school" for the very first time.  August has a severe physical deformity that resulted from a rare genetic combination.  He was born with a cleft palate, displaced eyes, misshapen ears, and a large, wide nose. He has undergone thirteen operations on his face and will most likely need more as he grows and develops. The majority of his childhood was spent in and out of hospitals, home schooled, and isolated from society.  August becomes extremely apprehensive when his parents suggest he attend a private middle school at the beginning of the fifth grade school year. August fears rejection from the other students, the teachers and the principal (even though he says he is "used to" being stared at, whispered about, and treated like he is different.) 

 The reader is taken on a journey through the eyes and heart of a brave, resilient, and strong little boy who is determined to acclimate into his new environment.  He experiences kindness, friendship and ongoing support as well as humiliation, bullying, and torment. Palicio divides the chapters into segments narrated by different characters in the book (August, his sister, his sister's boyfriend, a true friend, a bully, a friend who betrays him, and an old friend of his sister who has also been a constant in his life).  Each character's narrative provides a different and unique perspective on August's situation. For example, his sister's narrative offers the reader a view from the perspective of a sibling of a special needs child. Her needs are often put "on the back burner" due to the amount of support and attention August needs from his parents.  She never resents August in anyway, but does feel ignored and embarrassed at times. Her boyfriend's narrative describes the point of view of "an outsider" of the family. He provides an honest description of the family's dynamics and society's opinions and treatment of August. The majority of the chapters are in August's perspective so the reader experiences the authenticity of August's feelings. 

Palacio includes many quotes from songs (specifically Natalie Merchant) and famous people throughout the book.  She includes these quotes to describe a specific character, situation, or personality. Each character's narrative contains a quotation and illustration that define his or her personality or perspective.  The layout, organization and subject matter make this book an emotional and unique read for adolescents and upper elementary students.  It promotes kindness, acceptance, and peace. 

The Watsons Go to Birmingham-1963

 By Christopher Paul Curtis

This book won a Newberry Award Honor Medal and the Coretta Scott King Award for its outstanding plot and underlying peace-promoting message. This book is a feel-good read containing both humor and sincere human emotion. I found myself either laughing, smiling or crying while reading it. Even though he includes humor in every chapter,Curtis touches on several serious and heart-wrenching  aspects including the physical disability of a child, poverty, bullying, gangs, racism, and hate acts. These hard topics are woven into the lighthearted plot revealing friendship, love, and trust. 

The book is told in first person narrative by the main character Kenny, the middle child in a "wacky" Watson family.  Kenny's experiences and relationships with his family and friends serve as the basis for the book's plot.  Kenny's relationship with his older brother Byron is especially important in the plot because it acts as a "gateway" for several of the book's main themes: childhood experiences, sibling rivalry, unspoken "family" bonds, and the realization of the many cruelties in the world. The character Rufus, the "new" kid in town (and eventually Kenny's best friend) promotes an emotional and mental growth in Kenny. Kenny learns a few hard lessons from Rufus and becomes more in tune with others' feelings and their situations. 

The last few chapters in the book are by far the most powerful and emotional.  It is during this part the reader understands Curtis' book dedication which is in memory of the three young African American girls who were killed during a church bombing. Curtis states that their deaths were "the toll for one day in one city." After reading the dedication at the beginning of the book, I expected the plot to be  most sad and serious. By the time I was halfway through the book, I wondered why Curtis chose his specific dedication. The last part of the book put an end to my speculations and brought the book's many themes together. 

I enjoyed every aspect of this book. Curtis is a strong and profound writer who possesses the ability to acclimate tough subjects into children's literature all while including humor and sentimental themes. I would recommend this book to upper elementary, middle and high school students. 

G is for Gold Medal: An Olympics Alphabet

By Brad Herzog and Illustrated By Doug Bowles

G is for Gold Medal is part of the Sleeping Bear Press collection of alphabet books. Each book in the collection focuses on an educational, non-fiction theme. Each letter of the alphabet is used in the description of one of the components in the specified theme. All of the letters contain a detailed description of the component being represented. The description sections of each book are what make this collection so appealing to teachers (and students!). Every reader will walk away from each book having learned at least a few new facts on the subject of the book. 

G is for Gold Medal provides a vast amount of information about the history, background, athletes, and countries competing in the Olympic Games. The first page/the letter 'A' represents Ancient Greece where the very first olympics was held. The reader learns how the Games originated and the sporting events that took place (chariot racing was one of the most popular sports during this time!).  The information section also reveals that women were not allowed to compete in the Olympics (or even watch) for hundreds of years! 

Both the Summer and Winter Olympic Games are featured in this book. The letter 'C' stands for all the countries that unite together and also for Chamonix, France, where the first Winter Olympics was held. Winter traditions and sports (ice skating, skiing, hockey, and snowboarding to name a few) are included and described in great detail. Many people only think of the Summer sporting events when they think about The Olympics. I was glad that the book offered as much information on the Winter Games as the Summer. 

The last page of the book provides the reader with a list of dates and locations of where and when each Summer and Winter Games was held. There is also a side note explaining the reasons for the cancellation of the Games on certain years (World War I and II).  This book would be an excellent resource to use in a classroom of all grade levels. I personally bought this book recently with the intention to use it with my students during the first semester this Fall during a "Look back on Summer" lesson.  I would not read ALL of the information pages to the class (this would be far too time consuming) but would choose the most important ones that coincide with my lesson objective. 

Water Sings Blue: Ocean Poems

By Kate Coombs/ Illustrated By Meilo So

This book of poems centers around the theme of the ocean and the creatures that live in and around it. The end pages introduce the reader to the ocean through the use of sand colored pages with bird footprints, an arm of a crab, a gull feather and a clam shell. The front matter contains an illustration of an ocean wave against the sky (at the beginning and end of the book.) This introduction/conclusion technique serves as a technique to "transport" the reader into and out of the "lyrical world" of the ocean. 

The poems are organized in a transitional manner. The reader gets gradually "pulled into" the ocean as the poems progress. For example, the opening poem "Song of the Boat" begins the movement of transport with the words "Push away from the stillness of the nut-brown land.." The second and third poems focus on the birds and sand surrounding the surface of the ocean while the fourth poem and on focuses on underwater wildlife and nature.  Each poem is placed either inside, on top of , or 

surrounding the illustrations depicting the subject and details of the text.  You can see in "Sea Turtle," the title is placed above the backside of the turtle while the poem itself is located below.  The turtle appears to be swimming with or towards the "Octopus Ink" illustration.  The illustrations clearly serve as a means to create transition, balance and flow among the poems themselves. 

The second half of the book "moves" the reader back towards the surface of the ocean towards land. The centerfold with the poem "Ocean Realty" begins this "outward" movement.  This poem playfully describes the natural tendency for hermit crabs to search for a bigger shell. This poem acts as a "real-estate listing" by describing the qualities of an oceanfront property. the illustrations of the different shells with the presence of palm trees in the background promotes the coexisting of humans and ocean life. 

The final poem, "Tideline" cleverly concludes the book with the text "Don't forget me- I was here, wasss h e r e, wassss h e r e. . ," The final lines of the book create an "echo" effect suggesting the idea of waking from a dream or the gradual awakening of the reader moving back to "reality" while exiting the "lyrical ocean world." The illustration also serves as a conclusion to the book because it contains a warm color palette, the setting of the dark orange sun, and the position of the ocean (moving away from the reader). 

Dark Emperor & Other Poems of the Night

                   By Joyce Sidman/ Illustrated By Rick Allen

Dark Emperor & Other Poems of the Night begins with “Welcome to the Night,” an invitation in verse “To all of you who crawl and creep, who buzz and chirp and hoot and peep.”  It’s an evening summons to the animals that wake at dusk to go about their nighttime business, enjoying the cool, damp shadows.  

Sidman introduces readers to woodland snails, the primrose moth, raccoons, porcupines, the red eft, and even the Dark Emperor himself, the great horned owl.  Among other animals, there are also poems that mark the coming of the mushrooms and the silent strength of the oak tree. The book closes with “Moon’s Lament,” where one creature reflects on the night’s events, questions where everyone has gone, and mourns the dawning of a new day.

Dark Emperor could well stand on its own as a book of poems, but the addition of short paragraphs of nonfiction coupled with each poem pushes it to a new level.  Each poem appears on the left of the two page spread with a small illustration.  The right side features a larger illustration and the descriptive text.

Readers not only are given a lyrical tour of the nighttime forest, but also learn more details about the poems’ subjects. For example, we learn that snails have teeth on their tongues, that while trees produce food during the day, they use the hours of darkness to make repairs and take in extra water, that baby porcupines are called porcupettes, and that one mushroom can produce two billion spores!

This gorgeous poetry collection, classified as juvenile nonfiction, will be a great addition to any collection. I purchased this book for my own classroom library and will use it as a mentor text while teaching lessons in the poetry genre. I was impressed with not only the poetry and illustrations but also with the accompanying factual information about the creatures the poem was about. I highly recommend this book to teachers of all grade levels. 

The Giver

By Louis Lowry 

Louis Lowry's The Giver is one of the most well-known and controversial books of its time. After winning the 1994 Newberry Medal as well as other awards including the American Library Association listing as "Best Book for Young Adults," it became one of the most popular books for children in all grade levels. The idea of a structured, futuristic society (similar to that in the novel 1984) combining science fiction with realistic fiction made its debut in children's literature in The Giver.  Many children's literature author's have built upon Lowry's original theme. The Hunger Games series for example, includes many similar themes and traits found in The Giver. Unfortunately, Lowry, being the first children's author to include such themes took the brunt of the criticism and controversy that goes along with having the courage to "expose" children to a different and "new" style of literature. Because of Lowry's courage and determination to publish and defend her work, any author now has the option to include the same themes deemed "controversial" at the time with almost no challenge at all.  In fact, such thematic children's literature is  now wildly popular with children and adult readers. 

I read The Giver when I was in middle school (when it first came out). I remember choosing it because all of my classmates were reading it and discussing how fabulous it was. I checked it out at my school library (a private school) and read it without a blink of an eye from my teachers and parents.  In fact, I didn't realize the book was considered so controversial until reading it a second time for my class in graduate school. I am not sure if this is a result of going to private school (where the school district has zero authority because the school functions off of private funds) or the fact that my parents encourages me to read anything I was interested in regardless of book length or content (obviously they wouldn't let me read porn or anything like that- but you get the point).  I remember being told by my teachers that Uncle Tom's Cabin was banned by some schools, but anybody could use it for their book report if they chose to. That was the extent of my knowledge of censorship at the time. 

After being exposed to an variety of articles and text discussing the censorship of The Giver, I better understand WHY some parents would choose to not have their child read the book (one child had a deformity and was sensitive to anything suggesting criticism of appearance.) However, I continue to believe that The Giver should be available in the school library to student's who choose to read it and whose parents support this notion. 

Here is the link to the resources surrounding the issue of censorship of The Giver: 

What do you think?

http://special.lib.umn.edu/clrc/kerlan/censorship/challenge.php

Because of Winn-Dixie

                                      By Kate Dicamillo

Because of Winn-Dixie, a 2000 Newberry Honor award winner, takes readers of all ages on a journey through the eyes of a ten-year old girl during a hot summer in the small, southern town of Naomi, Florida.  It is during this summer, Idia- Opal learns several of life's hard lessons all while developing relationships (with both people and her beloved dog, Winn-Dixie) she will never forget. During the first half of the novel, the reader gets to know Opal, her family, her background, and her attitudes. Opal is an only child, in a single parent household.  She refers to few father as "the preacher" due to a harbored resentment surrounding the absence of her mother. Her father is a preacher at a small, make-shift church and is so preoccupied with his own feelings of loss, he often "blocks" those around him out of his "own world" of grief.  Opal compares his behavior with that of a turtle hiding in its shell. At the beginning of the summer, Opal is lonely, bored, and contemplating the reasons for her mother's absence. It isn't until she meets Winn-Dixie that her life and attitudes begin to change. 

Opal finds an abandoned dog at the grocery store who she names Winn-Dixie (the name of the store). Opal relates to Winn-Dixie because he too was abandoned and looked like he was in need of love and care.  Both Opal and her father immediately fall in love with Winn-Dixie and accept him as a member of their family.  The only downfall to Winn-Dixie's arrival is the fact that he is terrified of thunderstorms and runs around crazily when he hears thunder. Winn-Dixie's fear of thunderstorms mirrors Opal's fear of abandonment.  Both provide comfort to each other when this fear emerges in the story. 

Winn-Dixie broadens Opal's circle of friends (or lack there of) throughout the summer. Opal spends her time volunteering at a pet store with a man named Otis, listening to stories from the town librarian Miss Franny, reading to her neighbor Gloria, and conversing with the only other children in town, Sweetie Pie, Amanda and the Dewberry boys. Each character plays a role in the development of the story based on a certain flaw or circumstance. This flaw serves as the underlying foundation for the character's relationship with Opal. For example, Opal is able to relate to Gloria because Gloria is a recovering alcoholic who hangs bottles from a tree in her yard that represent the "ghosts" in her past that continue to haunt her.  Opal's mother was an alcoholic so Opal is able to understand Gloria's "mistakes of her past" that are represented by the "ghosts." Opal accepts Gloria, flaws and all, and they develop a strong friendship by the end of the book. 

The ending offers a resolution to immediate and ongoing problems/struggles in the plot.  Opal has learned the value of friendship, love, and acceptance.  She even begins calling her father "daddy" instead of "the preacher" which represents the various changes in her attitudes and view of life.  Winn-Dixie's character transitions from Opal's main source of comfort to "one of the crowd" of loved ones in her life. The sincerity and genuine writing style of the author makes it evident why this book received a Newberry Honor Medal. 

Fairy Tales and Fables

By Gyo Fujikawa

Gyo Fujikawa is a favorite childhood author and illustrator of mine.  My first memory of reading includes her book Oh What a Busy Day! Her illustration technique is so unique and different from anything else I have seen. Her love and respect of children and nature is present in all of her drawings. She uses both color and back and white illustrations in all of her books. Children appear round, cheerful, and expressive of their feelings. Fujikawa was  one of the first illustrators to include children of different nationalities and cultures in children's literature. Her earliest books (published in the early seventies) contained child diversity when most books portrayed children as white, middle class Americans.  I have always had such great respect for Fujikawa for this reason.

Like her other books, Fujikawa uses a soft and delicate style to make both her text and illustrations appeal and relate to children.  Most of her drawings contain nature (animals and plants) and objects familiar to children. Animals are used as realistic and imaginative characters. For example, butterflies, birds, rabbits, and mice often appear "in nature" within her drawings. The wolf in  Little Red Ridinghood appears as any wolf one would find in nature (rather than a walking and talking character in the tale).  On the other hand, in the tale Goldilocks and the Tree bears, the bears are wearing clothes and acting in "human-like" roles. This technique combines fantasy and reality to target the developing mind of a child.  The reader is exposed to the realistic norms of everyday life (Fujikawa uses illustration as instruction) while being comforted by the inclusion of imagination and fantasy.  

This book contains a "This book belongs to" page (which is present in all of Fujikawa's books and serves as another example of how she uses technique to relate and appeal to children) and a "Contents" page to quickly find the page number of a favorite fable or tale. The last page of the book contains a "The End" page that includes black and white illustrations of animals, children, and the characters from the fables "walking away" from the story. A clever technique used to "finalize" the ending. 

I cannot say enough good things about the author Gyo Fujikawa and her quality of literature. All of her books contain HOURS of exploration and inference for young children. I include all of her books in my classroom and will purchase duplicate copies of each when I have my own children.