Module #4 Realistic Fiction

Title: Out of My Mind

Citation:

Draper, S. (2010). Out of my mind. New York, NY: Antheneum Books for Young 
      Readers

Summary:

This is the story of a 5^th grade girl named Melody who is trapped in a body crippled with cerebral palsy. Because she can’t communicate it is assumed she is incapable of communicating or learning. Her family and a neighbor are convinced otherwise and advocate for Melody throughout her public school education. In 5^th grade Melody is given a computer that gives voice to her thoughts at the touch of a button and allows her bright, witty personality to come shining through

Review:

Grades 5-8. Fifth-grader Melody has cerebral palsy, a condition that affects her body but not her mind. Although she is unable to walk, talk, or feed or care for herself, she can read, think, and feel. A brilliant person is trapped inside her body, determined to make her mark in the world in spite of her physical limitations. Draper knows of what she writes; her daughter, Wendy, has cerebral palsy, too. And although Melody is not Wendy, the authenticity of the story is obvious. Told in Melody’s voice, this highly readable, compelling novel quickly establishes her determination and intelligence and the almost insurmountable challenges she faces. It also reveals her parents’ and caretakers’ courage in insisting that Melody be treated as the smart, perceptive child she is, and their perceptiveness in understanding how to help her, encourage her, and discourage self-pity from others. Thoughtless teachers, cruel classmates, Melody’s unattractive clothes (“Mom seemed to be choosing them by how easy they’d be to get on me”), and bathroom issues threaten her spirit, yet the brave Melody shines through. Uplifting and upsetting, this is a book that defies age categorization, an easy enough read for upper-elementary students yet also a story that will enlighten and resonate with teens and adults. Similar to yet the antithesis of Terry Trueman’s Stuck in Neutral (2000), this moving novel will make activists of us all.

Review Source:

Bradburn, F. (Jan 2010) Out of my mind (Books Review).  Booklist, 106(9/10),  81.

Impressions:

I thoroughly enjoyed this book.  The voice of the main character, Melody, really shines through. The reader really understands how trapped she feels in her own body. Her brain works fine, and yet because she can’t communicate she assumed to be dumb. It’s amazing what technology can do for disabled people.

Suggested Use(s):

1.     Use as discussion material for teaching tolerance.

2.     To really make a point students could spend a day in a wheelchair and have no way to communicate.

Additional Information:

Awards: Parents' Choice Awards - Fiction: 2010

Interest Level: 5-8

Reading Level: 4.3

Lexile Measure: 700

Module #4 Realistic Fiction

Title: Mind Blind

Citation:

Roy, J. (2010). Mindblind. Tarrytown, NY: Marshall Cavendish Corporation.

Summary:

Nathaniel Clark is a fourteen-year-old who has Asperger's Syndrome. His father doesn’t understand him and forces him into situations that trigger emotional episodes. He struggles to maintain relationships with his peers and tries to prove that he is a genius by writing songs for his rock band so that he can become a member of the prestigious Aldus Institute, the premier organization for the profoundly gifted. His mother is very supportive and seems to get him. Some days he would rather withdraw and hide than face the world.

Review:

/* Starred Review */ Gr 6 – 10 — Imagine you have a photographic memory but can't read everyday social cues; you can understand quantum physics, but cannot understand a mother's need to give you a hug. Imagine your happiest moments are spent in your room with your computer, but your mother and your therapist make you venture out into society on a daily basis. Nathaniel, a 14-year-old with Asperger's syndrome, faces these dilemmas and more. Mindblind is told in his voice, making use of memory flashbacks that he has coded much like files on a computer. He is homeschooled and has finished college, but has yet to learn how to handle tough social situations such as drinking at parties, negotiating boyfriend/girlfriend relationships, taking responsibility for friendships, and working through pitfalls in his interactions with his parents. Nathaniel is honest and funny, poignant and detached, driven to achieve his best, and is puzzled by the behaviors of others. Roy writes with a strong voice and the authenticity of one who knows children with Asperger's, yet Nathaniel's problems and concerns can and should reach a wider audience. The book is comparable in scope and effectiveness to Mark Haddon's The Curious Incident of the Dog in the Nighttime (Doubleday, 2003), yet contains its own unique character and story.—Wendy Smith-D'Arezzo, Loyola College, Baltimore, MD --Wendy Smith-D'Arezzo 
Review Source:

Smith-D'Arezzo, W. (March 2011). Mindblind (Book Review). School Library Journal, 57(3), 170-170.

Impressions:

Mindblind is an interesting look into the world of a person with what is often a very debilitating disorder. Many people with Aspergers truly are clueless of anyone’s perspective but their own. In this story Nathaniel is very high functioning, but can easily be pushed outside his comfort zone causing him to have emotional breakdowns. As a former special education teacher I enjoyed reading this book. The book jacket says the author has a son much like Nathaniel so I’m assuming this is a fairly accurate portrayal of a person with Aspergers.

Suggested Use(s):

This would make a good jumping off point for discussing what Aspergers is. Students could discuss how the day to day life of someone with Aspergers is different and/or similar to their own.

S\This book might help students with Aspergers to realize they aren’t alone.

Additional Information:

Interest Level: Young Adult

Reading Level: 6 and up

Lexile Measure: 1010

Module #3 Award Winners

Title: The Higher Power of Lucky

Citation:

Patron, S. (2006). The higher power of Lucky. New York, NY: Atheneum Books for Young
      Readers.

Summary:

This is the story of 10 year old Lucky who lives in the California desert with her French guardian Brigitte. They live in a small, depressed community where most people are unemployed, but basically content with their lives. Lucky overhears discussion about having to hit rock bottom before finding being able to find a “Higher Power”. Lucky feels that the death of her mother, the absence of her father and the possibility that Brigitte will return to France and leave her a ward of the state constitutes her rock bottom. She hatches a plan to run away in hopes that Brigitte will realize how much she loves Lucky, but the plan is disrupted by a sand storm.

Review:

Gr 4-6-When Lucky's mother is electrocuted and dies after a storm, Lucky's absentee father calls his ex-wife, Brigitte, to fly over from France to take care of the child. Two years later, the 10-year-old worries that Brigitte is tired of being her guardian and of their life in Hard Pan (pop. 42) in the middle of the California desert. While Lucky's best friend ties intricate knots and the little boy down the road cries for attention, she tries to get some control over her life by restocking her survival kit backpack and searching for her "Higher Power." This character-driven novel has an unusually complicated backstory, and a fair amount of exposition. Yet, its quirky cast and local color help to balance this fact, and the desert setting is fascinating. Lucky's tendency to jump to conclusions is frustrating, but her struggle to come to terms with her mother's death and with her new life ring true. Phelan's cover and line drawings are simple and evocative, a perfect complement to the text. Fans of novels by Deborah Wiles and Katherine Hannigan will be happy to meet Lucky.-Adrienne Furness, Webster Public Library, NY Copyright 2006 Reed Business Information.

Review Source:

Furness, A. (Dec 2006). The higher power of lucky (Book Review) School Library Journal. 52(12) 152-152.

Impressions:

I thoroughly enjoyed this book. I am aware that it has been challenged for the use of the word scrotum on page one, but feel that it does not detract from the book. Lucky is a matter-of-fact kids who has learned a lot in her short life through the school of hard knocks. She has been exposed to many harsh realities of life.  Questions of anatomy, in this case a dog’s anatomy, are just a small part of life in the desert.  Lucky is a thoughtful, soul-searching young girl experiencing anxiety about her place in the world who ultimately puts others before herself and who chooses to do the right thing. The author doesn’t force this notion down the reader’s throat, but it is a strong element of this book.

Suggested Use(s):

1.     Integrate reading and Science by doing a science unit on desert habitat. Study the plants and animals of the desert. Discuss animal and human adaptations to life in the desert.

2.     Provide each student with a length of rope and learn a variety of knots.

3.     Have each student pack (either literally or figuratively) a survival pack like Lucky carries with her and bring it to school. Depending on their age students can either orally explain to the class why each item was selected of they could write out their explanation.

Additional Information:

Awards: Winner 2007 John Newberry Medal

Illustrator: Phelan, Matt

Interest Level: 3-6

Reading Level: 5.8

Lexile Measure: 1010

Module #3 Award Winners

Title:  A Step From Heaven

Citation: 

An, N., & Oh, J. (2002). A step from heaven. New York: Random House Audio Pub. Group.

Summary:

This is the story of  the Young family’s immigration to the United States when the main character Young is just 4 years old.  Mr. and Mrs. Ju have to work multiple jobs and work long hours to make ends meet. Young’s mother is supportive and encouraging, but her father is angry and drinks to much. When he drinks he gets ugly and beats his family.  Despite the abuse, Young  focuses on her studies and does well in school. Her brother, however, does not do well in school choosing instead to hang out with friends and skip school. Her strong mother, school and friends help to get Young through difficult times until Mrs. Ju leaves Mr. Ju and buys a house for the three of them just before Young leaves for college.

Review:

Gr 8 Up --When four-year-old Young Ju and her parents emigrate from Korea to California by plane, the child, who knows that God is in the sky, concludes that America is heaven. "A step from heaven," her uncle corrects her after they arrive. However, life proves to be far from that for the family, which now includes a new baby. While told in the girl's voice as she matures from a preschooler into a capable young woman about to set off to college, the spare but lyrical text has an adult tone. The loosely structured plot is a series of vignettes that touch upon the difficulties immigrants face: adjusting to strange customs, learning a new language, dealing with government bureaucracy, adults working two jobs each, and children embarrassed by their parents' behavior. Woven throughout is the underlying theme of dealing with an alcoholic and abusive father. Na has effectively evoked the horror and small joys of the girl's home life while creating sympathetic portraits of all of the members of the family. A beautifully written, affecting work. (*) excellent in relation to other titles on the same subject or in the same genre.

Review Source:

Marton, D.S. (May 2001). A step from heaven (Book Review). School Library Journal, 47(5).

 Impression:

My husband and I listened to this story on audio discs during a recent road trip across Montana. For some reason hearing someone else read it made the abuse scenes even more powerful  and disturbing. The author, An Na, has a great way of using words to describe things without calling them what they are. For example when Young got a perm in her hair it was referred to as “the curly hair treatment” or when Young felt like she might throw up An Na wrote “my stomach wants to push out all the morning rice”.  Although accurate in the context of the book, readers should be aware of graphic physical & verbal abuse, some swear words, and references to farting and peeing. 

Suggested Use(s):

1.     Divide a high school class into small reading groups to read a variety of books  with Korean characters during Asian-American History Month.  Have a discussion to common elements among the books. How do the lives of the characters differ from their own?

2.     This could be touchy but….have an open discussion about the abuse suffered by Young Ju, her mother and brother at the hand of Mr. Ju. What would they do in Young’s place? What laws are there to protect them from abuse?

Additional Information:

Awards: A National Book Award Nominee, A Publishers Weekly Best Children's Book of 2001, Michael L. Printz Award

Interest Level: 5-8

Reading Level: 5.5

AR Reading Level: 4.2

Interest Level: UG

Lexile Measure: 670

Module #2 Caldecott/Picture Books

Title: The Big Snow

Citation:

Hader, B.,  &  Hader, E. (1948).  The big snow. New York, NY: MacMillan Publishing
        Co., Inc.

Summary:

The Caldecott award winner walks the reader through preparations made by woodland animals in anticipation of winter.  When more snow than anticipated falls the animals are fed by an older, animal loving couple. The book includes many beautiful color and pencil illustrations.

Review:

No review found

Impressions:

I thoroughly enjoyed this book! I live in the woods of Montana and know of all of these animals. It’s a great way to introduce kids to animals. The illustrations are beautiful. I especially love the black and white sketches for the amazing details.

Suggested Use(s):

1.     This would make a great read before doing a science unit on animals. Students could choose an animal from the book to report about.

2.     Discuss what, if any, preparations the students make in anticipation of winter.

3.     Make simple bird feeders by spreading pinecones with peanut butter and rolling them in bird seeds.

Additional Information:

Awards: 1949 Caldecott Medal Winner

Interest Level: K-3

Reading Level: 3.2

AR Reading Level: 4.3

AR Interest Level: LG

Lexile Measure: 710

Module #2 Caldecott/Picture Books

Title: Smoky Night

Citation:

Bunting, E. (1994). Smoky night. New York, NY: Harcourt Brace &
      Company.

Summary:

Daniel and his mother watch from their darkened apartment window looters pillage their neighborhood during the Los Angles race riots. Later they are evacuated from their apartment and must go to a shelter with others from the neighborhood and must leave his cat behind. Events at the shelter throw Daniel and his mother together with their Korean neighbor, Mrs. Kim.

Review:

K-Gr 3-Daniel and his mother watch through their window as an urban riot is in progress. She tries to explain what is happening as he sees the laughing people break into the neighborhood stores and rob them. One of the victims is Mrs. Kim, whose cat is the enemy of his cat, Jasmine. Daniel's mother doesn't shop at Mrs. Kim's store because she feels it's better to ``buy from our own people.'' Later, their building is set on fire and he and his mother go with their neighbors to a shelter. The boy worries about Jasmine, and is relieved when a fireman brings her and Mrs. Kim's cat to the shelter. The felines have learned to get along in their shared danger. Bunting skillfully uses the voice of the child narrator. His innocent view of the riots makes the destructive behavior of the rioters more abhorrent. His suggestion that the cats were enemies only because they did not know each other well enough enables the adults to reach out to one another and bridge the distance their prejudice has kept between them. Diaz illustrates the story with bold, dark, stylized acrylic paintings framed by collage backgrounds of various textured objects usually reflecting the text. When the rioters loot a dry cleaners, for example, the background is wire hangers and plastic film. The pictures are more arresting than appealing, but they invite discussion and will stimulate thoughtful responses to this quietly powerful story.-Louise L. Sherman, Anna C. Scott School, Leonia, NJ

Review Source:

Sherman, L. (May, 1994). Smoky night (Book Review). School Library Journal, 40(5), 89.

 

Impression:

I actually didn’t realize that this book was about the LA race riots until I read the jacket cover. My initial impression was I enjoyed the book. The mix of collage and bold graphic artwork was a bit contradictory at first. Once I knew the context of the story I re-read it and really started noticing the illustrator’s use of items such as paper scraps, food, matches and glass to reinforce the words of the story. The colors in the big, bold artwork on the opposite pages are very appealing. The exaggerated facials feature scream “ethic”. A bit of research reveal that race riots took place in LA in 1965 and 1992, but there is not indication given of which riots the author is representing.

Suggested Use(s):

1.     Use this book to introduce the LA race riots with younger kids. Discuss what the students know about prejudice.

2.     Do an art project following the illustrator’s lead of using scraps of paper, cloth, etc to represent a favorite story.

3.     Have students write about a time that they were afraid. What was the situation? How was it resolved? What did you do to get through it?

Additional Information:

Awards: 1995 Caldecott Medal Winner, an ALA Notable Children’s Book, School Library Journal Best Book of the Year, Parent’s Choice Award Winner

Illustrator: David Diaz

Interest Level: K-3

Reading Level: 2.5

AR Reading Level: 2.4

AR Interest Level: LG

Lexile Measure: 360

Module #1 Classic Literature

Title:  Are You There God? It’s Me, Margaret.

Citation:  

Blume, Judy (1970).  Are you there God? It’s me Margaret. New York, NY: Bantam 
      Doubleday Dell Books for Young Readers.

Summary:

Maragret Simon moves from New York City to New Jersey with her mother and father when she is eleven years old.  She must leave her friends and grandmother behind and make a new life in the suburbs. To help ease her angst about the big move, Margaret, who has no religious background, begins talking to God when she alone.  She is immediately embraced by a small group of girls from her class and school turns out to be fun.  As with most adolescent girls, Margaret and her friends are preoccupied with their ever-changing bodies. They are anxious to start their periods and grow breasts believing that these events will make their lives perfect. The new 6^th grade teacher challenges his students to spend the year studying something of personal importance to them and write a report at the end of the year. Much to her parents dismay  (and her grandmothers delight) Margaret chooses to study religion and visits a variety of churches.

Review:

Parents need to know that this book presents a pretty realistic take on what it's like to be a sixth-grade girl (which means it's fine for girls a bit younger since they are always looking ahead): Readers will find it easy to relate to honest Margaret, who says "I want to be like everybody else." There's some talk about periods, boys, bras, and bodies -- and Margaret sneaks her father's Playboy for her curious friends to look at. She and her friends gossip about the most-developed girl in class, and, at a party, the kids play "Two Minutes in the Closet" and other kissing games. Margaret grapples with some big questions about growing up, including what religion she should be (if any). She talks to God in a very personal way and at one point even gets so angry at him that she refuses to talk to him anymore. Ultimately, tweens learn that they're not alone in wishing that they would hurry up and grow up. 

Families can talk about the fact that author Judy Blume is the author of five books that appear on the American Library Association's Top 100 Most Frequently Challenged Books of 2000-2007. Are you surprised that this book is on the list? What do you think makes it controversial? Margaret worries a lot about being normal, and she wants to grow up -- but she still gets embarrassed by things like bra shopping. This book was written in 1970 -- do you think a lot has changed since then? Do you feel like you relate to Margaret? Margaret's friend Nancy spreads gossip about Laura -- she says that Laura lets boys feel her up and that even their teacher can't keep his eyes off her figure. What do you think it's like to be Laura? Do you think girls who develop early still get targeted in this way?

 

Review Source:

Olney, Katherine. More on Are You There God, It's Me Margaret. [Review of the book Are You There God, It's Me 

Margaret.]. Commonsense Media. Retrieved from http://www.commonsensemedia.org/book-reviews/are-you-there-god-its-me-margaret#tabs-review-details

Impressions:

I’m sure in 1970 this was a bold book containing controversial topics. By today’s standards it’s pretty mild, but is still as relevant as it was then. Girls are still just as curious and anxious as ever about their changing bodies. Fortunately for Margaret, her life is stable with two involved, loving parents who actually talk to her. This isn’t the case for many girls today. So many parents are too busy or hesitant to talk openly about menstrual cycles leaving girls wondering and talking among themselves, which leads to anxiety and misinformation. This would be a good book for girls and their mothers to read together to get the conversation started.

Suggested Use(s):

1.     This book could be used in a girl’s health class to open the discussion about menstruation, body image and healthy relationships.

2.     This book was quite controversial when it came out and was often targeted for censorship. Students could compare and contrast current books with this book. How are they different or the same?

3.     Have a discussion about censorship. Why might they come under fire? By whom? What themes do some people object to? Discuss the school policy & procedure when a book is challenged.

4.     Use this book as a spring board to open a dialogue about religions practiced by students in the class. How are they the same? How are they different? Have students write a report of their own religion (if the have one) and share it with the class. Let kids ask each other questions.

Additional Information:

Awards: 1975 Hawaii Nene Award winner

Interest Level: 3-6

Reading Level: 3.6

AR Interest Level: MG

Lexile Measure: 590

Module #1 Classic Literature

Title:   Journey to Topaz

Citation:

Uchida, T. (1971). Journey to Topaz. Berkely, CA: Creative Arts Book Company.

Summary:

Eleven year old Yuki’s happy life in southern California is forever disrupted when Japan bombs Pearl Harbor on December 7, 1941. The family if split up when the US government sends all citizens of Japanese decent to internment camps around the country. Yuki’s father is sent to a camp in Montana while Yuki, her mother and brother are sent first to Tanforan Racetrack then to the desert of Utah.  The living conditions are miserable, but the family manages to stay together and Yuki makes friends at each camp. Although they never return to California the family is reunited and settles in Salt Lake City, Utah.

Review:

Excerpt taken from:

Mercier, Cathryn M. (1996) Yoshiko Uchida (1921-1992). Writers of Multicultural Fiction for Young Adults: A Bio-Critical Sourcebook. Greenwood Press, 1996. p423-435.

….. Somehow, Journey to Topaz (1971) and Journey Home (1978) never betray Uchida's domineering belief in hope as they shape fiction around a bleak episode in America's history. Despite the shameful treatment of the Japanese-Americans during World War II, Uchida's two novels demonstrate a pervasive trust of and loyalty to the American government. The novels hold tenaciously to an eleven-year-old child's perspective as they describe the prisoners' existence: Uchida speaks of inadequately met basic needs of shelter, clothing, and food. She traces the four Sakane family members' evacuation from their beloved, cultivated Berkeley home to the Tanforan Race Track Assembly Center and then to the windy, dusty, incomplete relocation center in the Sevier Desert at Topaz. Father eventually joins them from his location in Montana while older brother Ken answers the army's call to join a special Nisei, second-generation Japanese-American unit. Uchida describes the concentration camp in all its dispiritedness and gloom. Yet, both novels simultaneously depict resilient characters whose constant tie to family and willingness to reach out to others allow them to persist and even to flourish.

Twelve-year-old Yuki makes a lifelong friend in Emi; the neighbors on the other side of the Sakane's barracks share despair and happiness; a community builds itself up, complete with schools, dances, funerals, and weddings. The move home proves nearly as devastating as the journey to Topaz. Once again, the family surrounds itself with good friends, with others in need, and they organize a solid foundation from which to build a future. Uchida does not shy away from showing the historically accurate hate crimes and resistance to the released Japanese; however, she uses the opportunities to bind together further the tight community. Most importantly, Uchida contrasts those who continue to hate with those who start to see individuals beyond appearance. When Ken returns, injured and broken, from his army service, only the Olssens can free him from his emotional pain--they understand because their only son died fighting against Japan. Uchida resists overplaying these moments. She inserts them into the fabric of the fiction, presents them with understated subtlety, and invites the reader to determine their magnitude……

Excerpt taken from:

Mercier, Cathryn M. (1996) Yoshiko Uchida (1921-1992). Writers of Multicultural Fiction for Young Adults: A Bio-Critical Sourcebook. Greenwood Press, 1996. p423-435.

Impressions:

Historical fiction is one of my favorite genres to read. Because Journey to Topaz is based on a event that took place on US soil makes it even more appealing.  It was interesting that the father in the book was sent to a camp in Missoula, MT just 100 miles from my home. This is not the first book I've read on this topic, but each time I read about the internment of Japanese people I am shocked all over again. 

Uchida describes the characters so well that the reader is immediately drawn into the family and gets a glimpse of how Japanese immigrants lived in the US before WWII. The sense of personal pride they and the duty to the US they felt was shown clearly.  I would recommend this book to anyone interested in this period of history who would like to know more about the internment camps.

Suggested Use(s):

I came across this activity while looking for a review and liked it so much I just had to share it with everyone.

SIMULATION ACTIVITY
1. Students are given the following homework assignment. "Your family is being evacuated from your home. Pack in a backpack two sets of clothing, favorite toy, book, game, and whatever you can carry. Include your treasured collections and hobbies. Be careful not to lose them. Be ready to share items from your backpack in groups of four.
2. Next day. Backpacks are piled in the center of the room. Each student picks up another student's backpack. Assignment: Look at contents in backpack and make some statements about the person whose treasures you are looking at. 1. What kind of person - girl?, -boy? interests, hobbies? 2. In Reading Log write your conclusions.
3. Return backpack to each student. Students are then divided into groups of four representing a Japanese American family. Head of household is pinned with a card having family name on it and other family members have only the same identification number pinned on them. Instructor does not reveal where they are going to what they will do when they get there.
4. In family groups, students walk around the school yard twice, carrying their backpacks.

A. Review the Sakane family's evacuation to enhance realistic role playing.
B. In family groups, student writes down the contents of the backpack, places it into two categories. 1. electrical 2. non-electrical. Of the non-electrical, any books with pictures are listed.

5. When family groups return to class, instructor writes down on blackboard, the category of items. Then proceeds to cross off items that may be considered "contraband" such as radios, Walkmans, diaries, language books, books with maps, plastic or toy weapons. Stress that children were not allowed to see most of their class friends or bring their pets to camp.

6. Students write in reading log the evacuation experience. How would you feel, what would you do, who would you miss?

Journey to Topaz, a literature based approach. (1992). Retrieved from http://bss.sfsu.edu/internment/njahs1.html 

Additional Information:

Awards: ALA Notable Book

Illustrator: Carrick, Donald

Interest Level: 5-8

Reading Level: 6.9

AR Interest Level: UG

Lexile Measure: 970