SPEAK by Laurie Halse Anderson

1.  BIBLIOGRAPHY

Anderson, Laurie. 1999. SPEAK. Harrisonburg, Virginia: RR Donnelley & Sons Company. ISBN 9780374371524

2.  PLOT SUMMARY

The summer of her ninth grade year, Melinda and a friend attended a senior party which soon turned in the wrong direction.  After have thee end of summer party busted by calling the cops Melinda Sordino is not a favorite person with her peers.  Her friends will not speak to her and people she does not even know hate her.  She feels the safest place is alone however she is wrong.  Unable to speak of the event that leads to her calling the cops she is unable to speak to her friends or even her family.  She suffers from depression, isolation, failing grades, and much more.  She survives, or rather hides, from her ninth grade year in the custodians closet.  She is finally able to confront and speak about that night.  Come to find out she was raped by a senior the night of the party and that is why she called the cops.  After her former best friend begins dating the rapist she tells her of the event.  Soon after her attacker confronts her and tries to rape her again, but this time she was able to fight back and scream catching the attention of some other people which came to her rescue. 

3.  CRITICAL ANALYSIS

Anderson speaks of a topic most try to avoid however she writes in such a way the reader can understand and learn from this book.  Each page is filled with the drama, issues, and insecurities that can be found in any high school.  Readers can relate to some of the issues in this book regardless of young or old.  Either they are currently dealing with these issues or they are able to recall them from their high school days.  This book is hard to read at times because of the depth of her emotion and pain…but even harder to put down.

SPEAK is full of symbolism.  For example, as Melinda begins to emerge from her depression she goes out to the family garden and begins to weed and clear it of all its debris.  This is symbolic of what is going on in her life and her needing to “weed” out the events of that night. 

4.  REVIEW EXCERPT(S)

*Starred review in HORN BOOK: “An uncannily funny book even as it plumbs the darkness, Speak will hold readers from first word to last.”

* KIRKUS REVIEWS: “The plot is gripping and the characters are powerfully drawn…its raw and unvarnished look…will be hard for readers to forget.”

*Starred review in BOOKLIST: “Melinda’s sarcastic wit, honesty, and courage make her a memorable character whose ultimate triumph will inspire and empower readers.”

*SCHOOL LIBRARY JOURNAL: “Melinda’s pain is palpable, and readers will totally empathize with her.  This is a compelling book, with sharp, crisp writing that draws readers in, engulfing them in the story.”

5.  CONNECTIONS

*Character Development- Have the students take Melinda’s character and create a chart of how her character develops throughout the book.

*Book Rags http://www.bookrags.com/studyguide-speak/?gwoRedirected=1:

This website offers an extensive study guide for SPEAK.  It also includes discussion questions, characters, setting, theme, style, and much more.

*Discuss about date rape and violence- If you feel comfortable have a discussion about date rape and dating violence with the class.  Discuss the signs of this topic and how to deal with these situations if you or someone you know encounters a situation like this.

*Laurie Halse Anderson web site- http://madwomanintheforest.com/:

Anderson’s web site is full of information for teachers, students, and for everyone.  It includes discussion guides for her books, lists of books, blog, and much more.

*Other books by Laurie Halse Anderson:

-WINTER GIRLS

-TWISTED

-PROM

-CATALYST

JOEY PIGZA LOSES CONTROL by Jack Gantos

1.  BIBLIOGRAPHY

Gantos, Jack. 2002. JOEY PIGZA LOSES CONTROL. Harrisonburg, Virginia: RR Donnelley & Sons Company. ISBN 9780439895293

2.  PLOT SUMMARY

This story begins when Joey’s mom sends him to visit his dad, who is an alcoholic, for six weeks during the summer.  He is very apprehensive about spending time with his father for the first time since he has missed out on so much of his life.  On the car to visit his father Joey drives his mom crazy being your typical hyperactive child.   Joey learns to face his problems and comes out of top despite the circumstances. 

3.  CRITICAL ANALYSIS

Gantos’ story includes a plot full of trouble, and discusses the issues of alcoholism, hyper activity, family struggles, absence of a parent, divorce, and worries about losing control of ones actions.  Readers may be able to relate to this some what dysfunctional family in some way as well as being effected by ADD.  If they have not personally been effected by these issues they may know someone who has been in these situations.  The story is written in first person so readers are able to get the story from Joey’s own perspective.  Throughout the story Joey learns a lot of life lesson about himself regarding his medication for ADD and to what makes a family. 

4.  REVIEW EXCERPT(S)

*Starred review in PUBLISHER WEEKLY: “Like its predecessor, this high-voltage, honest novel mixes humor, pain, fear, and courage with deceptive ease.  Struggling to please everyone even as he sees himself hurtling toward disaster, Joey emerges as a sympathetic hero, and his heart of gold never loses its shine.”

* SCHOOL LIBRARY JOURNAL:  “Readers will be drawn in immediately to the boy’s gripping first-person narrative and be pulled pell-mell through episodes that are at once hilarious, harrowing, and ultimately heartening as Joey grows to understand himself and the people around him.”

* Booklist: “Ganto’s skillful pacing, sly humor, and in-depth characterization make it a truly memorable read.”

*Newberry Honor Award

5.  CONNECTIONS

*Characters- Have the students make a list of Joey’s actions while taking his medication and without his medication.  Then ask the students whether they feel Joey should take his medication.  Why or why not?

*Brown-Bag Book Report

*Have the students write a diary entry from Joey’s perspective about one of the days he spent with his father.

*Other Joey Pigza books:

-I AM NOT JOEY PIGZA

-WHAT WOULD JOEY DO?

-JOEY PIGZA SWALLOWED THE KEY

THE ARRIVAL by Shaun Tan

1.  BIBLIOGRAPHY

Tan, Shaun. 2006. THE ARRIVAL. Scholastic. ISBN 9780439895293

2.  PLOT SUMMARY

In this wordless graphic novel, an unnamed man packs his bags and begins an unknown journey.  He is searching for a new home and a new life for his family.  Something is wreaking havoc and causing ciaos in his homeland so the family decides it is best to leave.  As a husband and father he decides it is best for his family for him to leave and find work and shelter in another country.   Leaving his home and family was a difficult decision…but one that pays off in the end.

3.  CRITICAL ANALYSIS

Tan’s captures the struggles and triumphs through his mesmerizing images.  His imagines truly tell a story with his simple muted illustrations.  Even though wordless books may take longer to read this book is well worth the time for the story it tells.  Each page leads the reader through his journey from his travels to his day to day life.  It is astonishing that such a meaningful story can be told without the use of one single word.

4.  REVIEW EXCERPT(S)

*Starred review in THE HORN BOOK: “Details…are woven with great effect into a realistic story.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Giff’s well-drawn, believable characters and vivid prose style make this an excellent choice.”

* Booklist: “With wry comedy and intense felling…Giff gets across a strong sense of what it was like on the home front during World War II….The friendship story is beautifully drawn.”

*Kirkus Review: “[A] deftly told story.”

*Starred review in PUBLISHER WEEKLY: “Haunting…a timeless stunner.”

*Newbery Honor Book – 1998

*ALA Notable Children’s Book

*Boston Globe-Horn Book Honor Book

5.  CONNECTIONS

*Discuss immigration as a class and then have the students research immigration using a variety of sources (such as internet, library, old newspapers, interviews, etc.).  Then have them compare and contrast immigration of the past to the present.

*Invite an immigrant into the classroom to share their story with the students.  Have the students write interview questions ahead of time to ask the guest.

Future reading:

-Maestro, Betsy. COMING TO AMERICA: THE STORY OF IMMIGRATION. ISBN 2590441515

-Reef, Catherine. ELLIS ISLAND. ISBN 0875184781

-Armstrong, Jennifer. LILI THE BRAVE. ISBN 0679872868

-Gross, Virginai. IT’S ONLY GOODBYE. ISBN 0670832898

MOON OVER MANIFEST by Clare Vanderpool

1.  BIBLIOGRAPHY

Vanderpool, Clare. 2010. MOON OVER MANIFEST. United States: Delacorte Press. ISBN 9780385738835

2.  PLOT SUMMARY

Vanderpool’s debut novel is a story of loss and redemption.  Abilene Tucker has been sent on a train to the town of Manifest, Kansas to stay with an old friend for the summer while her dad works.  Abilene feels abandoned having only a few possessions she exits the train in hopes of learning about her father’s earlier years.  When she arrives she is disappointed since the town is old and worn down; however, her disappointment quickly turned to excitement when she finds a hidden cigar box full of mementos and clues of the past.  After discovering interesting letters Abilene and her friends go on a journey to find the truth even though they were warned to “Leave Well Enough Alone”.  Finding Miss Sadie, who tells her stories and secrets of the past, only makes her more determined to find out more about her father. 

3.  CRITICAL ANALYSIS

Vanderpool’s writing is a charming novel full of historical mystery and enticing characters.  Her use of characters, style, and setting definitely are deserving of the Newbery Medal.  Vanderpool’s moves back and forth into time with her use of stories, newspaper articles, and letters to tell the story.  The different writing styles keep the reader interested and wanting more.

4.  REVIEW EXCERPT(S)

*Starred review in KIRKUS REVIEWS: “Readers will cherish every word up to the heartbreaking yet hopeful and deeply gratifying ending.”

*Starred review in PUBLISHER WEEKLY: “Replete with historical details and surprises, Vanderpool’s debut delights, while giving insight into family and community.”

*Starred review in BOOKLIST: “With believable dialogue, vocabulary, and imagery appropriate to time and place, and well developed characters, this rich and rewarding first novel is “like sucking on a butterscotch.  Smooth and sweet.”

*Newbery Medal- 2011

5.  CONNECTIONS

*Clare Vanderpool’s web site- http://www.clarevanderpool.com/
This website offers an abundance of resources including reviews and teacher resources. 

*Readers Guide Discussion Questions- http://www.midwestbooksellers.org/site/wp-content/uploads/2010/10/MoonManifest_MidCon_ReadGd_WEB.pdf

*The Classroom Bookshelf- http://classroombookshelf.blogspot.com/

Look here for ideas and suggestions for incorporating MOON OVER MANIFEST into the classroom.

*The Classroom Bookshelf Blog- http://classroombookshelf.blogspot.com:

Visit this blog for book reviews, teaching invitations, critical literacy, activities, and additional books.

*Check out the list of “Sources and Suggestions for Further Reading” located at the back of the book.

ELIJAH OF BUXTON by Christopher Paul Curtis

1.  BIBLIOGRAPHY

Curtis, Christopher. 2007. ELIJAH OF BUXTON. New York: Scholastic Press. ISBN 9780439023443

2.  PLOT SUMMARY

Elijah an eleven year old boy who was born into freedom lives near the American border in Buxton, Canada.  He and his family live in a settlement of runaway slaves.  As a young boy he made a great impression on Frederick Douglass, but things change when a former slave steals money from his friend.  Elijah discovers for himself what his parents went through to become free as he begins a journey to find to the thief.  Knowing only what it feels like to be free Elijah finds himself trying to gain the courage for the journey back home where he will always have freedom.

3.  CRITICAL ANALYSIS

This story of hope and determination is heartbreaking, exciting, and humorous it will keep its reader interested.  Curtis’s style shows through his use of dialect throughout the book, “Then cold as maple sap on a cold day, I started sliding my eyes off to the left…” and “The noise commenced again, sounding like someone fishing ‘round trying to figure which song they were ‘bout to hum”.  ELIJAH OF BUXTON’s setting is explicit and vividly describes the settlement as if the reader were there.  Each character has their own personality and is well developed allowing the reader to understand every character.

4.  REVIEW EXCERPT(S)

*CHILDREN’S LITERATURE- “Christopher Paul Curtis knows how to write characters so engaging and believable you want to meet them in person.”

*Coretta Scott King Award- 2008

*Newbery Honor Book- 2008

*Starred review in BOOKLIST: “Central to the story, these scenes show an emotional range and a subtlety unusual in children’s fiction.”

*ALAN REVIEW: “Though written in modified dialect, the language flows and rolls off the page like poetry.”

*KIRKUS REVIEW: “…a setting so thoroughly evoked, with characters so real, that readers will live the story, not just read it.”

5.  CONNECTIONS

*The Underground Railroad www.nationalgeographic.com/railroad:

Have the students take a virtual journey of the Underground Railroad.  Also have the students research the Underground Railroad and report interesting facts to the class.

*Writing- Have the students write a letter to Fredrick Douglass from the perspective of Elijah Freeman about his experiences as the youngest conductor on the Underground Railroad.

*Scholastic: The Underground Railroad http://teacher.scholastic.com/activities/bhistory/underground_railroad/:

This is a great resource for exploring the Underground Railroad.  This web site also has teachers guides, activities, resources, and much more.

LILY’S CROSSING by Patricia Reilly Giff

1.  BIBLIOGRAPHY

Giff, Patricia. 1997. LILY’S CROSSING. Bantam Doubleday Dell Books for Young Readers. ISBN 0440414539

2.  PLOT SUMMARY

Lily would spend her summers at her family’s summer house by the Atlantic Ocean in Rockaway; however, the summer of 1944 was much different.  World War II changed everyone’s life even Lily’s.  Her best friend moved away so her father could work in a wartime factory town, and even more devastating her father was headed overseas to war.  Lily meets a refugee from Hungary, Albert, which has a secret sewn in his coat.  Over time the two become friends both of which have secrets and both have told lies.  One of Lily’s lies could cost Albert his life.

3.  CRITICAL ANALYSIS

Giff’s story of friendship will keep its young reader interested for hours.  With the story being of war and how it affects kids and their family’s readers will gain a deeper understanding of what families go through during this time.  Readers will get a true picture of what is like during this time through the descriptions of the setting.  The powerful themes of this story come out through the power of friendship.  The readers will also be able to relate to these characters and some parts of their lives.

4.  REVIEW EXCERPT(S)

*Starred review in THE HORN BOOK: “Details…are woven with great effect into a realistic story.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Giff’s well-drawn, believable characters and vivid prose style make this an excellent choice.”

* Booklist: “With wry comedy and intense felling…Giff gets across a strong sense of what it was like on the home front during World War II….The friendship story is beautifully drawn.”

*Kirkus Review: “[A] deftly told story”

*Newbery Honor Book – 1998

*ALA Notable Children’s Book

*Boston Globe-Horn Book Honor Book

5.  CONNECTIONS

*Pre-Reading Activity- Have the students research and find articles in news magazines about the 50^th anniversary celebration of D-Day.  The students will present their findings to the class especially any unusual facts or moving stories.

*Language Arts (writing)- Have the students write a journal entry from Lily’s perspective on the day her father leaves for war.

* Language Arts (reading)- Have the students compare and contrast the feelings of Lily, Margaret, and Albert as well as how each of the characters dealt with their feelings.

*Social Studies- Have the students research which supplies were rationed during this time and the impact it had on society.

* Future Reading:

-Maclachlan, Patricia. JOURNEY. ISBN 0385304277

-Lowry, Lois. NUMBER THE STARS. ISBN 0440227534

-Freedman, J. STARRING SALLY. ISBN 0440482534

BIGGEST, STRONGEST, FASTEST by Steve Jenkins

1.  BIBLIOGRAPHY

Jenkins, Steve. 1995. BIGGEST, STRONGEST, FASTEST. Boston: Houghton Mifflin Company. ISBN 0395861365

2.  PLOT SUMMARY

Through this informative book you gain the knowledge of fourteen animals that hold “world records”.  Some of the records include the smallest, largest, slowest, fastest, strongest, best jumper, and many more.  Readers can see the animals size in relation to something they know.  Take a journey into the lives of these fourteen animals! 

3.  CRITICAL ANALYSIS

Jenkins’ writing is simple yet informative.  The facts are just one sentence long for the most part however in the bottom corner of the page further explanation is given.  Not only does he give an explanation but an actual comparison, “It weighs as much as a Ping-Pong ball.” and “It weighs 1/30 of an ounce—less than a dime.”  These explanations and comparisons allow the reader to truly understand the record these animals hold.  The chart located in the back of book allows the reader to see the record, size, diet, and range of the animal at a glance.

Jenkins’ full color paper collage illustrations bring these animals to life.  He is able to capture the different shades of the elephant and the vibrant colors of the hummingbird.  His use of black ink for the comparisons at the bottom of the page, such as the comparison of the human hand to the spider and the electric eel to five light bulbs, allows the reader to visualize the record held by the animal.

4.  REVIEW EXCERPT(S)

*Starred review in BOOKLIST: “The facts are amazing.  Their juxtaposition make you gasp, not just about size and speed but about comparative wonders.”

*Starred review in SCHOOL LIBRARY JOURNAL:  “Large, clear print; fascinating facts; and beautiful, detailed, cut-paper collages make this excellent title a delight.”

*Starred review in Booklist, ALA: “Here’s proof that power isn’t just about size and that science can be a lot of fun.”

*THE HORN BOOK: “A book that will stimulate thought and discussion about animals, art, and comparisons.”

*Outstanding Science Trade Book for Children, National Science Teachers Association—Children’s Book Council

*BOOKLIST Editor’s Choice

5.  CONNECTIONS

* Predictions - Have the students look at the book’s cover, think about the title, then predict what the book will be about.

*Question Strategies - As the teacher reads the book aloud he/she will model what asking question during reading looks like.  For example read to the giraffe page and read “The tallest animal is the giraffe.” the teacher will stop and think aloud “I wonder how tall giraffes are” then he/she will model writing that question on a sticky note and place it on the page.  Next the teacher will continue reading and when the question is answered model writing the answer on the sticky note.  Continue reading the book and model asking and answering your questions.  Have the students practice this strategy at read to self time.

*Become an Animal Expert: Divide the students into groups and have each group choose an animal from the book.  Have the students research facts about their animal and become an animal expert.  Include information such as the animal’s habitat, characteristics, food web, etc.  Students may choose to create a poster, diorama, or a slideshow presentation.  Students will present their findings to the class.