Wolves

Wolves

by Emily Gravett (2005)

           I'm sure there will be parents and teachers alike complaining about the "graphic" content of this book (Oh my god! A rabbit gets eaten by a wolf!) -- but those types of reviews are completely ignoring that Gravett has created a text to introduce metafiction to children. Of course, the rabbit in the text is reading a book about wolves so it is even to be disputed whether or not the rabbit was eaten in "real life" or consumed by fear from reading about how wolves eat bunnies (the power of fiction -- or nonfiction -- at work!). The book within a book aspect is obvious play on reading and fiction itself, and the types of interpretations revolving around text could be phenomenal. The alternate ending Gravett offers is hilarious -- it's a new friendly scene created from torn pieces of the wolf and rabbit from previous pages in the book. What a clever take on re-reading and changing interpretations.
            Books that play with the idea of metafiction, although not quite so obviously, come to mind and could be constructed as a text set. Wiesner's "The Three Pigs", Willems "We Are In A Book" and others, and of course there are many other picture books that make us reflect on the act of storytelling as we read.

Lost & Found

Lost & Found

by Shaun Tan (2011)

           This is actually a collection of three previously published short works: The Red Tree, The Lost Thing, and The Rabbits (written by John Marsden) -- and it's wonderful to have them bound together with notes by the author at the end of the pieces. The Red Tree is a dark story of all the things that can go wrong for a person, but it is also about the hope that can be found where least expected -- and within oneself. The Rabbits is an intense take on colonial conflicts, representing natives as armadillos and rabbits as invaders of a beautiful land. The repetition in the paintings for this piece present an overwhelming picture of what it is to see land destroyed by industry and invasion. The Lost Thing is probably my favorite story in the collection. The borders and backgrounds of each page are composed of engineering drawings and charts, but the art itself depicts a strange dystopian future where people are too busy to notice strange things going on around them. The societal commentary becomes more obvious in Tan's representation of a newspaper page showing advertisements from different federal departments. Peripheral advertisements show The Federal Department of Economics (slogan "consumere ergo sum") which states that "We understand at the end of the day, all that matters is the balance sheet." The Department of Management has their slogan printed up in the corner of the page: "bureaucritae opacus." This is a multi-faceted story that could be enjoyed by readers of any age group -- whether they notice the difference between adults and children in the story, the futuristic landscape, the political commentary or something else entirely.
           These stories could be used for a number of different discussions about social studies -- but the art is also wonderful inspiration to discuss how style, color, light, and other elements of art can play a critical role in setting mood. Especially for a simple piece of written work like the poem in The Red Tree, it would be interesting to take the words away from the illustrations and read to a class. After they had visualized their own images I could show Tan's illustrations and ask how that changed the experience of reading the text -- and how their interpretations differed from the author's.

Click, Clack, Moo: Cows That Type

Click, Clack, Moo: Cows That Type

by Doreen Cronin, illustrated by Betsy Lewin (2000)

2001 Caldecott Honor Book

           As an adult reading this I see the complexities of labor disputes and corrupt middle men (or ducks, as the case may be), as well as the power of negotiation. I think kids will take away a less convoluted interpretation, but will surely understand the power of words -- and strikes -- as peaceful modes of protest. The illustrations are hilarious and fit nicely with the story, bright and fun. The animals are surprisingly animal-like, as well, without an unnecessary amount of anthropomorphism to go with their uncanny typing and persuasive abilities.
         I first heard this read to a Kindergarten class as a fun read-along/choral reading piece during read aloud. The kids loved to repeat the clicks, clacks and moos along with the teacher - and loved to laugh at the concept of animals writing for their ability to have electric blankets. There is a reader's theater script available online. I would definitely use this as a read-aloud for younger children. I would love to see the kind of discussions it would bring about.

Not a Box

Not a Box
by Antoinette Portis (2006)

         I was immediately drawn to this book because of its clever cover. The book is wrapped with brown paper all around to look like cardboard, there is a weight included next to the author's name, and the back has nothing but arrows with THIS SIDE UP printed on it. How clever. And when opening the book it was clear that the simple art style continued and meshed with the 'story' being told. The black-and-white real-world images of a bunny sitting in a box or standing on top of one are replaced by simple two-color illustrations that show the imagined objects the box has become. Because Portis still leaves the black outline of the box visible the imagined world seems somewhat tentative -- perhaps an adult trying to imagine what a child sees. For this reason adults may enjoy this book more than kids -- also because it lets us relive the times we could actually fit in a box of any kind -- but I think a lot of youngsters would get a kick out of yelling "It's NOT NOT NOT NOT a box!"
         Of course, the real fun that this book could bring to children would be the way they could stretch their own imagination to come up with the many things a box could be. After composing our own pages to If... by Sarah Perry in class the other day it was mentioned how great a book like Not a Stick would be for the same artistic page construction -- and having already read Not a Box I could imagine the possibilities. To keep the class book consistent you could even distribute black and white rectangles and bunny heads for children to arrange however they'd like on the page. They could continue with the simplicity of adding two additional colors, or add detail and colors not seen in the original book. Unlike a lot of art activities for younger children I've seen in classrooms, this would be a simple task that wouldn't create a ton of artifacts that look exactly the same except for the color choice scribbled on top of the pig's face (for example -- since I've seen it). Since there really is not a story here at all, this book mostly lends itself to art projects.

Here is an example of a Not a Box inspired art project I did with my 6-year-old reading buddy. Unfortunately it is cropped - but she decided to write "I say it is not a box!!" on her illustration of the box as a house:

I gave square pieces of paper with a box drawn in black permanent ink that was the same size as the one shown in the text. After she read me the book (excited to scream all the parts with exclamation marks) we worked on this project.

Come On, Rain!

Come On, Rain!
by Karen Hesse (1999)

           Hesse's word choice in this lyrical book filled with anticipation is incredible. In the heat of summer with rain a distant memory, Tess pleads to the sky to bring rain. Her mamma is "sagging over her parched plants" and the "smell of hot tar and garbage bullies the air" -- but Tess's dream seems to be coming true as clouds roll over the horizon. And as the rain falls it "freckles" her and her friends' feet and "glazes" their toes, and tempts their mothers into the streets as well. Jon Muth's watercolors begin with hot colors, and the stillness in them seems to represent the stagnant heat. But as the clouds appear the paintings take on cooler and cooler hues, portraying movement and excitement. The final illustration with the mother and daughter reflected in a puddle and nice blue houses stretching to the distance make you feel renewed along with the characters. "Everywhere, everyone, everything is misty limbs, springing back to life."
           I've clearly been raving about the word choice in this book, and that would definitely be my focus if I were to use this text in a classroom. But because of the lyrical nature, the poetry-style composition, and the rhythm of the book I feel it is also perfect for reading aloud. What a great book to pull out in a dry spell, or in a rainstorm, for that matter, and share the joy of basking in rain or sunlight whatever the weather.

Mirror

Mirror
by Jeannie Baker (2010)

            Now that I've discovered the wonderful world of wordless books I can't stop admiring them. This book by Jeannie Baker is a phenomenal example of creativity in the art form. This is actually dual books, one following a family in Sydney, Australia on the left and the other following a family in the Valley of Roses in southern Morocco on the right. Each page in one book corresponds to the page in the other, mirroring each other as the families go about daily activities. There is minimal text at the beginning explaining the notion of the book, and the orientation of the book is perfect because both stories read inward towards the spine since English is read from left to right and Arabic from right to left. It physically brings one story into the other because they read towards each other, and then the layout and activities also bring the stories together. The amazingly detailed, yet textural collages that Baker has created could be explored for hours -- and there are hidden gems for children to find (like at the end of the book when the Australian family is gathering on a rug that looks very much like the one the Moroccan family sold at market). The text really brings together cultures in an unexpected way, even on the cover where the children in the stories seem to be sitting back-to-back admiring the same moon.
            Since this book is two books in one I think it would be wonderful to do partner activities where they write or tell the story from one perspective. It could either be done the entire way through in one country and then told for the other, or they stories could be told 'simultaneously' as the author intended it. I feel that this book lends itself nicely to a writing activity because of the amazing detail shown on each page. Even background characters seem to carry their own stories -- and they could be told by students in a classroom. Of course the art in this book would also be a phenomenal representation of collage to show in class -- and students could consider creating their own mirrored artwork.

Blue Jasmine

Blue Jasmine

by Kashmira Sheth (2004)

            Seema feels she is being pressured to stay with her kaka and kaki in India despite the fact that her parents are moving to Iowa City for her father's new job. But when she decides to move to America she realizes it is not the pressure from her cousin and grandparents that make her feel like she is far from home. Seema faces challenges as she tries to learn a new language, make new friends, and deal with a bully in school -- but on top of all of this she misses her homeland greatly. But with the help of a neighbor she discovers a flower that smells like India's jasmine, but is a stunning blue color that she has never seen before. It is a flower that represents the two different places that she loves, and the people from each place who keep her happy. Sheth's symbolism throughout the book is striking, and tone of the book is consistently positive. Although issues with bullies and their resolutions seem somewhat contrived, the realizations that Seema makes through an impoverished friend back in India make the text seem deft and convincing.
            This book is much less dark than some other novels about immigration I have read -- and for this reason might be an excellent introduction for younger students in third or fourth grade that want to learn about the struggles an immigrant girl might face in the United States. This book, however, portrays dilemmas that children of all backgrounds face, so I believe that many students will relate to the main character despite their differences. Although resolved a little too perfectly, this book addresses bullying and allows readers to consider the issues from two perspectives, so this could be discussed in class. This book perfectly addresses being an outsider in a new place, as well as dealing with the differences faced for a four-year-old coming to the States and a 12-year-old doing the same. For these reasons I have chosen to include it in my text set about modern immigrant families.

In the Small, Small Night

In the Small, Small Night

by Jane Kurtz (2005)

            The dialogue between siblings in this text carries this story, although embedded within the story are Ghanaian folk tales that remind the children of the home they left behind so they do not forget it. The illustrations by Rachel Isadora nicely juxtapose the dark, starry night where the children are confronting their fears and the vivacious colors of Africa where their stories take place. Not only do their stories comfort Abena and Kofi because they remind them of home, but also because the stories empower the underdogs to confront their fears and continue onward. The dual stories meld nicely together.
            This would be an excellent read-aloud for children of any age because of the natural feel of the dialogue and the embedded stories. It could be used to share storytelling traditions from other countries, or it could be used to show how immigrants bring their home to America through their traditions. For this reason I included the text in a text set on modern immigrant families.

The Color of Home

The Color of Home
by Mary Hoffman (2002)

            Karin Littlewood's vibrant watercolor illustrations work phenomenally with the text, and even the title of the book itself. I do wish, however, that some subdued tones were used at the beginning of the book since young Somalian refugee Hassan thinks that America is washed in shades of gray. The structure of the story follows Hassan's losses, memories, fears, and final release as he realizes that telling his story lifts some of the weight from his shoulders. After 'spoiling' a painting of his native home by adding blood, fire, and bullets Hassan repaints his home in a way that can bring the important parts of Somalia home to his wall in America. It is a very melancholy story following tragic real-world events, but the tone of the book -- bolstered by the beautiful illustrations -- becomes a positive story of remembering and redefining home.
            This book would be a beautiful text to share about loss of family members and loss of home. I believe this shows some ways that art and storytelling can become part of the healing process, especially for children. In a class I might also use this stories to share about the realities of war and its lingering terrors, or to share about struggles that displaced people face in their new homes. It is for this reason that I included this book in a text set about modern immigrant families.

A Place To Grow

A Place To Grow
by Soyung Pak (2002)

            This book is written entirely using the imagery of seeds and gardening, but the language weaves in and out of literal and figurative representations. The extended metaphor is tenuous in parts, but the word choice is careful and the overall feel quite dramatic. The story follows a young girl and her father as they plant a garden together in their home in America, but there are also flashbacks as the father tells her daughter of his journey from South Korea. The seed and land imagery are literal as the family plants seeds, as the bright outdoor colors in the illustrations fit nicely with these cheerful moments. The same words become metaphorical as the father tells of his journey "flying with the wind" to the United States, where the illustrations by Marcelino Truong become subdued and darker. I like the play between the images and the words in this text, and I feel older students would also appreciate it.
            In the classroom this book could be used to show how extended metaphor is used throughout a text. Parts of the metaphor may be lost on the younger children that this book is intended for, but the overall message about keeping home in your heart no matter how far you fly from home is a universal one. I also feel that introducing the book by showing the inner flap (which reads "A family is like a seed. It needs a good, safe place to grow. Sometimes that place is just a hop away. Sometimes it's a long, hard journey. This book is a tribute to all parents who took that journey in order for their families to blossom") may help younger children think about the metaphors before reading the book in full. This book could also be used to discuss different types of immigrants in the United States -- as I did in a text set about modern immigrant families.

Something About America

Something About America
by Maria Testa (2005)

            Maria Testa's poetry in this book, which reads much like prose with a defined sense of rhythm, explores so many different issues:  finding home in a foreign land, what it means to be American, the relationships between parents and children, the realities of war, and so many others. The simple language choice nicely reflects how the 14-year-old narrator might write to herself, but the way the stanzas are composed and the way the words combine make her voice come alive. The girl writing the poems feels she is fully American, yet the scars that cover her body up to her chin make it hard for her parents to forget their home in Yugoslavia, especially after 9/11 when neighboring communities want to run immigrants out. But the girl wants her parents to make themselves welcome, and her new motto is "If you can't find the welcome mat when you arrive, put one out yourself."
            This book covers the complex relationship between parents and children, especially in immigrant families where being American sometimes seems like leaving the past behind and forgetting where you came from. A similar contradiction -- trying to live a life that is not too American and not too foreign -- is also found in An Na's A Step From Heaven. I have chosen to include both texts in my text set about modern immigrant families. Something About America is also short enough that it would make a good read aloud, with either the instructor doing the reading or students practicing reading free verse poetry.

Home of the Brave

Home of the Brave

by Katherine Applegate (2007)

            I had never read a novel of this length composed entirely in free verse poetry, but Applegate's word choice combines the style of a child in a new place with poignant and lush imagery. This is the story of Kek, a Sudanese refugee with no father and brother and a missing mother, who has just moved to the United States to live with an aunt and cousin who are also scarred from the war they left behind. Kek faces new struggles in America, but he finds friends in unexpected places, even a cow who begins to represent much of what he left behind. The stanzas powerfully convey the confusion Kek feels in huge grocery stores, laundromats, and school, but also the longing he feels for a home that no longer exists for him. "This is a light switch. / He pushes a tiny stick on the wall / and the room turns to night / then blinks awake. / In my old home / my real home / the sun gave us light / and the stars / watched us sleep." But it is partly this beautiful conception of his home in Africa that allows Kek to keep hoping his mother will return and allows him to begin building a new home for himself.

            This would be an excellent example of free verse poetry and word choice. Many of the stanzas have unusual but effective adjectives and metaphors: "I have my father's will / my brother's eyes / and my mother's light. / She is like the newborn sun / fresh with promise / the just-beginning moments / before the day / fills like a bucket / with good and bad / sweat and longing." Kek's voice changes throughout the book, as well, as he learns English words for items that have no counterpart in his homeland, and as he gains confidence in his ability to define home. This book would also be an excellent addition to a unit on the struggles facing immigrants in the United States -- for this reason I have included it in my modern immigrant families text set.

Creativity

Creativity

by John Steptoe (1997)

            This is a book about immigration narrated from the perspective of a somewhat naive African American elementary student. It's written almost entirely in slang -- the narrator Charles' creative use of language -- and starts in an almost contrived fashion: "I was sittin' in class one day when this new dude walks in." I slowly got used to the narration, though, and even enjoyed some of Charles' interpretations of events ("I didn't want to hurt Hector's feelings, so I didn't say nothin' about them float-boats he was carryin' around on his feet"). The realistic, vibrant watercolor paintings by E.B. Lewis are expressive and make the characters come alive in a way which the somewhat stilted text does not always succeed. The overall message covers bullying and fitting in in a surprising way, however, and I believe students would take away these important points from the text. Some students and parents may not approve of a book written in non-standard English, but I believe this could be used to my advantage in the classroom.
            This book would be a great starting point for a discussion about perspective because what we know about Hector, the Puerto Rican immigrant, is entirely filtered through Charles' explanations. The style of the book is changed drastically because it is narrated by Charles -- which also relates to the language that he chooses to portray events. The first person narrative allows for this type of slang, which is also included in books through dialogue. The class could discuss whether it would be appropriate to use this style in a book narrated from the omniscient perspective, and what might change about the book if it were. This book could also be used to discuss struggles faced by immigrants in the United States -- as I did in a text set about modern immigrant families.

One Green Apple

One Green Apple

by Eve Bunting (2006)

2006 Arab American Book Award Winner

            Fantastically illustrated by Ted Lewin, this book follows a newly arrived Arab immigrant girl, Farah, as she goes on a field trip to an apple orchard with her class. She cannot find the words to express herself to her teacher or classmates, but she is also worried about opening up to them. As the students pick apples Farah finds a small tree with green apples that does not seem to belong, but when she adds it to the class apple cider she feels she can taste her addition -- a clear metaphor for her feelings about belonging, but trying to find a place in her new world. The story is told through Farah's perspective in short but compelling sentences as she tries to understand the world around her and understand herself. I believe anyone could relate to the Farah's feeling of loneliness in a group of people who she has yet to understand -- and children of all backgrounds, especially, would empathize with the struggle to fit in with peers.
            This book would be a great introduction for younger students to some of the struggles that immigrants face when they come to school for the first time. Since many immigrant children are bullied in their classes, it is important for other children to see through to a character's inner thoughts on the subject and understand the barriers they are facing on top of all of the other stresses in school. For this reason I have included it in a text set about modern immigrant families.

The Mysterious Benedict Society

The Mysterious Benedict Society
by Trenton Lee Stewart (2008)

2010-2011 Iowa Children's Choice Award winner

            What an amazing read! I flew through this 500 page book in just two days. The plot was exciting and the word choice often hilarious, but the character development really held my attention. Reynie, Sticky, Kate and Constance are precocious and self-sufficient, but constantly surprising. Each child's journey revolves around learning to be less independent, though, and understanding that their new friends -- and humanity itself to a certain extent -- are really a family. Although children may not make the same connections as I did reading the text (the political satire implanted in the Emergency, and the disconcertingly Orwellian rules at the Learning Institute for the Very Enlightened, for example), the story itself is a wonderful blend of fantastical plot twists and strangely realistic characters. The book is recommended for children 9-12, but I believe a reader as young as 7 would enjoy this book as a read-aloud and older children and adults would still relate to the characters while making connections to other texts or the world itself. This book is probably intended for gifted students, but because the characters in the text are learning from each other there are vocabulary words and concepts that are literally defined (usually by Sticky) so there are ample learning opportunities for readers.
            This book is probably too long for a whole-class assignment and discussion, and many less advanced readers would probably be intimidated by the sheer mass of the volume. However, this is definitely a book I would recommend to individual students, advanced reading groups, and parents looking for something to read to their children after the Harry Potter series has been read through repeatedly. I personally think this would be a fantastically fun book to read aloud to students -- and even reading aloud a portion to a class as part of a book talk will likely spark students' interest. I know the first chapter made me want to read on. And now the first book made me want to read the other two as well.


It's even more fun knowing that Stewart is a graduate of the Iowa Writers' Workshop. I would also be interested in reading his novel Flood Summer.

Flotsam

Flotsam
by David Wiesner (2006)

2007 Caldecott Medal Winner

            I distinctly remember the images from some of Wiesner's older books, like Tuesday, from my elementary school days. His recent Caldecott Award winner, Flotsam, tells a more compelling fantasy story than I remember from some of his other books. This wordless book has some pages put together in like comic frames, and others that simply show the minutiae of items on the beach, or the complexity of the pictures from the 'flotsam' camera that the boy in the story finds. No matter what the page's formatting, there is incredible detail in each image. The fantasy aspects of the pictures are mysterious, but they combine familiar objects and sea life in a very natural way. I love the exploratory quality of the story and its main character, and I enjoy the ambiguous but telling title of the book, as well.
             Like other wordless books this book lends itself to creative writing exercises or pre-reading activities for young children or ELLs. The fantasy aspects of the stories will make it very appealing for students and their interpretations could be widely varied. For a class activity each student could be assigned to write about one of the seven pictures that the boy found in the camera, and since each story would have to integrate the camera in some way they would all have a cohesive quality despite their radically different content (like Wiesner's book itself!). Because the illustrations have so much detail creative writing exercises can combine a lot of descriptive words for the settings, combined with the creative aspects of the stories.

All In a Day

All In a Day
by Cynthia Rylant (2009)

          I have always been drawn to the art of Nikki McClure, and it was her art on the cover that drew me to this book. Her beautiful illustrations seem like simple block prints at first, until you realize that they are intricately cut paper collages. This book especially seems intricate, because although all of the pages are done in black, white, and a single background color, there are hidden animals and plants that make you look more closely as a reader (like hunting for the boy's pet chicken on certain pages). The text is simple and carries a nice message about living a day to its fullest potential, but it really seems peripheral to the illustrations. The word choice almost evokes children's stories from the 1960s or before because of its simplicity and regular meter. This being said, I still think children today would enjoy the message and enjoy exploring the countryside with the boy in the story.
          In very young children this book could be used to show poetry, although some of the stanzas are broken up between pages and it does not read as fluidly as other texts may. Since I connect more with the art in this book I would be more likely to use it as an example in an art class or during an art activity. Due to the clarity of the images in three colors and the strength of the lines I think this could be a great example for any number of art activities. If students were working on silhouettes or other paper cutting techniques this book could show them the complexity of the medium.

Ten Big Toes and a Prince's Nose

Ten Big Toes and a Prince's Nose
by Nancy Gow (2010)

          This book offers a nice respite from the beautiful and desirable Disney princes and princesses, and tells the story of two characters who repulse possible marriage partners because of their unnaturally large features. The entire book rhymes, although sometimes in an unwieldy fashion, and is reminiscent of classic fairy tales for this reason. The lush, colorful, whimsical artwork by Stephen Costanza reminds me of classic fairy tale imagery, as well. The message in Ten Big Toes and a Prince's Nose is a frequently repeated one and is nothing novel, but Gow's word choice is quite endearing and definitely more modern ("So if, one fine day, you should happen to meet a guy with a schnoz and a gal with big feet, don't jump to conclusions, try not to be mean...for you might have bumped into a king and a queen!).
          I may have this available in my class if we were doing a unit on fairy tales and fractured fairy tales. I probably would not choose to read this book as a class, because although the book rhymes the patterns are often cumbersome. I'm sure kids would enjoy some of the funny stanzas, though, and they may like to read it on their own. There are better books out there with similar messages (like Zero, for example), so I would probably only use this book to teach about different kinds of fairy tales and their modern interpretations.

Math Curse

Math Curse

by Jon Scieszka and Lane Smith (1995)

          This book is an amazing mix of real math problems, invented math problems, and plenty of jokes. The books covers a wide variety of math content (equivalent values, reading graphs, rectangular arrays, fractional parts, counting in different bases, the Mayan numerical system), but does it in a way that can be read over as a story or closely examined. The problems rolling around in the narrators head sometimes devolve into incoherent asides ("Does tunafish + tunafish = fournafish?"), and other times into witty math jokes (the fact that the teacher Mrs. Fibonacci counts 1, 1, 2, 3, 5, 8, 11). Regardless of the age of the reader, their math ability level, or the level of anxiety they feel when solving math problems -- everyone can enjoy this book. Lane Smith's bizarre and complex collage illustrations lend themselves nicely to the narrator's predicament, and his feeling that he's "about to really lose it" because of his curse.
          This book obviously lends itself to teaching mathematics. However, I feel that the overall feel of the text, and not the content itself, is the most important part for elementary learners. The hilarious questions and asides in the book give a light and comical quality to what many students feel anxiety about every day. I feel this book is a great way to show kids that math anxiety does not need to be there -- because, like the narrator, they are actually solving math problems on a regular basis. Of course the book could also be used to create warm-up problems for a variety of math lessons, as even the endpapers have charts of equivalent values and multiplication charts. What a great read for mathematicians of all ages!

Apple Pie 4th of July

Apple Pie 4th of July
by Janet Wong (2002)

           This book, told in simple words from the perspective of a first-generation Chinese-American, makes the reader pause and think about what being American really means, without being heavy-handed in its message. The combination of chow mein and apple pie, even for the Chinese family running the restaurant, beautifully represents an amalgamation of cultures and traditions that make up America. The idea of working three hundred sixty-four days a year (and three hundred sixty-five in a leap year) also represents the long-held conception of America as a land of entrepreneurship - and opportunities. The prints by Margaret Chodos-Irvine are very striking and the representations of our glum narrator tell the story as much, if not more, than the words do.
           This book, like many I have read, would fit nicely into an ESL classroom. This book not only tells the story of an immigrant family in the United States, but it also shows how two cultures can be intertwined, and two generations can come together in celebration -- even if their methods or timing are a bit disparate. For this reason I feel first generation Americans with foreign-born parents would relate to the story. I also feel that new immigrants would be interested in the story for this intertwining nature of culture, and the celebration of the 4th of July in itself. In the regular classroom this book could be used to discuss different types of families in America, as well as classic and contemporary symbols of the U.S.A.

Zero

Zero

by Kathryn Otoshi (2010)

          This book integrates self esteem issues, teamwork and counting! And Otoshi makes it a seamless fit. Zero discovers that despite her empty inside she has her own value, and has even more value when she combines with other numbers. The minimalist ink brush strokes combined with her use of color, metallic paint, and unusual text arrangements add even more to the story. The text arrangements and font changes also make it seem like the book would be very effective for read-aloud -- her last book, One, was an E.B. White Read Aloud Honor Book -- and it seems as though Zero could receive similar accolades. The combination of prose, dialogue, and poetry also makes the book an interesting read for young children.
          I believe this should be read aloud to any young classes. The message is an excellent one:  differences give us value, as does working together. There is also the opportunity to work on counting and number sense through this text. For numbers one through nine each numerical representation is shown in the same color as the English word in the story -- so even very young children will be able to find the text representations of certain numbers. Beyond counting to nine Zero also shows how to count by 10 on a two-page spread. And then how to count by base-ten values. The final pages have two to four digit combinations that could be explored by students trying to remember the names for large numbers. This book could easily be used to work on a number of early math concepts -- and of course there is the added bonus of a moral hidden in those numbers, especially in the middle of zero.

And Tango Makes Three

And Tango Makes Three
by Justin Richardson and Peter Parnell (2005)

          This adorable picture book tells the story of two male penguins who end up 'adopting' an egg to raise together. But of course, this story has a message a little more broad than that, which is why it is considered so controversial -- it seems to represents the positive aspects of same-sex couples adopting children. Of course, the book is based off of a true story, so it is entirely possible to ignore the social or political aspects of the story and smile at the antics of two penguins building a nest and sitting on a rock. I personally cannot see why anyone would take offense at this book -- it's very cute, and the illustrations by Henry Cole personify the penguins just enough to make us relate to them, but not enough to make it overly cartoon-like. It's really a story about family and love - and who can argue with that?
          I might use this book in my classroom to talk about different types of families. Since it does discuss the issue through animals I feel that students will find it fun. The story is simple and the introduction by the authors about "different types of families" lends itself nicely to this discussion. I do feel that there are better types of books to use for this, however, like In Our Mothers' House by Patricia Polacco. I do feel, however, that And Tango Makes Three seems like it should lend itself to less controversy -- except for the national attention it has received. I would definitely make this book available in a classroom for younger elementary students to read.

Nine Candles

Nine Candles
by Maria Testa (1996)

          Nine Candles offers a child's non-judgmental perspective on his mother's incarceration, and his hope for her release around his ninth birthday. Testa does a lovely job representing the story from a seven-year-old's viewpoint, especially as Raymond tries to grasp why another child is not as excited to be nine as he will be: "I used to think he was lucky because he's already nine. But Tony says he'd give anything in the world to be eleven." This method of counting birthday's until a parent's release from prison is simultaneously heart-wrenching and promising. The overall mood stays positive, though, and Amanda Schaffer's bright, flowing, broad paint strokes really add to the feeling of hope. This book should not be considered controversial, the perspective taken is that of a child with a missing parent, it is not a political take on why his mother is in prison or whether her incarceration helps or hinders society. Testa is bringing to light a reality for many American children -- and it is one that will comfort children in similar situations, and enlighten those who are not.
          I think this book would make a nice read-aloud book for the class. It could easily be integrated into a lesson on different types of families in the United States -- and as Testa points out there are one and a half million children with at least one parent in prison. It is important that children think about the emotional and financial struggles that the children and their parents face with this obstacle. Many children may have strong feelings about 'bad people' being in prison and may not understand why Raymond would miss his mother if she did something wrong. Although complex, it may be possible to bring some discussion of the purpose of prison into the classroom. Is prison just a place to keep all of the bad people? Is it a place for people to 'pay their dues'? Or to help them learn other skills? This discussion would, of course, need to be adjusted accordingly for the age and maturity level of the group.

Mississippi Morning

Mississippi Morning
by Ruth Vander Zee (2004)

          This book was an amazing exploration of racial issues in the south during the 1930s. The illustrations by Floyd Cooper accentuate the time period through a stippled, aged effect that although in color gives the impression of sepia-toned photographs on some occasions. The reader follows James William's personal journey to understand adults in his Mississippi town, who seem perfect until he starts to see the underlying racism that is being kept from him. The feeling of things being hidden really comes to the forefront when James finds his father eyes behind a Klan hood. This book is controversial because it covers a terrible time in US history, but it's one that readers should learn about -- and this book is a powerful tool for teaching it.
          At first I was unsure that I would want to use this text in an elementary classroom because of the difficulty of the content (burning down black churches, lynching, the Ku Klux Klan).I did not learn about these issues in school until middle school -- but the more I think about it the more I think that keeping material like this from upper elementary students is doing them a disservice. By keeping this information from older elementary students we are hiding the truth in the same way that James' father hid his true identity from his son. Students usually learn about the civil war, Jim Crow Laws, and the Civil Rights Movement during 5th grade history -- but the reality for African Americans in the south during the Jim Crow Laws cannot come alive through text books. Students should learn that it was more than an inability to use certain drinking fountains or restaurants that overwhelmed the rights of black Americans during a lot of the 20th century. This book confronts the issues of violence that were another aspect of life, and because James is uncovering these secrets and feeling betrayed by them, I believe that students will relate to his journey. They may feel terrified and betrayed by these discoveries, but that is a perfectly understandable reaction -- and just because they have negative feelings does not mean that it should not be discussed. In fact, it is in the discussion that students will be able to work through these complex emotions about American history.

The Misfits

The Misfits

by James Howe (2003)

          This book was a laugh. Howe's (or I should say Bobby's) word choice made tough situations seem light and light situations seem profound. The mix between simple sentences and complex word choice represents symbolically, to me, the time in a kid's life when he doesn't feel like a kid anymore, but certainly doesn't feel like an adult. Since this book is largely a coming-of-age story, I feel that the style is very appropriate. The moral is an important one -- that a group of kids can help end name-calling, even for a week -- but what I took from the book was the need for a community of 'misfits.' The term almost lacks meaning in the book, because regardless of how the Gang of Five is marginalized by the 'fits' they always have each other. Throughout the book the name-calling was almost peripheral to the group of kids, because they had already taken an internal stand against it. Through their campaign they gave a voice to other students who, perhaps, were not as outspoken as they were. There are points where Addie's understanding of race was upsetting for me, but I realize that almost all characters outside of Bobby are somewhat stereotyped or at least classified based on singular traits. It shows that even the best intentioned of the students are not free from bias or incapable of passing judgment. The end fell into place a little too perfectly and a little too quickly, but it can be overlooked for the overarching messages in the book.
          I feel this book has a very important place -- especially in the middle school classroom. I think that every student will be able to connect with some character in the book and it will be a mirror for them to think about how they interact in their own school environment. An awareness of bullying is the first step in trying to end it in school. The fact that this book is controversial is ridiculous to me and I would encourage as many students as I could to read it (even if in my first years of teaching I was too scared to do a read-aloud!). This book is a great introduction for a discussion of bullying and I think principals and school districts should recommend it to the student body, not hide it from them. The complaints about this book promoting a homosexual agenda are idiotic, to say the least, and the adults making these outrageous claims in Pleasant Valley and elsewhere are exactly the type of characters that this book is trying to take a stand against. Every person feels like a misfit sometimes, but every person deserves to feel like they fit in. And this book is a perfect springboard for a lot of kids to feel part of a group -- even if they start feeling like the fifth member of the Gang of Five.

          Interview with James Howe
          Article: "Using The Misfits to discuss sexual orientation issues"
          Class dicussion guide

Coraline: The Graphic Novel

Coraline

by Neil Gaiman
adapted & illustrated by P. Craig Russell (2008)

2009 Eisner Award Winner (Best Publication for Teens)

          In this graphic novel adaptation of the juvenile fiction novel of the same name by Neil Gaiman, a young girl finds a door to an alternate world that proves to be very unsettling. Although I have not read the novel, I feel this story nicely lends itself to the graphic novel format. Russell's illustrations look like they are out of a graphic novel for adults, proving that just because a book is for children the quality does not need to be lower nor does the art have to look more childish -- probably the reason he won the Eisner Award for this book. However, because of the realistic quality of the artwork, the book becomes even more frightening -- even for an adult reading it! As for the story itself, I like how the reality of the alternate universe is never quite explained. Coraline spent most of her days before discovering "the door" talking to her parents about her boredom so the validity of her adventure seems to be in question. It can be a fantasy book (which I know it is) -- but it can also be viewed as a child's over-active imagination and love for exploration filling in for her boredom.
          In the classroom this book could be used in upper grades for a unit on graphic novels as narrative form. Students could use the text to look for recurring symbols (disguises and naming), how action is shown, and how the world is created through art, dialogue, and other elements. Graphic novels might be difficult to read as a class, so I would probably offer this as a choice novel for independent exploration. As a class acting could be incorporated into lessons about graphic novels, as there use of visual action and dialogue lends itself nicely to drama. Students could also do a comparative analysis between the graphic novel form of the book and its original format, or do a comparison between this graphic novel and another. Coraline uses text to describe a lot of Coraline's internal thoughts and feelings, as well as what is happening in some frames of the book -- which is quite different than books that only show outward action and dialogue, for example. A lesson on teaching literary devices with comics can be found here.

The Giver

The Giver
by Lois Lowry (1993)

 1994 Newbery Medal winner, 1996 William Allen White Award winner

         The Giver is a magnificently written soft science fiction novel for young adults that incorporates many concepts found in classic dystopian literature for adults, especially Aldous Huxley's Brave New World and the short story "Harrison Bergeron" from Kurt Vonnegot's Welcome to the Monkey House. In Lowry's story the the Committee's decision making process seems straight from Kafka or Orwell's 1984, where they convene in committee about an issue for so long that the population forgets it was ever an issue. The contradictions in the society become apparent as Jonas begins to discover the truth behind the facade of the community, and as he begins to receive memories of societies past. The precision of language that is instilled in all children from an early age becomes laughable when it is realized that the oft-used "release" really means killing members of the community. On top of that is the contradiction of their painless society, the contradiction of talking about emotions when they are not even understood, and the contradiction of the utopian society in itself. This book makes you rethink what freedom and choice really mean. There's no question why this book won the Newbery Medal and continues to be a favorite choice in classrooms.
         I believe that writing of this caliber should be introduced to children in upper elementary school. This book offers a perfect opportunity to explore symbolism and perspective, among other literary elements. Not only can this book be used to show an example of excellent writing for young adults, but it can also be used as a starting point for creative writing assignments. For example, students may choose to try to write a detailed description of an important memory to them -- in a way that the reader might feel they are being "given" the memory. Some adult readers think that parts of the book may be too complex for elementary students -- but I remember reading it in 5th grade and it had a profound impact on me, even though certain parts were not read in depth and connections to other texts were not made. Other adults feel that this book is controversial because of 'graphic' scenes of euthanasia -- but The Giver allows students to think critically about our own society and what freedom truly means.

The Table Where Rich People Sit

The Table Where Rich People Sit

by Byrd Baylor (1994)

          Mountain Girl in this story feels her parents need to try to find regular jobs that get the family more money -- but at a family meeting everyone finds that the beauty of their environment and the family itself is worth more than they ever imagined. The concept of this book may seem somewhat new age to certain adults, but I feel the message resonates strongly about what we value in our society and what we should be valuing. Since children have a tenuous understanding of money to begin with, this book will encourage them to think about aspects of their own life that are invaluable. I could easily relate to the values that Mountain Girl's family outlined because my family has always instilled in me the belief that being outdoors is priceless -- so this book also encourages thoughts about outdoor education and conservation. Byrd Baylor's word choice is simple and natural, painting a picture of the family and the surrounding environment -- and the dialogue is realistic and heartwarming. Peter Parnall's illustrations beautifully represent the environment in a somewhat abstract way. Yet despite the abstractions there are hidden animals and pieces in the environment that make them intricate. The illustrations and words complement each other nicely.
          This book could be used in the classroom as part of an introduction to outdoor education (like The Lost Lake could be). I have also read some lesson plans that integrate math education because of the computation of large sums. But I believe children will respond best to the overarching theme of placing value on invaluable items, feelings, or people. They can explore what aspects of their daily life are valuable and make them rich in the way the family is in the text. I also think that Byrd Baylor's writing style should be explored, as she writes a prose piece but arranges it in lines so it reads like a poem -- which changes the pacing and the feel of the piece. This could encourage a creative writing lesson which could also be combined with the idea of how we value objects around us.

Shadow

Shadow
by Suzy Lee (2010)

         Shadow may be the first (mostly) wordless picture book I have ever read and I am glad it was my first. Lee creatively orients the book so that the reader is encouraged to flip pages from bottom to top. Using the seam between pages she creates two distinct worlds - the world of the girl's imagination and the real world. But the two world's meld and distort in the middle of the story and both worlds become imagined. Due to the orientation and style of the two worlds the book can also be read "upside down" to show a completely different perspective on the story. Lee beautifully uses black and white illustrations highlighted with yellow to show the morphing and changing worlds. I found myself flipping back and forth in the beginning pages seeing how a real world object in an attic morphed into a creature or a plant. The combination of artistic styles also draws reader attention to changes in the world. The mundane objects in the attic are drawn in a very simple way, so the girl herself drawn in bolder lines and the bold images of the imagined world come alive.
         In a classroom this book could be used for a number of different activities. Creative writing is the first type of activity that comes to mind, and can be adapted for any age group or for any language proficiency level. Writing a story around the visual one that Suzy Lee has created will open the floor for different interpretations but will also be differentiated automatically in terms of ability level because of the nature of the task. This type of activity could also be adapted for a group storytelling activity, where the class as a whole (or small groups) do an invented read aloud of the book. Students could also use the books prompt of imagined worlds to consider what their world would look like and where they would get the idea for certain parts of it (like the wolf in the girl's invented world that was inspired by a broken boot). Wordless books seem to inspire an abundance of creative lesson plans.

Going Home

Going Home
by Eve Bunting (1996)

         This book delves into the difficulties for migrant workers in terms of leaving their native countries and finding new lives. For Carlos, he cannot understand why Mexico is home for his parents when it does not feel like home for him. His visit makes him understand, but then he becomes a character torn between the two places he considers home. This book represents a reality for a lot of families in the United States, but even people who have not recently immigrated could relate to the concept of not knowing where home truly is. The integration of Spanish words and stunning colorful illustrations make the book beautifully representative of Mexico, though. David Diaz combines his illustrations with background photographs of Mexican ceramics, papier mache, and tapestries. The book becomes a cultural experience because of all of these elements.
         I would use this book in an ESL classroom as a read aloud for students (because the book is fairly text heavy I think most English Language Learners would have difficulty reading it individually). I believe the concept of home will be a familiar one and students from all linguistic and cultural backgrounds will appreciate the story. I also believe that this text would be useful for ELLs from a number of language proficiency levels because the illustrations reinforce the text and beautifully establish the setting. In the regular classroom this book could be an introduction to concepts of immigration, migrant workers, or social justice -- reading the text would encourage all students to consider what life is like in the United States for people not born here. The text could also be used for younger children in units about family -- this book could help show the variety of families that live in the U.S. or abroad.

A lesson plan that includes a discussion of this text and Grandfather's Journey by Allen Say can be found here.

Who's Got Game?

Who's Got Game? The Ant or the Grasshopper?

by Toni & Slade Morrison (2003)

         Who's Got Game offers a very contemporary take on Aesop's Fables, while also offering a more complex view of the one dimensional moral from the original story. The ant is involved in summer fun with the grasshopper in this version of the story, and recognizes the importance of the art that they create together -- but still decides to turn the grasshopper out in the end. But the grasshopper himself is not looking for simple handouts, but respect. The Morrisons use colorful slang and a rhyming hip-hop style to pose their questions and illustrator Pascal Lemaitre uses an inexact cartoon style to convey the somewhat ambiguous message, giving the entire text a very modern feel.
        I believe this text could be used in a literature or writing unit that focuses on adaptations of classic texts. This book completely changes the emotion of the original fable and complicates the moral, but maintains major plot elements that make it clear that it is a reworking of another text. Modern versions of fairy tales, fables, and classic stories offer a variety of perspectives that can be examined and analyzed. I personally am interested in how songs are changed when they are covered by different artists, and this could be another element of the exploration. What do authors and artists choose to keep the same? What do they change? How does this affect the story? How can you tell it is still based on the original? All of these are questions that can be raised for any format of adaptation.

Street Music: City Poems

Street Music: City Poems
by Arnold Adoff (1995)

          The poetry in Street Music offers glimpses into city life through Adoff's phenomenal use of rhythm and repetition. The poem after which the entire collection is named really shows that rhythm -- and the way letters and words are spaced in the text change the pace during reading and emphasize certain parts. He writes "v o c a b u l a r i e s of clash flash screeching hot metal
l a  n g u a g e c o m b i n a t i o n s," where "clash flash screeching hot metal" are pushed together simulating the speed and sound of cars in the city. Karen Barbour's vibrant paintings bring to life the urban environment as well, adding further poetry and a contemporary jazz feel to Adoff's language. I was a bit taken aback, however, when a poem largely about people enjoying a park used the line "Pigeons with red eyes peck at empty c r a c k v i a l s." It seems to be thrown in and makes the poem more adult without contextualizing the drug issue in any way. His poem on homelessness, although from an observer's perspective, covers important social issues in a way that would be more accessible to children and might offer a starting point to discuss homelessness in a holistic way.
          This text could be included in a genre study of poetry because Adoff includes a number of contemporary poetry styles in his book -- some seem to be coffee-house style beat poetry, other poems integrate prose pieces or repetition and rhyme. I had read a review of this book that claimed it was a "self-consciously hip collection that strains to be stylish and modern," but I hardly feel this is the case. This is a very adult-oriented read of the book, and I believe children will appreciate the contemporary style and will not take it as parody of any kind. "Street Music" also seems as though it would work well for practicing reading poetry aloud that does not have a set rhyming pattern or a set number of syllables in a line. Students should be challenged to think about the presentation of materials that follow a more open and free verse.

The Lost Lake

The Lost Lake
by Allen Say (1989)

         The Lost Lake by Allen Say is different than many of his other books I have read because the focus is not on Japanese culture or Japanese Americans. The focus in this book is instead a camping trip that closes the distance between father and son as they search to find their own lake. I am drawn to the story because I spent a lot of time in my childhood backpacking and camping with my own father, and trying to find places where there were no traces of humans except for our own family. It is a powerful experience and Say artfully crafts the story around silences and discussions. Although the son wants his father to say more to him at the beginning of the story, the experience of finding a lake together and looking at it silently is perhaps the most meaningful connection of all.
         I believe this book would be a good introduction to outdoor education experiences for younger children. Although the book doesn't focus on conservation or survival skills or any specific outdoor education topics, it encourages students to appreciate untouched places. Students might consider an "untouched" place that they like to visit, even if it is just a spot in a nearby park, and write about why the place is so powerful. The book uses very simple language and might be a good book for students in the lower grades to challenge themselves to read alone.

A Is For the Americas

A Is For the Americas
by Cynthia Chin-Lee and Terri de la Peña (1999)

           This book covers information about the Americas from the arctic circle down to the southern tip of Argentina. The book covers topics A-Z about food, sports, languages, religion, animals, and more. Ch, ll and ñ are included in the final page of the book, representing the letters from the Spanish alphabet -- I wish they had been integrated into the main portion of the book as I feel English- and Spanish-speaking students would appreciate learning or recognizing where the letters actually are in the alphabet. This book could then easily be used as an introduction to pronunciation of the alphabet in Spanish for young students learning basic Spanish. The descriptions of the letters include a lot of information that extend beyond the single word. For example, P for posada includes information on the Christmas celebration in Mexico and festivities like breaking a piñata. The paintings by Enrique Sánchez embody myths, places, and animals with equally colorful and informative images, regardless of the part of the Americas they represent.
           As mentioned above this book could be used as an introduction to the Spanish language alphabet. But better yet I think this book could be used as part of an introduction to the variety of peoples in the Americas. The book begins discussing the different languages spoken in different countries in North, Central, and South America and discusses how there were hundreds of native languages at the time of European exploration. It could be discussed how traditions are maintained -- and although many groups in the Americas lost their original languages they still maintain ancient traditions or have adopted some traditions from the groups who colonized the shores. Since the book is so great in scope it would have to be an introduction for a social studies unit, where students could take concepts mentioned in A Is For the Americas and research them in greater detail. This book is probably not a good introductory book for primary grades because of the number of foreign words and the heavy amount of text, but seems like a good fit for intermediate or upper students, depending on the unit.

The Storm in the Barn

The Storm in the Barn
by Matt Phelan (2009)

2010 Scott O'Dell Award for Historical Fiction

         The Storm in the Barn is an unusual combination of Dust Bowl history, American folklore, and fantasy. Most of the story is told through the illustrations that follow the main character Jack -- and most of the frames lack text. A majority of the artwork uses light washes in browns and grays that is evocative of the past, while the fables told within the book are told in vibrant colors. The juxtaposition of colors and style seem to represent the difference between the harsh reality and the beauty of escape. This opposition is furthered through Jack's sister Dorothy's story -- as she escapes her illness by becoming "the other Dorothy" in the Land of Oz.  The fantasy elements in the text are a little abstract for me, but they offer a creative outlet in the midst of what some students may consider a dry piece of historical fiction.
         I would use this book in a classroom to introduce social studies history concepts like the Great Depression and the Dust Bowl. This book shows a number of the difficulties families faced during this terrible time in American history. This book could also be an introduction for students into the art of the graphic novel -- where students could analyze what elements the believe are important in books like this. They could consider what they would improve in the story and try writing their own graphic novel or adapting a previously written story into this illustrated format. The epigraph at the beginning of the book is well-chosen yet unusual ("Every theory of the course of events in nature is necessarily based on some process of simplification of the phenomena and is to some extent therefore a fairy tale" Sir Napier Shaw, Manual of Meterology) -- and could be used to discuss how this element is used in literature to further the story or encourage a certain viewpoint.

One Crazy Summer

One Crazy Summer

by Rita Williams-Garcia (2010)

2011 Newbery Honor Award recipient, 2011 Coretta Scott King Award, 2011 Scott O'Dell Award for Historical Fiction

         Williams-Garcia's book One Crazy Summer shows an amazing breadth of cultural and historical information, but this is embedded in a book which is poignant and personal. It is beautifully written, but still has the voice of its 11-year-old narrator Delphine, who feels she needs to be a representative of her race. This means completely different things when she's at home in New York with her Pa and Big Ma, compared to when she's staying with her Black Panther poet mother Cecile (or "Nzila") in Oakland California. But it is not only about discovering what it is to be black in America, but what it means when your mother abandons you as a child. The multi-layered storytelling and the complexity of emotion make this an excellent read for fourth grade students or adults alike. In addition to the excellently crafted story, Williams-Garcia has excellent word choice. The power of words is important in this book -- as proven when Delphine is arguing with Brother Kelvin about whether her and her sisters are 'black' or 'colored' girls -- and the narration uses juxtaposition of these concepts of self identity through phrases and adages representing the dichotomy between black and colored, new and old, urban and country.
         This book would be a great book to use in class when talking about the civil rights movement, including the Black Panthers, or any late 1960's American history. As Delphine says in the book, you never saw middle-aged female Black Panthers teaching classes in a summer school to a group of hungry kids in the news. The Black Panthers were always represented as a violent and radical group. I believe a lot of these ideas about the movement still exist in the present day -- and this book covers a number of aspects of the movement from Delphine's perspective. Although she is not completely on board with the movement and is a somewhat skeptical narrator, she represents an honest viewpoint that students could easily understand. On top of the historical aspects in the book, One Crazy Summer also shows struggles in terms of family and self-identity -- for African Americans, but also for any children coping with absent family members. All students could use this text to explore perspective in writing. How would this story be different if it was written from the perspective of the absent mother, Cecile? What parts of her story are we missing because it is narrated by Delphine? How would Big Ma write about Cecile or vice versa?

A Step From Heaven

A Step From Heaven
by An Na (2001)

2002 ALA Printz Award Winner

          A Step From Heaven is a text that covers amazing ground for a young adult book. The story is rich, complex, and dramatic without being insincere. An Na weaves in metaphors of God and flight and floating that all point towards feelings of faith and hope in a new land. Although the United States does not turn out to be the heaven Young Ju expected, the young narrator still uses these feelings and images as allegories of hope. The author seamlessly changes voice from a four-year-old's narration to an adult's, and shows personal growth as hope despite the fact that Young Ju's life is often stagnate because of her home life. This book was a powerful read that pulled together memories of the past and hopes for a better future.
         This book covers domestic violence and might therefore be controversial or inappropriate in certain classrooms. I do believe, however, that students should read and discuss a book that offers a perspective which not only covers abuse in families, but also the difficulties of being an immigrant. Young Ju is simultaneously encouraged to be an American girl but stifled at every turn because this image contradicts the image of a good Korean girl. The text also raises questions about the different ways that girls and boys are viewed in different cultures. There are so many discussions that need to be had that can be encouraged through this text. Christy Yingling discusses ways to approach these topics in the classroom here.