Module 5 Coretta Scott King Award

Book Cover:




Book Summary:

Rashad a black teen goes into a store to get chips and a white lady trips on him when he bends over to get his phone. The store clerk and cop believe he is stealing and the cop beats up Rashad and sends him to the hospital for a weeks. A white boy Quinn sees what happens and knows the cop as a family friend. As Rashad heals in the hospital and his family deal with what happened, the community becomes divided about what really happened. Quinn also comes to deal with what he saw and how he should respond. The school becomes a hotbed of activity for what happened and a movement and protest to support Rashad forms as the book closes.

APA Reference of Book:
Reynolds, J., & Kiely, B. (2015). All American boys. New York: Atheneum Books for Young Readers.

Impressions:

Wow. This was a very gritty book about something that is still happening today. I liked the intro and ending with the zooming in and out and showing the big picture.  I really thought that this was a very good telling from both view points, the black teen and the white teen. Reynolds really did go to the root of the problem with even if you stay neutral you are part of the problem. He showed how at first Quinn had no problem but as the story progressed how he started thinking about it and how his view of this person he knew changed based on what he saw that day and what had happened in previous memories of Quinn's.  It also showed how Rashad didnt want to get more involved but started to see that he didn't need to hide or be afraid to vlice his opinion about what happened.  I thought it was interesting that Reynolds didn't have a trail take place. It made the focus on the two boys and how everyone was impacted rather than what may have happened in a trial which I think was a smart move.


Professional Review:

Two teenage boys, one black (Rashad) and one white (Quinn), are inextricably linked when Quinn witnesses Rashad being savagely beaten with little or no provocation by a policeman who has served as Quinn’s de facto big brother since his father was killed in Afghanistan—and whose younger brother is one of Quinn’s best friends. Can Quinn simply walk away from this apparent atrocity and pretend he hasn’t seen what he has seen? And what of Rashad? Hospitalized with internal bleeding, all he wants is to be left alone so he can focus on his art. The challenge for both boys becomes more intense when the case becomes a cause célèbre dividing first their school and then the entire community. The basketball team becomes a microcosm of split loyalties and angry disputes that come to a head when a protest march powerfully demonstrates the importance of action in the face of injustice. With Reynolds writing Rashad’s first-person narrative and Kiely writing Quinn’s, this hard-edged, ripped-from-the-headlines book is more than a problem novel; it’s a carefully plotted, psychologically acute, character-driven work of fiction that dramatizes an all-too-frequent occurrence. Police brutality and race relations in America are issues that demand debate and discussion, which this superb book powerfully enables.  — Michael Cart

Cart, M. (2015, September 15). Review . Booklist.

Library Uses: 
I am not sure how I would use this in the library. Possibly to talk about what you would do if it was your friend, what side would you take? Would you speak up and go to the protest or would you just go along with what the coach or the mom was saying and only worry about you and the team?

My Rating: ****

Module 6: Picture Books

Book Cover:







Book Summary:
This book is told through pictures of a girl who finds a red item (crayon? marker?) and draws things in the picture to make something happen which makes something else happen until finally at the end she helps a bird escape a cage who ends up helping her.

APA Reference of Book:

Becker, A (2014). Journey. London: Walker Books.


Impressions: 
This reminded me a lot of Flotsam or Tuesday by Weisner and Harold and the Purple Crayon combined together.  While the pictures are good I didn't like them as much as Weisner's art. The pictures were not as clear or crisp which is probably deliberate because it looks a lot like a dream. I like the idea of the girl using the red drawing to advance the story and it worked for the most part.

Professional Review:

School Library Journal July 2013
Gr 1-4-In this auspicious debut picture book, a lonely girl escapes the boredom of a sepia-toned world by drawing a doorway to a magical realm. Harkening back to Crockett Johnson's Harold, this child uses a red crayon and a lot of imagination to venture across a Venice-like kingdom, fly among a fleet of steampunk airships, and take off on a magic carpet ride. When an act of compassion and bravery lands the heroine in a cage, it's her magic crayon and a bit of help from a new friend that save the day. This captivating wordless story has all the elements of a classic adventure: unknown lands, death-defying stunts, and a plucky lead. Finely detailed pen-and-ink line drawings combine with luminous washes of watercolor to create a rich and enchanting setting. Becker builds a sense of suspense by varying colorful full-page spreads with smaller vignettes that feature the girl and her red crayon surrounded by ample white space. The final page shows the youngster and her new friend riding a tandem bicycle pointing onward. Endpapers spotlight all manner of transportation: ships, trains, cars, and even space shuttles. The strong visual narrative makes this an appealing choice for a wide range of ages. By the turn of the last page, children will immediately begin imagining the next adventure.–Kiera Parrott, Darien Library, CT

Library Uses:
I would use this for writing a story or story telling. You could also have the students draw a picture and add their own own red drawn item and girl.  

My Rating: ***

Module 3 Flotsam

Book Cover

APA Reference of Book:

Weisner, D. (2006). Flotsam. New York, NY: Clarion Books.

Book Summary:
Since this is a picture book the plot is determined by the readers. The front and end pages are beautifully illustrated to look like the beach or items found at a beach. A boy is at a beach and is exploring and finds a camera with film in it so he takes it to be developed. Strange things are in the pictures he found. At the end he takes a picture of himself and throws the camera back into the water.

Impressions:
The artwork is stunning and very realistic with bright colors to match the season and being at the beach. The story is wonderfully told through the pictures and including the wonder and surprise of of what the boys sees in the pictures. There are enough pictures to tell the story but there are enough gaps as well to develop your own spin on what exactly is going on and how the story ends. I will definitely have to keep this author on my to buy list!

Professional Review:
Two-time Caldecott winner Wiesner (Tuesday; The Three Pigs) crafts another wordless mystery, this one set on an ordinary beach and under an enchanted sea. A saucerlike fish's eye stares from the exact center of the dust jacket, and the fish's scarlet skin provides a knockout background color. First-timers might not notice what's reflected in its eye, but return visitors will: it's a boxy camera, drifting underwater with a school of slim green fish. In the opening panels, Wiesner pictures another close-up eye, this one belonging to a blond boy viewing a crab through a magnifying glass. Visual devices--binoculars and a microscope in a plastic bag--rest on a nearby beach towel, suggesting the boy's optical curiosity. After being tossed by a wave, the studious boy finds a barnacle-covered apparatus on the sand (evocatively labeled the "Melville Underwater Camera"). He removes its roll of film and, when he gets the results, readers see another close-up of his wide-open, astonished eye: the photos depict bizarre undersea scenes (nautilus shells with cutout windows, walking starfish-islands, octopi in their living room à la Tuesday's frogs). A lesser fantasist would end the story here, but Wiesner provides a further surprise that connects the curious boy with others like him. Masterfully altering the pace with panel sequences and full-bleed spreads, he fills every inch of the pages with intricate, imaginative watercolor details. New details swim into focus with every rereading of this immensely satisfying excursion. Ages 5-8. (Sept.)

Flotsam. (2006). Publishers Weekly, 253(29), 56-57

Library Uses: 
I would use this as a story telling example. I would give students a page and have them make up a story or even write it. You could also break up the pictures and have them decide what order they should go in for inference or sequencing.


My Rating: ****

Update from 9/5/2011 post

Ok since I haven't put up whether I read the books posted here is what I put on Goodreads:

Enclave: Loved it and want to read more! Gave it ****

All others I have not read yet. However I still have copies of some and since they may be on list for my UNT library class plan to read.  OMG this is soooo bad more than 6 years later. 


Books I still have copies and plan to read:

 

 

Module 2 The Snowy Day

Book Cover:

Book Summary:

APA Reference of Book:
Keats, E. J. (1962). The snowy day. New York: Viking Press.

Impressions:

Professional Review:
In this mood book, never static but sparkling with atmosphere in lovely water-color pictures, a small boy experiences the joys of a snowy day. The brief, vividly expressed text points out his new awareness of the sight and texture of snow (the crunch, crunch of his feet making tracks), the sound (the plop of snow smacked off a tree with a stick), and the fun of playing with snow — then his thinking and thinking about the outdoor adventures later in warm bathtub and bed, while more snowflakes fall. Perfect for a snowy day’s preschool story hour.

Haviland, V. (1963, February). The Snowy Day. The Hornbook Magazine. Retrieved February 1, 2017, from http://www.hbook.com/1963/02/choosing-books/reviews/review-of-the-snowy-day/#_

Library Uses:


My Rating:

Module 1 Little Red Writing

Book Cover:





Book Summary: 
Little Red needs to write a story and she traveled around the school looking for ways to make her writing better. Some of the places she went included the gym for adding excitement, the library for descriptive words, and the supply closet to add longer sentences (without punctuation stops). Finally she gets to the Principal office where the Wolf 3000 pencil sharpener took Principal Granny's place. Little Red saved the Principal by blowing up the sharpener. She then wrote her own story based on what happened and read it to the class.

APA Reference of Book:
Holub, J., & Sweet, M. (2013). Little Red writing. San Francisco, CA: Chronicle Books.

Impressions:
The front pages included things from the story like a conversation between characters and a newspaper from the school Little Red is at. The paper includes the copyright information on it. I really like when books use front and end pages to help tell the story and this was cute. I liked the bright cheery colors and illustrations that looked a little bit like a comic or graphic novel. There were different types of text structures and styles all through the book to help differentiate between story and talking of characters. Vocabulary was excellent throughout the book with words such as boogied, hingered, squirrely, and many more instead of weak words. The plot showed how Little Red wanted to write a great story and her problems going about doing it but set in the story of Little Red Riding Hood. So any age group could identify with it. Due to the busy pictures and high vocabulary I would think this could be independently read in second grade to fifth grade.

Professional Review:
Balanced gracefully on her point, Little Red is a courageous young pencil with a storytelling assignment from school. While the other young pencils choose to write about "Pencilvania" or themes based on their novelty erasers, Little Red decides to compose a heroic story. "Remember, it's OK to wander a little, but stick to your basic story path so you don't get lost," warns her teacher, Ms. 2. Holub (Zero the Hero) cleverly combines two elementary-school formulas--the fairy tale and the writing exercise--as she shares the basics of storytelling and grammar. When Little Red activates her narrative with verbs, she "cartwheel[s] right off the page and into… a deep, dark, descriptive forest" where words like "verdant" and "bosky" decorate leaves. Sweet (River of Words) illustrates in a flurry of colored pencil, watercolor, and collage. On yellowed, heavily doodled composition notepaper, she playfully mingles calligraphy, classroom settings, and images of Red defeating a sharp-toothed foe, the Wolf 3000 pencil sharpener. With style, humor, and solid writing advice, Holub and Sweet point out the latent creative potential within any desk drawer or supply cabinet. Ages 5--8. Author's agent: Liza Pulitzer Voges, Eden Street Literary. (Oct.)

Little Red Writing. (2013). Publishers Weekly, 260(36), 56-57

Library Uses:
There can be many uses for this story! You can focus on the one or several of the writing aspect in the story such as plot, word choice, or punctuation. I would focus on comparing fractured fairy tales. I would read this with another Little Red Riding hood story such as Ninja Red Riding Hood, Lon Popo, or Little Red Cowboy Hat and make a chart for main character, problem, solution, setting, and anything else the students notice. This could also be a springboard for the upper grades to write their own retelling.

My Rating: ****