Module 15: Olive's Oceen

Module 15: Olive's Ocean

   Book Summary:

          Twelve-year old Martha Boyle is looking forward to a carefree summer in Cape Cod when she receives a journal entry from the mother of a classmate that recently passed away.  Now all Martha can focus on is how much Olive and she have in common and the possibility that they could have been friends. Martha feels like Olive’s story is not finished, and it is up to Martha to bring closure to Olive’s life.  During the summer, Martha will experience her first crush and the anguish of leaving childhood and entering adolescence. 

APA Reference of the Book:

Henkes, K.  (2003). Olive’s ocean. New York, NY: Greenwillow Books.

Impressions:  

          This is the first chapter book that I read by Kevin Henkes. I love all his picture books. When I discovered he had written a chapter book, I was shocked to learn it was on the Banned Book list. Henkes poignant language make the reader empathize with Martha as she struggles to find peace with the loss of her classmate and leaving childhood behind.  Martha feels trapped as she does not feel like a child, but she is not ready to face the realities of maturing.  I love the relationship that Martha has with her grandmother. Martha is a worrier, and I related with Martha as I read the book.  I remember experiencing how awkward a girl feels when she is twelve-years old.  Henkes provides wonderful insights to his character.    

         

Reviews:

Kirkus Reviews

On her family’s Cape Cod vacation, Martha is haunted by a journal entry left by a dead classmate. Olive, an unremarkable loner, hoped to have Martha (“the nicest girl in the class”) as a friend. This summer 12-year-old Martha is noticing her grandmother’s aging, experiencing adolescent alienation from her affectionate family, and feeling the self-consciousness of yearning for her neighbor Jimmy. Jimmy, 14 and an aspiring filmmaker, surprises Martha with his attentions, inquires whether she has ever been kissed, and asks to film her for his video. Their kiss captured on film, as it turns out, is the result of a wager. Well-plotted, the working out of Martha’s feelings of humiliation, her renewed connection to family, and her final gesture towards the dead Olive are effected with originality and grace. Henkes’s characters never lack for the inner resilience that comes from a grounding in the ultimate decency of family. Characters and setting are painted in with the deft strokes of an experienced artist. Few girls will fail to recognize themselves in Martha. (Fiction. 10-13)

Kirkus Review. (2010, May 20).  [Review of Olive’s Ocean by Kevin Henkes.] Kirkus Review. Retrieved from https://www.kirkusreviews.com/book-reviews/kevin-henkes/olives-ocean/

In the Library:

         

          Olive’s Ocean makes a great book study book.   I would invite students to check out this book and read it for pleasure.  After a group of students read the book, I would hold chats and discuss the book.  There are so many topics to be discussed such as why the students think the book was banned and Martha’s relationships with her parents, her other brother, grandmother, and Olive.  Also, we could discuss why Martha feels a certain responsibility to bring closure to Olive's life. We could discuss the dramatic change in tone and writing style from Henkes’ pictures books and chapter book The Year of Billy Miller.

Module 14: Inside Out and Back Again

Module 14: Inside Out and Back Again

   

Book Summary:

          In this narrative, verse book, the author describes a girl’s childhood as she grows up during the Vietnam War. The girl is forced to leave her familiar home in Saigon and immigrate to Alabama.  Ha faces many challenges as she adjusts to life in Alabama. Ha describes teasing from classmates, learning English, and her families struggles to live in a place where they do not feel welcome and accepted. 

APA Reference of the Book:

Lai, T.  (2011). Inside out and back again. New York, NY: Scholastic.

Impressions:  

          I enjoyed the imagery in the story. I found this book to be very touching. Lai does an excellent job describing Ha’s emotions as she deals with the experience of leaving her home in Vietnam to live in Alabama.  The reader empathizes with Ha’s fears and homesickness.  I love the description of Ha’s papaya tree and her misery and disappointment of leaving her tree behind after she cared and nurtured the tree for so long.  I enjoyed reading about the relationship Ha has with her new teacher, Miss Scott.

         

Reviews:

From Bulletin of the Center for Children’s Books-

Lai, Thanhha Inside Out & Back Again. Harper/HarperCollins, 2011 [272p] ISBN 978-0-06-196278-3 $15.99 Reviewed from galleys Ad Gr. 5-7 Things have been tough for ten-year-old Hà, whose father was declared MIA with the Vietnamese navy when she was just a baby; now her family, on the brink of certain poverty, decides to flee Saigon, just barely getting out before the city falls to the Communists in April of 1975. They end up in Alabama (by way of Guam and Florida), where they are sponsored by an American family and given a chance to begin a new life. There Hà learns that there are different kinds of misery: while her family now has food and shelter, they are largely unwelcomed in their community and she is constantly bullied at school. In the end, a handful of sympathetic neighbors take up for the family, Hà learns to stand up for herself, her mother accepts and begins to mourn for Hà’s father’s likely death, and things begin to improve. In this free-verse narrative based on her own life, Lai is sparing in her details, painting big pictures with few words and evoking abundant visuals. There is unfortunately very little context provided for the story, so that readers not familiar with the basic March 2011 • 333 facts of the Vietnam War may struggle to understand the story’s trajectory. The earlier part of the novel is definitely stronger; the details of the family’s inescapable plunge into poverty and of Hà’s mother’s unbearable sadness at the absence of her husband pack a far greater emotional punch than Hà’s troubles at school. Still, young readers, especially those new to this country, may relate to Hà’s efforts and cheer on her success in overcoming the challenges. HM

Morrison, H. (March 2011).  [Review of Inside Out and Back Again by Thanhha Lai.] Bulletin of the Center for Children’s Books 64(7), 332-333. Retrieved from ProQuest at http://libproxy.library.unt.edu:2087/docview/857414277/fulltextPDF/651E82713AE9460DPQ/32?accountid=7113

In the Library:

         

          This book would make a great introduction to narrative and free-verse writing in poetry.  This book lends itself well to using imagery in poetry.  When third and fourth grade teachers are planning their poetry units, I could use this book in the library to introduce elements of poetry.  Each student or group of students could be assigned a few pages, and the students could find use of imagery and metaphors in each poem. Students could draw pictures of the images they think the poem is portraying. Students could practice writing some metaphors and illustrating the metaphors.

Book Trailers

Holes - https://youtu.be/eh8oRue8LGY

Sidekicks – https://youtu.be/iw0qNhA7ZFY

Wonder – https://youtu.be/RGh1aTYZmAA

Module 13: Sidekicks

Module 13: Sidekicks

Book Summary:

          Two daring pets of a superhero go through training to become their master’s sidekicks. During their training, they discover the runaway former pet of their master and recruit the cat to be their trainer. Danger ensues when a sly new superhero captures four powerful evildoers and threatens to betray the town. 

APA Reference of the Book:

Santat, D.  (2011). Sidekicks. New York, NY: Scholastic.

Impressions:  

         

          I read this graphic novel in under an hour. I really enjoyed it. The story line was fast paced and easy to follow. The pictures are simple and flow throughout the story.  The characters were cute and humorous. This graphic novel was just lighthearted and fun.  I enjoyed the spunk and perseverance of Fluffy and the naivety of Shifty. I like that Captain Amazing’s weakness is a peanut allergy. I do not enjoy superhero movies or comics like Superman and Spiderman, but I did enjoy reading this superhero book.  Dan Santat makes the reader cheer for the underdog or under hamster in this novel.

         

Reviews:

Kirkus Reviews

A veritable bonanza of capes, heroes and pets with superpowers abounds in illustrator Santat’s first solo graphic novel.

Captain Amazing, the muscled hero of Metro City, is aging, and after a botched takedown of four nefarious villains, he decides he is in need of a trusty sidekick. Unbeknownst to Captain, his own pets are clamoring for the job (and for more quality time with their beloved owner). Fluffy, his hamster, has yet to discover his superpower, but this rodent has a lot of heart. Manny the cat (who has the ability to electrocute bad guys) had run away after his beloved toy Nummers went missing, but the prodigal cat returns just in time to help the Captain. Roscoe (a.k.a. Metal Mutt) has a gruff exterior but is fiercely loyal. Shifty, the newest addition to the family, is a color-changing chameleon who adds a dose of comic relief. The lovable menagerie of crime-fighting pets offers lots of laughs and a boisterous and exuberant storyline; Santat’s illustrations are clear, engaging and neatly stacked into easy-to-read panels. While there is no mention of a sequel, subsequent volumes would certainly fly off the shelf faster than a speeding bullet, so here's hoping.

A vibrant volume sure to zoom, pow and swoosh its way into the hands (and hearts) of young superhero fans. Extremely entertaining. (Graphic fiction. 8-12)

Kirkus Review. (2011, May 19).  [Review of Sidekicks by Dan Santat.] Kirkus Review. Retrieved from https://www.kirkusreviews.com/book-reviews/dan-santat/sidekicks-santat/

In the Library:

         

          To introduce graphic novels to my patrons, I would read Sidekicks. We would discuss the characteristics of graphic novels, such as text boxes, speech, and noise bubbles, and panels. Then we would make an anchor chart or web of how this book reminded us of similar characters, books, or movies.  After completing our chart, I would give the students paper and have them fold the paper to make four to eight different panels.  The students would create their own graphic novels. 

Module 12: Miss Moore Thought Otherwise

Module 12: Miss Moore Thought Otherwise

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Book Summary

          In this biography, readers learn how Anne Carroll Moore dreamed big dreams for herself, but ended up giving a piece of herself to children. Ms. Moore was a champion for creating child friendly library spaces. Ms. Moore inspired librarians to put away the quiet signs and free books from their locked-up shelves for children to enjoy. She encouraged librarians to change their mindsets and allow children to borrow books.

APA Reference of the Book:

Pinborough, J.  (2013). Miss Moore thought otherwise. New York, NY: Houghton Mifflin Harcourt.

Impressions:  

          I found this story to be delightful and inspirational.  I enjoyed reading about Ms. Moore’s life, and how she grew up with big dreams and aspirations despite the social norms of the nineteenth century.  I found it interesting that she wanted to be a lawyer like her father, but instead became a librarian. A career that was just as equally male-dominated at the time. Ms. Moore had dreams of traveling, and eventually did travel so that she could teach other librarians how to create reading rooms and library programs for children.

         

Reviews:

From Bulletin of the Center for Children’s Books-

For most children listening to a story in a public or school library, the library setting itself is a pleasant but unremarkable part of life, and book borrowing an equally unremarkable entitlement. Pinborough's picture-book biography of early twentieth-century librarian Anne Carroll Moore may nudge them out of their complacency, describing the children's literacy advocate's innovations at a time when free public [End Page 388] libraries were just coming into their own, and children's materials and services were a pretty radical concept. Although Moore's story has its points of interest for a young audience—studying law, putting her own career plans on hold to help raise her nieces, moving off to the big city to learn librarianship—it's the nascent field of children's librarianship that will command interest. Locked bookcases and looming "silence" signs were giving way to more kid-friendly environs, and under Moore's watch, whole children's departments were designed and supplied, from child-scaled furniture to reading clubs and guest readers and entertainers. Atwell's cheery, doll-like figures and joyful colors are a good match for the woman who insisted that children's library space should be vibrant and stimulating. Expect giggles when kids spot the black-suited, bun-coifed, finger-wagging old-school harridan who "did not let children touch the books, for fear they would smudge their pages or break their spines" and hope you don't hear any unflattering comparisons. A historical note and list of sources is included.

Bush, E. (April 2013).  [Review of Miss Moore Thought Otherwise by Jan Pinborough.] Bulletin of the Center for Children’s Books 66(8), 388-389. Retrieved from Project Muse at http://libproxy.library.unt.edu:2124/article/502740

In the Library:

         

          This book would make a great resource to teach about the past and present, and how technology and learning bring change.  The pictures are a good representation of the nineteenth and twentieth centuries.  Children can see how cities, clothes, and libraries have changed over the centuries.  The students could pick an interest area – clothes, cities, transportation, buildings, and research how these items have changed over decades and centuries. 

Module 11: George Washington's Teeth

Module 11: George Washington's Teeth 

Book Summary:

          George Washington suffered greatly during the Revolutionary War and his first year as president. He suffered from terrible toothaches and lost all his teeth. Embarrassed by his toothless grin, Washington and his dentist construct dentures for the war hero to wear. 

APA Reference of the Book:

Chandra, D., & Comora, M. (2003). George’s Washington’s teeth. New York, NY: Farrar, Straus, and Giroux.

Impressions:  

          This whimsical story tells the tale of Washington and his problematic teeth.  Anytime that Washington eats, he loses a tooth.  Chandra and Comora take an interesting fact about this well-known American hero and use rhyme to make the story flow and create interest. Much is known about Washington, but his toothaches and dental problems are not common knowledge. Truth be told, Washington did not have dentures made of wood.  Washington helped his dentist construct useful, wearable false teeth.  This story would make a fun read aloud and a great addition to any library.

         

Reviews:

From Kirkus Review-

Now It Can Be Told: that severe, square-jawed look that the Father of Our Country flashes in his portraits reveals not only strength of character, but also his struggle to hide the fact that he was nearly (entirely, later in life) toothless by keeping a succession of spring-loaded false teeth in place. Drawing information from Washington’s own writings, the authors deliver a double account of his dental tribulations: first in sprightly rhyme—Martha “fed him mush and pickled tripe, / But when guests came to dine, / He sneaked one of his favorite nuts. / Then he had only nine”—followed by a detailed, annotated timeline. Cole’s (Larky Mavis, 2001, etc.) freely drawn, rumpled-looking watercolors document the countdown as well, with scenes of the unhappy statesman at war and at home, surrounded by family, attendants (including dark-skinned ones), and would-be dentists, all in authentic 18th-century dress. Contrary to popular belief, Washington’s false teeth were made not of wood, but of real teeth and hippo ivory; a photo of his last set closes this breezy, sympathetic, carefully-researched vignette on a note that will have readers feeling the great man’s pain—and never looking at his painted visage the same way again. (source notes) (Picture book/nonfiction. 7-9)

Kirkus Review. (2002, December 15).  [Review of George Washington’s Teeth by Deborah Chandra and Madeleine Comora.] Kirkus Review. Retrieved from https://www.kirkusreviews.com/book-reviews/deborah-chandra/george-washingtons-teeth/

In the Library:

         

          Since February is National Children’s Dental Health Month and Washington’s birthday, I would read this story to students to discuss proper dental care.  Young students would enjoy learning that the 1^st President lost his teeth just like they lose their teeth. I would incorporate activities to go along with tooth care.  Students could design and make a set of dentures for George Washington. They could also make videos to demonstrate how George Washington should have cared for his teeth. 

           

Module 10: Pink and Say

Module 10: Pink and Say

Book Summary:

          This story is a recounting of two young Union soldiers and their time together.  Sheldon Russell Curtis (Say) is found injured in a field by Pinkus Aylee (Pink).  Pink carries Say back to his house where Pink’s mama nurses both the boys back to health. During their recovery time, the boys’ friendship blossoms even though Say is white and Pink is black. When trying to return to their Union outfits, Confederate soldiers capture the boys.  The boys are sent to Andersonville prisoners camp.

APA Reference of the Book:

Polacco, P. (1994). Pink and Say. New York, NY: Philomel Books.

Impressions:  

          I loved this story.  I love that Patricia Polacco shares this story as it was told to her by her father who is the great grandson of Sheldon Russell Curtis.  I think this story has a lot of warmth to it even though it is about the Civil War. I enjoyed that Pinkus knew how to read while Sheldon did not know how to read.  In the story, Pink is eager to return to the war for two reasons. One he is trying to protect his mom from marauders. Two, he wants to fight for a cause he believes in – ending slavery.  Say is scared to fight in the war. He confesses to Moe Moe Bay that he was shot trying to run away from the war.  I think this book offers different perspectives to Civil War. The story humanizes the Civil War.  Readers get a perspective of how young soldiers were and how frightened they were to fight and be in adult situations.      

         

Reviews:

From Kirkus Review-

A white youth from Ohio, Sheldon Russell Curtis (Say), and a black youth from Georgia, Pinkus Aylee (Pink), meet as young soldiers with the Union army. Pink finds Say wounded in the leg after a battle and brings him home with him. Pink's mother, Moe Moe Bay, cares for the boys while Say recuperates, feeding and comforting them and banishing the war for a time. Whereas Pink is eager to go back and fight against "the sickness" that is slavery, Say is afraid to return to his unit. But when he sees Moe Moe Bay die at the hands of marauders, he understands the need to return. Pink and Say are captured by Confederate soldiers and brought to the notorious Andersonville prison camp. Say is released months later, ill and undernourished, but Pink is never released, and Polacco reports that he was hanged that very first day because he was black. Polacco (Babushka Baba Yaga, 1993, etc; My Rotten Redheaded Older Brother, above) tells this story, which was passed down for generations in her family (Say was her great-great-grandfather), carefully and without melodrama so that it speaks for itself. The stunning illustrations -- reminiscent of the German expressionist Egon Shiele in their use of color and form -- are completely heartbreaking. A spectacular achievement. (Nonfiction/Picture book. 4- 8)

Kirkus Review. (2010, May 20).  [Review of Pink and Say by Patricia Polacco.] Kirkus Review. Retrieved from https://www.kirkusreviews.com/book-reviews/patricia-polacco/pink-and-say/

In the Library:

         

          I would use this book to introduce the Civil War to students. As the students learned more factual details about the Civil War, we could revisit this book to talk about the soldiers’ side of the story.  Students would blog about how they might feel to be a young soldier or nurse during the Civil War. 

           

Module 9: What Happened to Cass McBride?

Module 9: What Happened to Cass McBride? 

    Book Summary:

          A distraught young man kidnaps Cass McBride after his brother David commits suicide.  Kyle is determined to torture Cass the way his brother was tortured by her rejection, so Kyle buries Cass alive. He tapes a walkie talkie to her hand, so that she can communicate with him.  For 48 hours, Cass and Kyle drill each other over what really caused David to kill himself.  The truth shocks and disturbs Kyle and Cass.

APA Reference of the Book:

Giles, G.  (2006). What happened to Cass McBride? Boston, MA: Little, Brown and Company.

Impressions:  

          Gail Giles presents this story in an interesting way.  The story begins with the detectives questioning Kyle for kidnapping Cass.  The chapters are very short and are written from the lead detective Ben’s point of view as he investigates the case, as well as Cass’ and Kyle’s point of view.  Kyle’s chapter are written as he is being questioned by Ben, and Cass’ chapters are written while she is trapped inside a wooden box in a shallow grave.  I finished this book in one day.  Immediately, I was hooked and vested in the characters’ story. Cass’ last chapter completely stunned me.  I was not expecting the book to end the way it did.  As a reader, I did not feel any compassion for the characters because Cass and Kyle were so flawed, but I loved the way Giles divulges their story and their family lives.  As a reader, I felt Cass and Kyle did create a twisted connection based on David’s death and their negligent parents.  Although Cass and Kyle do not want to share similar personality traits, they realize that they have things in common. 

         

Reviews:

From Bulletin of the Center for Children’s Books-

In this tripartite narrative, Kyle Kirby is being interrogated by the cops, the police are trying to find teen queen Cass McBride, and Cass is contemplating her dilemma: she's been placed in a crate and buried underground by Kyle, who has left her with a walkie-talkie through which he can taunt her. It soon becomes clear that Kyle is punishing Cass for the death by suicide of his younger brother, David, who hanged himself after finding a disparaging note about him from Cass, who had turned him down for a date; Cass, who's acquired master wheeler-dealer skills from her manipulative father, maneuvers Kyle into realizing that it wasn't Cass but the evil and dismissive Mrs. Kirby who pushed David to suicide, but will that be enough to save her before her oxygen runs out? This is an arresting premise, recalling Lois Duncan with its suspense and readability (short chapters, with point of view differentiated by typeface and title, make this particularly inviting to reluctant readers), and there's an interesting exploration of the character of Cass, a girl who's genuinely taking stock of her unquestioned drive to get ahead at all costs even as it's helping her survive. The writing is uneven, though, with the police sections particularly flat and stilted; Mrs. Kirby is a psychologically simplistic villain and Kyle fairly predictable, while Cass' iron will is so much in the forefront throughout the book that her post-release breakdown and reformation seem out of character. This will nonetheless be an easy booktalk, and fans of the author's Shattering Glass (BCCB 5/02) will likely forgive the deficits here to enjoy the psychological thrills.

Stevenson, D. (December 2006).  [Review of What Happened to Cass McBride? by Gail Giles.] Bulletin of the Center for Children’s Books 60(4), 171. Available from Project Muse at http://libproxy.library.unt.edu:2124/article/206516

In the Library:

         

          This book would make a great book talk book.  As a librarian, I could assign groups of students David’s, Cass’, or Kyle’s character and have them present or argue the character’s traits, accusations, and role in David’s suicide.   One group could cover Detective Ben’s role as the lead investigator.  The theme of the book is revenge, so students could have a mock trial and put Cass or Kyle on the stand and decide how the jury or judge would rule in the case.  Also, there is the element of bullying presented in the story, so groups could discuss how to prevent bullying and verbal abuse and identify ways to stop or get help in bullying or abusive situations. In the back of the book, there are reading guide questions. These questions could be used in a class discussion.

           

Module 8: Divergent

Module 8: Divergent

Book Summary:

          In a futuristic time, the citizens of Chicago live among five factions. The citizens of each fiction model their lives after certain beliefs. Abnegation citizens live to be selfless and help people. Dauntless admire bravery and courage.  Candor citizens live their lives to be truthful.  Erudite citizens value intelligence while Amity citizens value peace.  When faction citizens reach the age of sixteen, they are given an aptitude test to determine what faction they will become.  For Beatrice Prior, her test results are inconclusive. She is considered Divergent.  She decides to join the Dauntless faction.  While going through initiation, Beatrice discovers a plot that will bring down her old faction, Abnegation.  Beatrice must not only prove her bravery and strength as she goes through Dauntless training, but save her former family from war. 

APA Reference of the Book:

Roth, V.  (2011). Divergent. New York, NY: HarperCollins.

Impressions:  

          Divergent combines the fantasy, sci-fiction element of a dystopian society with mystery.  The beginning of the book starts out slow as Beatrice explains her family life and the factions of Chicago. Upon taking her placement test to determine what faction Beatrice truly belongs to, her results are inconclusive. She can remain in Abnegation or pick Dauntless, but she is considered divergent. She must not discuss her test results, or her life will be in danger. The pace of the book picks up as Beatrice becomes Tris and goes through the initiation stages of the Dauntless faction.  Tris is burdened with trying to discover if she belongs with the Dauntless faction or the Abnegation faction.  Throughout the book, Tris is trying to uncover what it means to be divergent, and her own self-identity.  During her Dauntless training, Tris makes some enemies and friends, but she also learns of a plot the Erudite faction has to start a war with the Abnegation faction. 

          Although I did enjoy reading this book, I did not really get into the book until the last one hundred pages. I had a hard time identifying with the emotions Tris was experiencing.  The mystery of the plot intrigued me more than the fantasy of the plot. The more I read, the more I wanted to uncover the secrecy of being divergent and the reason behind the Erudite wanting to involve the Dauntless in the war against the Abnegation citizens.  The book concludes with a cliffhanger as the book is part of a three-part series. I am curious to see how the series will end. I found this book to be similar to the Hunger Games series.  As I read Divergent, I could foresee a revolution occurring and Tris being the citizen to act as the leader and bring the uprising down.  I did find it interesting that each faction looks down on the other factions.  The values that each faction has are mocked by the other factions.  The factions are set up in a very separatist society, and they do not appreciate the goodness of other factions.  It seems to be a metaphor for today’s society where race, culture, and religious beliefs and differences are not really understood. 

         

Reviews:

From Bulletin of the Center for Children’s Books-

In this dystopian adventure set in a future Chicago, citizens derive identity from belonging to one of five factions, and to be factionless makes you essentially invisible. Beatrice has grown up in Abnegation, but the test administered to all sixteen-year-olds reveals that she is actually a divergent, an extremely rare individual who doesn’t respond to the simulations as expected. She is told she could be Erudite, Dauntless, or Abnegation, but it takes Beatrice little time to decide that she belongs with the reckless, apparently fearless defenders of the community—the Dauntless. Once allied with her faction, Beatrice must grapple with her outsider status, some new romantic feelings, the risk to her life from both the initiation rites and those who fear her peculiar status, and her own uncertainty about the five-faction system as a realistic and productive way to shape the world. It’s a lot for one teen to soak in, especially as she’s finally found her niche when pursuing purely physical exertions and she’s tentatively bonding with friends she has clearly longed for her whole life. Beatrice has plenty of folks around her, however, who are aware that change comes through sacrifice, focus, and daring, and Roth wisely allows her protagonist to learn through their examples rather than making her the perfect heroine from the start. Beatrice is all the more likable for her faults, and the rather one-note side characters are acceptable as foils and guides to keep the reader focused on the girl who hopes to change the world. While dystopias are popping up all over right now, the depth and richness of Beatrice herself make this an accessible option for both sci-fi buffs and realistic fiction fans, lending this title a bit more flexibility than most in terms of audience.

Spisak, A. (May 2011).  [Review of Divergent by Veronica Roth.] Bulletin of the Center for Children’s Books 64(1), 438. Available from Project Muse at http://libproxy.library.unt.edu:2124/article/429934

In the Library:

         

          I think this book lends itself well for a book club read.  Divergent poses the question of how do individuals learn to get along in a society of mixed beliefs, culture, and practices?  Divergent would be a great book talk book.  Readers could discuss what faction they feel they would belong to and why.  Readers could discuss how they pick their friends and what qualities they value in their relationships with family members and friends.  This books lends itself well to the discussion of standardize testing and how the results shape the outcome of students’ lives, especially the SAT, ACT, or college entrance exams. Students could relate picking factions to picking colleges or careers. 

           

Module 7: Little Blog on the Prairie

Module 7: Little Blog on the Prairie

Book Summary:

          Genevieve is a typical teenage girl. She loves soccer, hanging out at the pool, eating ice cream, and chatting with her friends.  When her mom drags the family to a frontier camp in Wyoming, Gen is not happy.  While at this camp, her family is forced to experience life the way the pioneers did in 1890.  Gen finds it difficult to adjust to a life without modern conveniences and luxuries, such as indoor plumbing. She sneaks her cell phone in to the settlement and uses it to send text messages to her friends.  Unbeknownst to Gen, her friend turns her texts into a blog.  Life proves to be challenging for Gen, but she soon learns to appreciate the pioneer lifestyle. 

         

APA Reference of the Book:

Bell Davitt, C.  (2010). Little blog on the prairie. New York, NY: Bloomsbury Books for Young Readers.

Impressions:  

          This book was a delight to read.  The author did a great job making Gen feel relatable.  As I read the book, I felt like I was right there experiencing life with Gen.  Her attitude, her feelings, and her angst in having a crush for the first time while being so far away from her friends.  My favorite part was when Gen tried to use the outhouse for the first time and peed on her socks.  Had I been in Gen’s situation, I probably would have held it so long that I ended up peeing on more than just my socks.  I enjoyed reading about Gen observing the changes in her little brother, and her realization that her parents hated the pioneer experience as much as she did.  Davitt Bell really made the reader dislike Nora. I loved that each family had a member that confessed some sort of secret luxury he or she was using during their time in the camp.  I thought the secret luxuries like Crisco or mascara were such trivial items to stash, but some campers were appalled to learn that other campers were hiding things.  Little Blog on the Prairie was a fun, easy book to read. 

Reviews:

From Booklist-

Thirteen-year-old Gen and her family are spending the summer at Camp Frontier, a living history camp that is Mom’s longtime dream. Gen is less than thrilled to be milking a cow, weeding cornfields, and sharing a bed with her brother; only the presence of her surreptitious cell phone (used to text her friends) makes life tolerable. Then Gen discovers a secret cabin—dubbed the “electricity shack” because it contains a computer and a refrigerator full of diet soda—and she begins to realize that the overzealous owners of this 1890s social experiment have misrepresented their own devotion to the past. The author of Slipping (2008) offers here a comic look at modern technology dependence, especially among teens. Although Gen comes to appreciate some aspects of pioneer life, and the story demonstrates how texting can lead to loss of privacy (Gen’s friends upload her messages to a blog, resulting in national media attention), it’s also clear that Bell sees technology as necessary and often helpful. Young teens are sure to concur.

Weisman, K. (April 1, 2010).  Booklist. [Review of Little Blog on the Prairie by Cathleen Davitt Bell.] Retrieved from staging.booklistonline.com.

In the Library:

         

          After the students read this book, I would have the students research pioneer times, the western expansion, the Gold Rush, the development of the Transcontinental Railroad, or the Homestead Act.  To incorporate technology, I would create a blog and have the students journal about their research on the blog.  As a way of understanding Gen’s experience, I would ask the students to volunteer to give up technology for one week, and then share their experiences on the blog. I would be curious to discover how giving up technology impacted their lives.