Module 15 - The Adventures of Captain Underpants

Book Summary: 
     This chapter book (which contains picture on every page) is the first book in the Captain Underpants series. Two fourth grade boys, George and Harold, create a comic book with a superhero - Captain Underpants. The boys' adventure begins when they hypnotize their principal and turn him into their comic book creation! George and Harold create mischief throughout the book, and Captain Underpants chases the bad guys in his underwear. 

APA Reference of Book:
Pilkey, D. (1997). Captain Underpants. New York, NY: Scholastic

Impressions:
     I thought this book was silly although still enjoyable to read. I can definitely see why it's appealing to young kids, especially boys - I mean, what young boy doesn't enjoy superheroes or get a kick out of anything dealing with underpants? Children would also love the illustrations on each page. 
    I can see why this book might have censorship issues due to a man running around in his underwear and all the mischief the boys get into. But I just find these things humorous. I think this book could even get reluctant readers to read because it's funny. I think readers are likely to pick up the next book in the series.
    Although I enjoyed the illustrations, I think they are so full of action that sometimes they take away from the story itself. 

Professional Review: 
     "Pilkey plays with words and pictures, providing great entertainment. The story is immediately engaging - two fourth-grae boys who write comic books and who love to pull pranks find themselves in big trouble. Mean Mr. Krupp, their principal, videotapes George and Harold setting up their stunts and threatens to expose them. The boys' luck changes when they send for a 3-D Hypno-Ring and hypnotize Krupp, turning him into Captain Underpants, their own superhero creation. Later, Pilkey includes several pages of flip-o-rajas that animate the action. The simple black-and-white illustrations on every page furnish comic-strip appeal. The cover features Captain Underpants, resplendent in white briefs, on top of a tall building. This book will fly off the shelves."

Hopf, M. M. (1997). The adventures of Captain Underpants book 
     review. [Review of the book The Adventures of Captain 
     Underpants, by D. Pilkey]. School Library Journal, 43, p. 99
     Retrieved from https://libproxy.library.unt.edu:9443/login?ur
     l=http://search.ebscohost.com/login.aspx?direct=true&db=br
     d&AN=510867035&scope=site

Library Uses:
     This book can be used as an introduction to character analysis/feelings. Then, the school library could put on a program in which students dress up as a character from their favorite book. They can share about their characters - how they grow and change, their adventures, problems, and feelings.
    

Module 14 - Scranimals

Book Summary:
     Scranimal Island is an exotic place full of strange hybrid creatures. Animals, vegetables, and flowers are scrambled together to create mysterious creatures. A boy and a girl fly to each habitat to discover these strange animals (like Spinachickens and Hippopotomushrooms). The story is full of rhymes, puns, and silliness. There is also a pronunciation guide included. 

APA Reference of Book:
Prelutsky, J. (2002). Scranimals. New York, NY: Greenwillow
     Books.

Impressions: 
     I found this book very silly, although it's actually very clever too. To come up with these puns is very impressive (like Porcipineapple and Radishark). This fantasy poetry is lighthearted and fun to read. I enjoyed the play on words.
     I like that there is a pronunciation guide for each creature (this is especially helpful if the book is being read aloud). 
     The ink and watercolored pictures help the reader to imagine these crazy creatures. The illustrations really give life to the verses. 
     I think this book would be great at the elementary level. I think the upper elementary-aged kids would enjoy it more because they could figure out the puns; younger kids may still think the poems are funny, but they wouldn't get the puns.
     Although this isn't a book I'm likely to read over and over again, I definitely think it's an enjoyable, silly book.

Professional Review: 
     "On Prelutsky and Sis's Scranimal Island, intrepid explorers will find such scrambled creatures as Ostricheetahs (who run very fast but also stick their heads in the sand) and Spinahchickens (rather dimwitted green creatures who wilt in the heat). The verses are humorous, in the usual Prelutsky way-peppy, singsongy, and clever-as in this on the 'ponderous Stormy Petrelephant . . . futilely trying to fly': 'Its wings are too small to support it, / They're patently only for show, / And so it is constantly thwarted . . . / Up isn't a place it can go.' Kids will easily get and appreciate most of the combinations (the Potatoad, the Radishark); others require a greater level of sophistication (the Camelberta Peach, the Cardinalbacore), though a helpful chart appears on the back cover. Sis's simultaneously imaginative and concrete illustrations transform a nice-enough collection of related poems into a unified whole. A picture of Scranimal Island appears on the endpapers; a map on the table of contents. Two child tourists, armed with map, binoculars, and a jauntily striped inflatable life preserver, propel themselves to the island via skateboard, using an umbrella as a sail. Though muted colors characterize Scranimal Island and its denizens, on every double-page spread Sis portrays the children and their paraphernalia in bright colors, keeping the focus on them and on the power of imagination."

Parravano, M. V. (2003). Scranimals book review. [Review of 
     the book Scranimals, by J. Prelutsky]. Horn Book Magazine,
     79(1), p. 91. Retrieved from https://libproxy.library.unt.edu:
     9443/login?url=http://search.ebscohost.com/login.aspx?dir
     ect=trure&db=brd&AN=518408628&scope=site

Library Uses:
     This book could be used as an introduction to writing verse. It's a lighthearted, fun way to get kids excited about poetry. Then, when ready, they can practice writing their own poetry.

     

Module 13 - Diary of a Wimpy Kid

Book Summary:
     This is the first book of a series, and it begins by introducing the life of a middle-schooler, Greg Heffley. It is his first year in middle school, and the hazards of growing up are recorded through his words and drawings in his diary. 
     Greg's friend, Rowley, is his sidekick until Rowley becomes popular. Greg tries to use this to his advantage, but that causes things to happen that test their friendship (but in a funny way). 

APA Reference of Book:
Kinney, J. (2007). Diary of a wimpy kid. New York, NY: Amulet
     Books

Impressions:
     The one main word I would use to describe this book is: hilarious! The author takes the drama of middle school life and makes it lighthearted. 
     The format of the book is just fun. I love the cartoon drawings, the speech bubbles, and the fact that it's written in diary form. That makes it an easy read. Not much deep thinking has to be done to understand this book, but it's catchy and I couldn't seem to put it down.
     I also like that the "hero" of this story is an unlikely hero. He is always oblivious to his faults, and there's nothing "special" about his to make him a hero. I think kids can relate to Greg's character, and that's one reason this book would be appealing to them.
     I think this book would be especially great for reluctant readers because it is so lighthearted, funny, and easy to read. Plus, they would enjoy the cartoon drawings. 

Professional Review:
     "Seventh grade is lousy enough, but when you are at the bottom of the popularity pecking order, your best (and only) friend embarrasses you, and no one else seems to recognize you as the brilliant leader you are, then middle school is downright unbearable. Luckily, Greg has a journal into which he can pour his frustrations, disappointments, and secret desires. In short entries, many of which read as independent vignettes, Greg describes the sometimes humorous, sometimes awful events of his life with an unflinching eye: his mostly failed endeavors are highlighted along with his rare accomplishments. The small black-and-white line drawings that accompany many of the entries are simple, as if indeed drawn by a budding artist, but not at all simplistic, as they interact with the text by sometimes contradicting Greg's account and often highlighting particularly cringe-worthy elements that would be less remarkable without the comic-style visuals. Inconsiderate, sullen, and greedy Greg is unfortunately not a very liable kid, but he's still funny and creative, and the frequent moments of sardonic wit add a richness and depth to his accounts. Kinney's well-designed and popular web comic (created in 2004) easily translates into illustrated novel format: devoted fans will be thrilled to have a print collection, while new readers can simply enjoy this as a stand-alone novel or they can head online to find out what happens next to Greg and the peculiar mix of characters who surround him."

Spisak, A. (2007). Diary of a wimpy kid review. [Review of the
     book Diary of a Wimpy Kid, by J. Kinney]. Bulletin of the 
     Center for Children's Books, 60(10), p. 426. Retrieved from
     https://libproxy.library.unt.edu:9443/login?url=http://search.
     ebscohost.com/login.aspx?direct=true&db=brd&AN=5106
     41911&scope=site

Library Uses:
     Students could look at the diary format of this book and then start their own diaries about the funny things that happen during the day.
     

Module 12 - Martin's Big Words

Book Summary:
     This biography tells the story of Martin Luther King, Jr.'s life. It starts from the day he was born to beyond the day he died. Most of the book is set in the time of the civil rights movement.Throughout the book, it incorporates the actual words that King used in his speeches. 

APA Reference of Book:
Rappaport, D. (2007). Martin's big words. New York, NY: 
     Hyperion Book CH

Impressions:
     I thought this biography was really profound. I loved how actual quotes from Martin Luther King Jr. were used throughout the story (it made me feel like I truly knew his heart for others and peace). I loved that his words were written in bold font that was a different color than the rest of the story - this made these words "pop" from the page. I also enjoyed the lyrical text. 
     The story itself is powerful. It made me emotional because I was thinking about how times must have been like during the civil rights movement, and of course I was sad when I came to the page that said he was shot and died (even though I already knew this outcome). I read this story to my first graders, and a silence fills the room when I get to this part of the book. They don't understand why he was shot when he was trying to bring peace to others.
     I also really enjoyed the artwork. The illustrator uses water color and cut paper collages as well as different patterns and textures to create life-like images. The illustrations really bring the story to life!
     I think this book would be great for all ages (even up to high schoolers) because it could get children talking about that time period, fairness, and the qualities of a good leader. The book also shows how a person's words can live on and effect people still today. 

Professional Review:
     "When it comes to educating and enlightening children about momentous historical events, there can never be too many books published about the Civil Rights era, and the people that championed the cause in America. Though there were several prominent leaders in the Civil Rights movement, none is more recognized and honored than Dr. Martin Luther King, Jr. His legacy and story is, indeed, inspiration and well worth re-telling.
     In the book Martin's Big Words, author Doreen Rppaport briefly buy pointedly describes the life of Dr. King, starting with his boyhood days of reading "White Only" signs in his hometown of Atlanta and moving on to his discovery of nonviolent protest, which became the hallmark of his movement.
     An award-winning author of several juvenile books about multicultural history, Rappaport includes some of the key moments of Dr. King's life, as well as those of the Civil Rights era like the Montgomery bus boycotts. These highlights are offered in a language and tone that are easy to read. In fact, the book is a wonderful introduction to Dr. King and his times; and it is designed to stir further discussions about this turbulent time in our history. As a bonus, Rappaport adds quotes from Dr. King's letters and speeches to nearly all the passages.
     One of the most delightful components of this biography, however, is Bryan Collier's dramatic illustrations. Collier, who has also won several awards for his work, has captured the peaceful spirit of Dr. King with zestful watercolor and cut paper collages that appear almost three-dimensional.
     Although Martin's Big Words is a quick read, its message is truly uplifting."

Reynolds, C. V. (2002). Martin's big words book review. [Review
      of the book Martin's Big Words, by D. Rappaport]. Black 
      Issue Book Review, 4(1), p. 80. Retrieved from http://libpro   
      xy.library.unt.edu:9443/login?url=http://search.ebscohost.c
      om/login.aspx?direct=ture&db=brd&AN=503847719&scop
      e=site

Library Uses:
     During black history month, this book could be used to discuss the qualities of good leaders from the past and how that affects good leaders of today. The book can also be used to talk about the importance of the words we use and how they can make lasting impacts.
      


     

Module 11 - Actual Size

Book Summary:
     Actual Size is an informational book that shows the actual sizes of animals and insects or the features of animals and insects. It provides physical descriptions (specific measurements) as well as interesting facts about each animal. Some of the pages display the entire animal at its actual size (like the atlas moth), and some of the pages show a part of the animal at actual size (like the giant squid's eye). The saltwater crocodile's head and the Goliath frog take up three pages (the pages fold out). The collage-like illustrations fill up each page. There's an animal index at the back that gives more detailed facts about each animal in the book (habitats, prey, interesting facts, etc). 

APA Reference of Book:
Jenkins, S. (2009). Actual size. Boston, MA: Houghton Mifflin    
     Harcourt Publishing Company

Impressions:
     I really enjoyed this informational book! I first chose to read it because its cover page caught my attention. The cover has the actual size of a gorilla's hand. The illustrations are beautiful, done in paper cut outs and collage-like. 
    It's really interesting to see how the animals and insects compare to one another, from tiny animals like the pygmy shrew to huge animals like the Alaskan brown bear. I was blown away by facts I've never heard before. For example, it would take 7,000 dwarf gobies to weigh only one ounce, and a giant squid can measure 59 1/2 feet long! I also liked how the book started out with questions to persuade readers to read the book, like, "Have you shaken hands with a gorilla or been face to face with a tiger?"
     I was impressed with the many facts in the index of the book, but I think I would've liked it better if more facts were actually included on the pages of the book. In my experience with reading to children, the book would better keep their attention if not so much information was in the back of the book, but spread out throughout the pages instead. 
     I think children of all ages would enjoy this book (and adults too)! They could use this book for research or read it just for fun. 

Professional Review:
     "Jenkins's signature cut-paper collages are once again amazing in this oversize book in which life-size illustrations of eighteen creatures (or parts of them) invite reader participation. A nearly twelve-inch-long gorilla hand entices readers to see how their own hands measure up; the foot-across Goliath birdeater tarantula will inspire a similar reach. Included are creatures great and small: a dwarf goby fish barely registers on the page, while the Alaskan brown bear's head overflows a double-page spread. The relative sixes are accentuated by the white backdrop and are grounded by the straightforward information that accompanies the creatures - one or two brief sentences followed by the animal's height/length and weight - as they parade across the expansive pages. For dramatic appeal, a single-page foldout unveils itself halfway through the lesson in size: on one side an imposing saltwater crocodile's snout proudly displays a full mouth of teeth, while on the other side the greater part of a Goliath frog is shown in mid-leap. Additional information about each creature is included at the back, along with a complete picture of each animal, helpful in those cases where only part of an animal fits on a page.

Raece, L. E. (2004). Actual size book review [Review of the
     book Actual Size, by S. Jenkins]. Horn Book Magazine, 80(3),
     p. 345. Retrieved from https://libproxy.library.unt.edu:9443/
     login?url=http://search.ebscohost.com/login.aspx?direct=
     true&db=brd&AN=502928909&scope=site

Library Uses: 
     Children could watch a video on how Steve Jenkins illustrates and brings the animals to life (youtube.com/watch?v=hhJ1wtHSPc4). Then, they could research their own animals and create their own illustrations.

     

Module 10 - Pink and Say

Book Summary:

     Pink and Say is a Civil War story passed down from great-grandfather to grandmother, to son, and to the author herself, Patricia Polacco. It starts out with a white Union soldier, Say, who is left for dead in a pasture in Georgia. Pink, a black Union soldier, finds him and brings him to his mother's home. Moe Moe Bay cares for the both of them for some time. During this time, the boys develop a beautiful relationship. Then, Marauders come, and Moe Moe Bay has the boys hide, but her life is taken. 

     Moe Moe Bay's words made the boys brave as they headed back to find their troops. As they were walking back, they were being followed by some Confederate soldiers. Pink and Say were grabbed and taken as prisoners of the Confederate Army. 

     Pink and Say were brought to one of the worst Confederate camps, and they were separated. 

     The end of the book talks about what happened after they were separated - Say was released from the prison months later, returned to his home, and recovered. Pink was hanged hours after arriving at the camp.

APA Reference of Book:

Polacco, P. (1994). Pink and Say. New York, NY: Scholastic, Inc.

Impressions: 

     Historical fiction is not my genre of choice, but I truly enjoyed this book. I think what I liked most was seeing the relationship between Pink and Say develop, especially since it was an unlikely relationship during the Civil War days. The author really knows how to pull at the reader's heartstrings. Watching Pink take care of Say by carrying him a long distance was very powerful.

     I also like how real the book felt. For example, the way Moe Moe Bay talks makes the reader feel like he/she is in the story ("They's a freshwater spring"). The book shows the struggle it was for the boys to go back to fighting, especially Say. I'm sure that soldiers really did feel like this. 

    I was so sad when Moe Moe Bay was shot and the boys buried her. But it was great to see how her words rang in the boys' hearts and made them brave. I was also sad when the boys were taken prisoners. Even though I didn't like the ending (because I always like happy endings), it was the truth, and the truth speaks loud. 

     The illustrations helped me to picture the story even more. I think they are watercolored pictures, and they are detailed, especially the characters' faces. 

     I think it's really powerful that Patricia Polacco wrote about her own family member. And it's surprising that she mentions this at the end of the book (I think it makes it even more memorable). I like that the book tells about what happened to the boys after the story ended too.

     This book would be great for upper elementary students even up into high schoolers because of the impact it can cause and the discussions it can start. 

Professional Review:

     "This book, the story of Polacco's great-great-grandfather, has been passed down from generation to generation in the author-artist's family. Fifteen-year-old soldier Sheldon Russell Curtis - Say to his family - has been left for dead on a Civil War battlefield somewhere in Georgia. A fellow Union soldier, Pinkus Aylee, who is African American - " I had never seen man like him so close before. His skin was the color of polished mahogany" - discovers him and, with much effort, droughts feverish Say home, where his mother, a slave named Moe Moe Bay, nurses Say back to health. As the boys regain their strength, they become as close as real family and discuss things close to their hearts. Pink shares his special talent: Master Aylee, his owner, had taught him how to read. "To be born a slave is a heap o' trouble, Say. But after Aylee taught me to read, even though he owned my person, I knew that nobody, ever, could really own me." Say receives special comfort from Moe Moe when he admits that he deserted his troop and is afraid to return to war. On the morning the two boys plan to leave and search for their respective troops, marauding Confederate soldiers arrive and kill Moe Moe. Pink and Say are later captured and become prisoners of the Confederate Army, in Andersonville. Although Say lived to tell this story of friendship and brotherhood, Pink was hanged within hours of arriving at the dreaded prison. Told in Say's colorful, country-fresh voice, the text incorporated authentic-sounding dialect and expressions - such as darky - that would have been used at the time. Polacco's characteristic acrylic, ink, and pencil illustrations are suitably dramatic and focus on the intense physical and emotional joy and pain of the story's three main characters. The remarkable story, made even more extraordinary in its basis in actual events, raises questions about courage, war, family, and slavery. A not-to-be-missed tour de force." 

Fader, E. (1994). Pink and Say book review [Review of the book 

     Pink and Say, by P. Polacco]. Horn Book Magazine, 70, p.48.

     Retrieved from https://libproxy.library.unt.edu:9443/login?

     url=http://search.ebscohost.com/login.aspx?direct=true&db=

     brd&AN=512490427&scope=site

Library Uses:

     The librarian could dress up in character like Moe Moe Bay to give an introduction to the story (tell the story in her own words before reading it). While reading it, she can chime in to add her "own words." This will engage the children in the story because it will feel like the librarian (Moe Moe Bay) was really there.  

   

Book Trailers

Module 9 - The Dollhouse Murders

Book Summary:

     Twelve-year-old Amy goes to live with her Aunt Clare for a while because she is needing a change. Her sister, Louann, has special needs, and even though she loves her, she sometimes feels burdened by her. Aunt Clare moved back and lives in her grandparents' house (where her and her brother grew up).

     Amy is fascinated by the dollhouse in the attic. It is modeled just like her great-grandparents' house. It even has four dolls who represent Aunt Clare, Amy's dad, and the grandparents. Because of the dollhouse, Amy uncovers clues to a shocking family secret. Aunt Clare always seems distraught whenever the dollhouse is mentioned, and Amy is determined to find out why. Amy and her friend, Ellen, research to find out that Amy's great-grandparents were murdered in their house, and that Aunt Clare's boyfriend was the prime suspect in the murders. 

     Amy discovers that the dolls move on their own in the dollhouse. Lights and sounds also come from the dollhouse (even crying). After the dolls place themselves in the exact spot the murders happened, Amy decides the dolls are trying to tell her something about the murders. One day, she finds the grandma doll by the bookshelf, and books start to fall off. This leads Amy, Louann, and their aunt to solve the mystery. They find a note in one of the books on the shelf. It says that Rueben was the murderer (he was their handyman).

     Aunt Clare finally feels at peace knowing it wasn't her fault that her grandparents were murdered. Amy moves back home, and Louann is so excited to keep the dollhouse.

APA Reference of Book:

Wright, B. R. (1983). The dollhouse murders. New York, NY:

     Holiday House.

Impressions: 

     I was really interested in this book, and I read it pretty fast because I was wanting to figure out who committed the murders. This is a good mystery novel because, first off, it involves an old, creepy, two-story house with an attic. That setting in and of itself sets up for a good scary story. Also, the first time the dolls moved on their own, I was a little scared myself! Every time Amy went up to the attic, I got nervous as to what she would discover in the dollhouse. It's also a good mystery story because it involves a murder from the past that was never solved. 

     The author really knows how to build suspense. For example, Amy always got very scared before going to the attic. Also, a thunderstorm came the night Louann went to the attic (that just adds to the suspense). Not knowing why Aunt Clare always gets upset when the dollhouse is mentioned makes the reader want to keep reading too.

     I enjoyed that there were subplots as well. Amy is trying to deal with the feeling of guilt when it comes to hanging out/taking care of her special needs sister. She also develops a relationship with her friend, Ellen. They even celebrate their birthdays together with friends (doing all things girly). 

     I think all middle-schoolers would enjoy this book, even boys, because it is a spine-chilling story, and readers would be anticipating the ending. I think it would be too scary for elementary-aged children due to the talk of murders (even though it isn't very detailed). 

     I also liked seeing Aunt Clare go through a character change. I was so relieved for her when she found out her old boyfriend wasn't responsible for her grandparents' murders. A burden was lifted off of her, and she could finally be at peace. 

Professional Review:

     "This scary mystery by Betty Ren Wright (Holiday, 1983) is sure to keep the interest of students, mainly girls. Narrator Carol Jordan Stewart does an excellent job. Her diction, pacing, and characterization are well-done. Twelve-year-old Amy is having difficulties at home being responsible for her brain-damaged sister, Louann. While visiting her Aunt Clare at the old family home, she discovers an eerily-haunted dollhouse in the attic - an exact replica of the family home. Whenever she sees it, the dolls, representing her relatives, have moved. Her aunt won't listen to Amy's claims that the dolls are trying to tell her something. This leads Amy to research old news reports where she discovers a family secret - the murder of her grandparents. The two sisters unravel the mystery. Amy grows to accept her sister and to understand that Louann is more capable than she had first thought. This audiobook would be an excellent choice for schools and public libraries."

Kohlbeck, K. (1999). [The dollhouse murders]. School Library

     Journal. Retrieved from https://learn.unt.edu/weapps/portal/

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Library Uses:

     After reading the book, the librarian can start a discussion about people with disabilities. Then, they can get into groups to research different disabilities. They can create awareness videos using a video program. Then, they can present these videos to their peers (peers that aren't in the same grade) so that they can learn about people with disabilities. These videos will hopefully create a positive outlook on those with special needs and provide ways to create relationships with those who are different than them.

 

     

Module 8 - The Hunger Games

Book Summary: 
     This science fiction novel is set in the nation of Panem, which is a country divided into the Capitol and twelve districts. Each year, two children (tributes) must be selected from each district to participate in the Hunger Games. The games happen so that war on the Capitol won't happen again (the Capitol wants to show that they are always in control). The Hunger Games is a fight to the death on live television. There is to only be two "winners."
     Katniss Everdeen volunteers to take her younger sister's place in the games. Her and her partner, Peeta, train for the games with the other tributes (many who are bigger and stronger) at the Capitol. They get to know Effie, their escort, and Haymitch, their drunk mentor (a past survivor of the Hunger Games) as they experience luxury (something complete opposite of their lifestyles of poverty). During the interview, Peeta professes his love for Katniss so that the audience will have a heart for them in the arena. 
     During the games, alliances are formed as the characters fight off hunger, dehydration, fires, explosions, tracker jackers, wolf-like creatures, and poisonous berries. After many are killed, only Katniss and Peeta are left. The rules are then changed that there can only be one tribute as "winner." To prove a point to the Capitol, Katniss comes up with the idea for her and Peeta to both eat the poisonous berries. Before they eat them, the Gamemakers decide to declare them both winners. 
     Katniss realizes that she must continue to pretend to love Peeta so that the Capitol doesn't punish her for her behavior in the arena. But she also has feelings for Gale from back home. The book ends with her thinking about her feelings and realizing that there are no "victors" in the Hunger Games. The Capitol has eyes closely on Katniss, which leads to the next book in the series.

APA Reference of Book: 
Collins, S. (2008). The hunger games. New York, NY: Scholastic 
     Inc.

Impressions:
     Wow! I thoroughly enjoyed this book. When I first heard about this book, I thought there was no way I was going to like it - kids killing kids for fun? No way! But The Hunger Games is not at all what I had imagined.
     I really became connected to all the characters in the book; in fact, I still can't decide who I want Katniss to end up with - Gale or Peeta (there are traits I love about them both). I was drawn to Katniss because she sacrifices herself for her sister, and she tries to save others during the games. The author has a way of connecting the reader to the characters as well as creating suspense. I couldn't put the book down because I was always wondering what would happen next.
     The book is entertaining because of the love story and all the action. Although it's entertaining, it's also disturbing in the fact that teenagers are killing one another because the government has made the games a sport. It was sad to see how the districts lived in poverty, yet the Capitol lived lavishly. The book pulled on my heartstrings (which is a sign of a good book). 
     I think high schoolers to adults would be drawn to this book. I don't think younger kids should read it due to the maturity needed to understand the deeper meaning of the plot, not to mention some of the gruesome killings. Boys and girls both would enjoy this book because it involves fighting, hunting, and survival as well as romance and cool outfits. 
     The Hunger Games is an easy read because it always had me on the edge of my seat. The author does a great job with imagery as well. I could picture everything she described because of the great details. After I read this book, I had to immediately read the second and third book!

Professional Review: 
     "Survivor meets "The Lottery" as the author of the popular Underland Chronicles returns with what promises to be an even better series. The United States is no more, and the new Capitol, high in the Rocky Mountains, requires each district to send two teenagers, a boy and a girl, to participate in the annual Hunger Games, a reality show from which only one of the twenty-four participants will emerge victorious - and alive. When her younger sister is chosen by lottery to represent their district, Katniss volunteers to go in her stead, while Peeta, who secretly harbors a crush on Katniss, is the boy selected to join her. A fierce, resourceful competitor who wins the respect of the other participants and the viewing public, Katniss also displays great compassion and vulnerability through her first-person narration. The plot is front and center here - the twists and turns are addictive, particularly when the romantic subplot ups the ante - yet the Capitol's oppression and exploitation of the districts always simmers just below the surface, waiting to be more fully explored in future volumes. Collins has written a compulsively readable blend of science fiction, survival story, unlikely romance, and social commentary."

Hunt, J. (2008). [The hunger games]. Horn Book Magazine,
     84(5), 580. Retrieved from https://libproxy.library.unt.edu:
     9443/login?url=http://search.ebscohost.com/login.aspx?
     direct=true&db=brd&AN=502954281&scope=site 

Library Uses:
     The librarian could have a Hunger Games themed day after the kids finish the book. They could make homemade bows and arrows, design tribute costumes, identify good/bad plants, and eat berries. They could also participate in a Hunger Games trivia game.

Module 7 - Ivy + Bean

Book Summary:
     Ivy and Bean is about two misbehaving girls who go on an adventure together. Bean is a rebellious, straggly girl who doesn't want to befriend her new neighbor, Ivy, even though her mom strongly suggests she become friends with her. Bean thinks that Ivy seems too boring and "put together." 
     Then, one day when Bean is trying to play a trick on her older sister, Nancy, she realizes that she could be friends with Ivy after all. Ivy helps Bean to escape getting in trouble by hiding from Nancy and her mom. They hide by going through all the neighbors' backyards. 
     Ivy says that she is a practicing witch, which really intrigues Bean. They decide to cast a spell on Nancy, which will make her dance for the rest of her life. But they can't cast the spell until they have some worms. So they go and get some worms from Bean's backyard. They end up throwing some worms in Nancy's face, and she steps in the worm muck and starts to wave her arms around (so it looks like she's dancing).
     Ivy and Bean form a friendship through this adventure, and they plan to have many adventures (involving mischief) in the future. 

APA Reference of Book:
Barrows, A. (2006). Ivy and Bean. San Francisco, CA: Chronicle 
     Books LLC.

Impressions:
     Ivy and Bean was an easy read. However, I only thought the book was okay; it's not something I'd buy for children. Although I enjoyed that two unlikely friends ended up becoming friends, there's no lesson to be learned in this book. Most of the book is about the two girls constantly causing trouble and trying to terrorize Bean's sister. The ideas are fun and may attract children to the book (because children enjoy funny, mischievous actions), but I think the focus of the book shouldn't have been on trouble making. I like for characters to grow from their actions or learn some sort of lesson, but this book did not include that. In fact, it ended with the girls being proud of all their mischief without any regrets.
     I can definitely see why children would like this book. It would be an easy read for those just starting to read chapter books because the chapters are short and they include illustrations (I did enjoy the illustrations). The characters have big imaginations. For example, Ivy practices being a witch and Bean acts like a ghost. Although many kids would enjoy those aspects of the book, others may actually be scared. 
    As a librarian, it would be hard to "go deeper" with children since the book is really surface level. But the book could be read just to work on reading skills and to read for fun.

Professional Review:
     "Bean, short for Bernice, has no interest in playing with the new girl across the street, Ivy, whose obvious neatness and demureness mean that 'Bean got bored just looking at her.' When Ivy cunningly intervenes to save Bean during an altercation between Bean and her older sister, Bean reconsiders, especially when she becomes acquainted with Ivy's determined practice of magic, cool bedroom, and indefatigable spirit. While it's not unusual for a new friendship to be the subject of an early chapter book, Barrows has a humorously matter-of-fact style (sociable Bean sometimes 'wished she were an orphan so she could live in an orphanage with a hundred other kids') and a deft hand with intriguing and vivid specifics (Ivy has an enticing doll display that includes a Barbie wrapped as a mummy, awaiting burial in a pyramid) that lift the Bean-and-Ivy partnership well above the run of the mill. Also well evoked is the insularity of the seven-year-old world, where empathy with an older sister is short-lived and a neighborhood exists to be traversed at will, with dog poop more of an obstacle than the neighbor's desire that her yard be left invaded. Blackall's illustrations make the girls' features somewhat doll-like, but the art compensates by offering imagination and some real touches of style (Ivy in her black witchy turban, kohl-rimmed eyes, and red make-up tears is quite a glamorous vision). This will be a comfortable reading friendship for many, who will look forward to further volumes about the pair, and it may open up the mind of skeptical readers who, like Bean, have been directed to befriend somebody who 'seems like such a nice girl.'"

Stevenson, D. (2006). [Ivy + Bean]. Bulletin of the Center for 
     Children's Books, 59(10), 440. Retrieved from https://
     libproxy.library.unt.edu:9443/login?url=http://search.
     ebscohost.com/login.aspx?direct=true&db=brd&AN=
     510588854&scope=site

Library Uses:
     After reading the book, students could document the character traits of Ivy and Bean (their looks, actions, feelings, etc). They could talk about how their friendship shows that people don't have to be the same or like the same things in order to get along. As long as they like each other, they can be friends. Then, each child could document his/her own character traits as well as his/her best friend's character traits. 

Module 6: Creepy Carrots!

Book Summary: 

     Jasper Rabbit loves to eat carrots, and he is always snatching them from Crackenhopper Field. Then, one day, Jasper gets the feeling that the carrots are following him. He becomes paranoid and "sees" the creepy carrots everywhere - in his bathroom, the shed, and even in his bedroom. But every time he asks his parents to help, the carrots seem to be something else. So maybe the carrots are just in Jasper's imagination? 

     Since no one believes Jasper, he decides to take matters into his own hands to stop the carrots from following him. He builds walls all around Crakenhopper Field so that no carrots can escape. He even builds a river with alligators around the field. Jasper is relieved because he doesn't see anymore carrots. And the carrots are so excited because now they are safe!

APA Reference of Book:

Reynolds, A. (2012). Creepy carrots! New York, NY: Simon &

     Schuster Books for Young Readers.

Impressions:

     At first, I thought this book was going to be scary, but it ended up being pretty funny (especially after reading it to some first graders). The book keeps you on your toes; it keeps you guessing whether or not the carrots are really following Jasper.

     The illustrations really fit the tone of this book - kind of spooky. Each page is black and white with just has a little bit of orange on it (the carrots or the objects that Jasper thought could be the carrots). The illustrations keep you guessing as to what the orange objects truly are. 

     The surprise ending was actually funny, and I think the author was trying to teach a lesson. The carrots shout for joy when they find out Jasper can no longer pick them (and this is the first time they talk in the whole book). It makes you wonder if they were really following him so that they could get what they wanted - some peace! The lesson could also be that greediness doesn't amount to much.

     I loved this book; the only concern I have would be reading it to really young children (maybe 4 and under). They may think it's actually scary due to the pictures and the fact that creepy carrots are following Jasper around.

Professional Review:

     "Playing on the something-is-stalking-me-but-when-I-turn-around-nothing-is-there fears that have fueled countless scary movies, this goose-pimpler introduces a young bunny named Jasper who 'couldn't get enough carrots . . . until they started following him.' Tired of heart-racing, sleepless nights, Jasper concocts a master plan and builds an alligator-filled moat and sky-high fence around Crackenhopper Field to keep those nasty carrots at bay. Tuns out, their plan to keep that nasty rabbit from eating their carrot buddies has a similarly happy ending. Brown's charcoally black artwork is highlighted by deep oranges and delivers on the lighthearted thrills of Reynolds' fright-night story."

Chipman, I. (2012). [Creepy carrots!]. Booklist, 109(1), 122.

     Retrieved from https://libproxy.library.unt.edu:9443login?

     url=http://search.ebscohost.com/login.aspx?direct=true&

     db=brd&AN=79624535&scope=site

Library Uses:

     After the librarian reads the story, students could get into groups to perform a Readers Theater. They will be given their roles/parts and practice their lines together. Then, they could perform their skits to younger grade level classes.

     

Module 5: MOSES: When Harriet Tubman Led Her People to Freedom

Book Summary:
     This story, though fictional, is based on the journey of Harriet Tubman. Harriet Tubman was born into slavery in Maryland in 1820, but the book begins once she is an adult talking with God about escaping slavery. After conferring with God, she makes her mind up that she will flee the next day. She escapes at night after the Lord sends her a sign - an owl screeching. 
     Harriet travels long and far by herself through swamps, woods, rivers, and darkness. She has to hide several times in fear that someone may catch her and take her back to be whipped by her master. She even hides in a potato hole for seven days. 
     Many people help Harriet along the way, like a farmer, a boatman, and a couple in a wagon (who were all against slavery). She finally makes it to the "Promised Land" - Philadelphia, where she can be free. 
     She decides to go back for her family, but after talking with God, she leads more people to freedom besides just her family. God told her to be the Moses of her people. So Harriet went south again and again to rescue others from slavery (following the path of the Underground Railroad).

APA Reference of Book:
Weatherford, C. B. (2006). MOSES: When Harriet Tubman led
     her people to freedom. New York, NY: Hyperion Books for
     Children.

Impressions: 
     Just seeing the beautiful colors on the cover made me want to pick this book up, and knowing it won two awards (Caldecott Honor and Coretta Scott King Award) was enticing too. 
     The illustrations are fabulous - full of color and emotion. The darkness shows the intensity of Harriet Tubman's travels, and the lightness shows the glimpses of hope and her final freedom. Kadir Nelson does a wonderful job illustrating the story; the illustrations really make the book "come to life."
     Not only are the illustrations great, but the story is wonderful too. I enjoyed the different writings - the story is told in one font, Harriet's thoughts and conversations with God are in another font, and God's words are in big, bold letters. I think this shows the importance of God's words to Harriet. 
     I also love the lessons of perseverance and faith that can be found through the story of Harriet's journey. Even when she wanted to give up, she prayed "Lord, make me strong. Help me fight." Even though I knew how the story would end, I felt a sense of joy as she was freed and led others to freedom. 
     I believe this is a wonderful book that has a lasting impact on its readers. If I had this book when I was being taught American history, I believe learning would have stuck with me better.

Professional Review:
     "Weatherford's poetic telling of Harriet Tubman's role as a conductor on the Underground Railroad combines with Nelson's larger-than-life illustrations to portray the spiritual life of the African American visionary. The story takes readers from Tubman's early days as a slave, through her decision to escape, and into her life as a free person who detested the institution of slavery so vehemently that she returned to the South nineteen times to free three hundred slaves, including her family members. Weatherford uses three different narrative voices to explore Tubman's relationship with God: a third-person narrator, telling of her life and trials; the voice of Harriet herself, who (in an italicized font) speaks her doubts and pleas directly to God; and God's words to Harriet - "HARRIET, I WILL MAKE A WAY FOR YOU" - set in large, translucent type. The interaction between these narrative voices makes clear that it was Tubman's strong faith that sustained her on the freedom journeys so dramatically evoked in Nelson's richly atmospheric nightscapes. Several key scenes bring Harriet in close visual proximity to the reader to emphasize both her emotional turmoil and her strength. Moses offers a visual and literary experience of Tubman's life on a par with Alan Schroeder and Jerry Pinkney's Minty."

Martin, M. H. (2006). [Moses]. Horn Book Magazine, 82(6),
     737-738. Retrieved from https://libproxy.library.unt.edu:
     9443/login?url=http://search.ebscohost.com/login.aspx?
     direct=true&db=brd&AN=518448738&scope=site

Library Uses:
     Moses could be used in the library when learning about important people in American history. After reading the book, students could relate Harriet Tubman to another important figure in U.S. history that displayed the same bravery or persistence. Then, they could compare and contrast the two figures using a Venn diagram. Another day, they could write about someone they personally know that inhibits the same traits as the two historical figures. They could even invite the people they selected to come to the library as they read their stories.

Module 4: The Giver

Book Summary:

     Jonas and his family live in a "perfect" world where everyone is equal and everything is under control. All the houses look alike, each family has a father and a mother with a son and a daughter (given to them), pain is relieved in an instant by taking a pill, and people are "released" when they become old or make bad decisions. In the community, each member is assigned a position in society. Jonas' father is a Nurturer of new children, and his mom works at the Department of Justice. At the Ceremony of Twelves, the Committee of Elders assigns these roles. 

     When Jonas turns twelve, he is selected to be the new Receiver of Memory. The Receiver is the sole keeper of the community's collective memory. Jonas gets the good and bad memories of the past from a wise man (the Giver). Once Jonas starts receiving memories from the Giver, he realizes how empty life in the community really is because memories make his life more meaningful. Jonas begins to feel frustrated because the community doesn't know how to feel passion. Jonas and the Giver develop a relationship because they share the same frustration.

     Jonas and the Giver devise a plan to change things in the community forever. They plan for Jonas to escape and enter Elsewhere so that his supply of memories will disperse and change the community's thoughts and feelings forever. But Jonas is forced to leave when he finds out Gabriel (the newchild his family is taking care of) is going to be released. He takes Gabriel to Elsewhere where the land is so different (full of color, animals, danger, etc). They find a sled and ride downhill toward music and Christmas lights. 

APA Reference of Book: 

Lowry, L. (1993). The giver. Boston, MA: Houghton Mifflin

     Company.

Impressions:

     I really enjoyed this book because it was not what I expected. I was so intrigued when I first started reading this book because I wasn't quite sure what to think of the community. Reading through the chapters, I kept learning something new about the community that was interesting, especially the concept of "releasing," and how the people didn't have real feelings. 

     I loved seeing the transformation in Jonas as he receives the memories from the past; he starts to truly care about others and wants them to experience the same joy he has (even though people have to live through pain in order to experience true joy). It was relieving to finally see someone not acting "perfect." 

     Lowry really develops the theme in her book. She shows readers the dangers that exist when living in a world of conformity instead of individuality and freedom. People can't always be safe and protected, blindly abiding the rules of society. It's important to question things, just like Jonas did. I like it when a book relates to the real world.

     The ending of the book was so unpredictable. I don't like to be left hanging at the end of the book, but The Giver leaves room for the readers to create their own ending. Does the community ever change? What happens to Gabriel and Jonas? Where are they? Were they dreaming? Did they die? 

     The Giver was an easy book to read; I didn't want to put it down, wondering what would happen next. Although the ending wasn't my favorite, I truly enjoyed this book, and I believe it will continue to stand the test of time.

Professional Review:

     "In a departure from her well-known and favorable regarded realistic works, Lowry has written a fascinating, thoughtful, science-fiction novel. The story takes place in a nameless, utopian community, at an unidentified future time. Although life seems perfect - there is no hunger, no disease, no pollution, no fear - the reader becomes uneasily aware that all is not well. The story is skillfully written; the air of disquiet is delicately insinuated; and the theme of balancing the values of freedom and security is beautifully presented."

Horn Book. (1993). Review of the book The giver, by L. Lowry. 

     The Horn Book, Inc. Retrieved from https://learn.unt.edu/web

     apps/portal/execute/tabs/tabAction?tabId=_742_1&tab_tab_

     group_id=81_1

Library Uses:

     This book could be used to teach the parts of a plot. Students could create a plot diagram of the events from the novel. They could use the Storyboard online interactive program to create scenes that follow the story in the sequence using, exposition, conflict, rising action, climax, falling action, and resolution. Since this book doesn't really have an ending resolution, students could come up with their own endings. They could present their Storyboards to the class.

Module 3: The Three Pigs

Book Summary:

     This book begins like the tale of the three pigs we all know - the pigs build their houses out of straw, sticks, and bricks, and the wolf blows the first two houses down. But instead of the pigs being eaten, they are actually "blown" off the pages of the book! The pigs escape and take the book apart to confuse the wolf. Then, they go on a paper airplane ride to rescue a couple of characters from other tales. In the end, the pigs are safe in the brick house (along with a dragon and cat). 

APA Reference of Book:

Wiesner, D. (2001). The three pigs. Boston, MA: Houghton

     Mifflin Harcourt Publishing Company.

Impressions:

     Wow! No wonder this book received the Caldecott Medal. I have never seen illustrations like these, where the characters actually seem to be taken "off" the pages. What a unique way to portray a story. Speech bubbles are used by the characters that aren't in the story, and words seem to be blown away too (these aspects bring the story to life). 

     I like how this story starts off like the regular tale of the three little pigs, then Wiesner takes off with his imagination to create a whole new story. This is unexpected to the readers, so it captures their attention when the pigs are "blown" off the pages as the wolf huffs and puffs. It leaves readers on the edges of their seats excited to see what might happen next. The book shows readers that anything can happen in a story (the sky is the limit)! 

     This book doesn't have much text because the illustrations really tell the story. The story is unpredictable. For example, a dragon becomes a pig's friend. I enjoyed how the book contained characters from other nursery rhymes, like the cat and the fiddle. I haven't seen many books that cross over to different stories. 

     The Three Pigs takes a familiar story and tells it in a new, innovative way.

Professional Review:

    "Even the book's younger readers will understand the distinctive visual code. As the pigs enter the confines of a storybook page, they conform to that book's illustrative style, appearing as nursery-rhyme friezes or comic book line drawings. When the pigs emerge from the storybook pages into the meta-landscape, they appear photographically clear and crisp, with shadows and three dimensions. Wiesner's (Tuesday) brilliant use of white space and perspective (as the pigs fly to the upper right-hand corner of a spread on their makeshift plane, or as one pig's snout dominates a full page) evokes a feeling that the characters can navigate endless possibilities and that the range of story itself is limitless."

Publishers Weekly. (2001). Review of the book, The three pigs, 

     by D. Wiesner. Publishers Weekly. Retrieved from https://

     learn.unt.edu/webapps/portal/execute/tabs/tabAction?tab

     _tab_group_id=_81_1

Library Uses:

     This book could be used for children to create "spin off" stories of their own. After the librarian reads the book, she could put students into small groups to brainstorm ideas for their own story. Each group would take a familiar tale, and transform it into a story of their own (making sure to keep some of the story's elements the same, but changing the story around). They would present their stories to the class. Once the class becomes familiar with each other's stories, later on they could act out the stories in front of a different grade level (or have a night where parents come to watch their children perform).

Module 2: The Snowy Day

Book Summary:

     In this colorful and well-loved book, Peter wakes up to discover that snow has fallen all over the city. He is so excited, so he puts on his snowsuit to go explore. He plays in the snow - makes fun tracks, hits snow off tree branches, makes a snowman and snow angels, and slides down a hill. He also puts a snowball in his pocket. When he gets back home, his mom gives him a nice bath. Peter is saddened when he realizes his snowball has disappeared (melted). He becomes overjoyed again when he wakes up the next morning and sees that snow is still covering the ground.

APA Reference of Book:

Keats, E. J. (1962). The snowy day. New York, NY: Viking Press.

Impressions: 

     I didn't realize how old this book was, but it has really kept it's value due to how it captures the beauty of childhood and snowy days. Keats' illustrations are very creative - they almost look like something that's been cut out of cardboard. 

     Even though the story is simple, it is powerful. Keats shows how children love to explore and use their imaginations (Peter explores in the snow all day). The book also captures the innocence of children. For example, Peter wanted to save a snowball in his pocket, not realizing it would melt. The Snowy Day makes me want to be adventurous in the snow the next time winter rolls around. 

     I also found it interesting that the protagonist is a person of color, which wasn't common at the time the book was written. I'm sure this was heart warming to black children as they read it for the first time; they probably felt like they could relate to the book. 

     The way the book is written grabs the audience's attention. For example, "Plop!" makes the audience listen to see what's happening in the book.

     The statement "less is more" really rings true to this book. It's a simple but fascinating story that captures the hearts of all readers. No wonder it's considered a classic book.

Professional Review:

     "Now in a sturdy board-book format just right for youngest readers, Ezra Jack Keats' classic The Snowy Day, winner of the 1963 Caldecott Medal, pays homage to the wonder and pure pleasure a child experiences when the world is blanketed in snow."

Publishers Weekly (1996). Review of the book The snowy day, 

     by E. J. Keats. Publishers Weekly. Retrieved from https:// 

     learn.unt.edu/webaps/portal/execute/tabs/tabAction?  

     tabId=_742_1&tab_tab_group_id=_81_1 

Library Uses:  

     This book could be used for younger children in the library to work on making inferences, or predicting what might happen next. After reading the part about Peter putting the snowball in his pocket, and before turning the page, the librarian could ask the children, "What do you think is going to happen?" Children could write down what they think is going to happen, making sure to explain why they think something may happen (using their background knowledge as well as the illustrations). They could get into partners and share what they wrote. Then, the librarian could finish the story. They could see if their predictions were correct.                      

     

Module 1: Wild About Books

Book Summary:

     In this rhyming story, a librarian named Molly McGrew drove her bookmobile into the zoo. As she starts to read, animals become attracted to her. She then decides to introduce all the animals to reading and all kinds of books. She finds "just right" books for every type of animal at the zoo. All the animals start to love reading and "going wild" about books. Some of the animals even start writing their own books.

APA Reference of Book:

Sierra, J. (2004). Wild About Books. New York, NY: Random 

     House Children's Books.




Impressions:

     The great illustrations caught my attention from the beginning. They are very detailed. In fact, I had to look through the book again after I was done reading just to catch all the details within the illustrations.

     The text is intriguing as well. The musical language (rhyming and providing a cadence) strengthens the story and makes the lines easy to remember. For example, the author writes, "She even found waterproof books or the otter, who never went swimming without Harry Potter." The language is playful and full of puns. It contains many jokes within the text as well as within the illustrations.

     I believe this book opens up the imagination of young readers as well as gets children excited about reading. Wild About Books also shows children how to respect books and teaches them that readers all have different interests.

     I think that although many young readers would enjoy this book (due to the rhyming, illustrations, and jokes), they might not get the full effect if they don't understand certain puns. But I believe many ages of readers (even adults) would love to read this book.




Professional Review: 

     "In a rhyming text that is both homage to and reminiscent of Dr. Seuss's epic rhyming sagas, Sierra spins the tale of librarian Molly McGrew who mistakenly drives the bookmobile to the zoo. The various denizens are attracted to her read-clouds and soon are reading, writing, rhyming, and going wild about these wonderful books. With Molly's encouragement, the animals start their own Zoobrary so they can read to their hearts' content. Sierra's text has a wacky verve and enough clever asides and allusions to familiar characteristics to satisfy bibliophiles of all ages. The author's sense of playfulness in plot and language ("llamas read while eating their llunches"; a hippo wins the "Zoolitzer Prize") creates a lavish literary stew. Comic moments abound, including bugs writing haiku and unruly bears licking illustrations right off the page (until Molly gently teaches them how to treat books properly). Brown's cheerful, full-color illustrations stretch his trademark art with ever-so-slightly stylized spreads that are rich in pattern, texture, and nuance. On each spread, he plays with perspective and layout to create an electric sense of excitement as the animals discover what kids have known for a long time - reading is fun!"




Louch-Wouters, M. (2010). Review of the book Wild about books, by J. 

     Sierra. School Library Journal. Retrieved from https://learn.unt.edu/ 

     webapps/portal/execute/tabs/tabAction?tabId=_742_1&tab_tab_

     group_id=_81_1

Library Uses:

     In the library, this book could be used at the beginning of the year to teach students about how to pick out books according to their interests. Students will learn that it's important to pick books that are interesting to them (just like the animals picked out books that interested them). After the librarian reads the book, the students could practice picking out books that are interesting to them. They could take turns talking about why they chose their specific books.