Module 15 - The Absolutely True Diary of a Part-Time Indian

April 29-May 2, 2013

2007 National Book Award for Young People's Literature

2008 Boston Globe-Horn Book Award, Fiction and Poetry

2010 California Young Reader Medal

School Library Journal Best Books of 2007

2008 Young Adult Library Services Association Top Ten Best Books for Young Adults

Bibliography:

Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York: Little, Brown.

Summary:

Junior, a Native American who lives on the Spokane Indian reservation, was born with water on the brain. This made him just a little bit different than the rest of us. He looks different, stutters and has a lisp, and generally is fodder for every bully around. But there’s something else different about him…he doesn’t want to be just like everyone else after all. Junior struggles with his need to break the mold and do better than following in the same path of poverty like his parents and fellow community members. He risks it all to venture out on his own path and although scary, finds himself in the process.

Impression:

I really enjoyed reading this book. Junior made me laugh, made me cry and made me root for him all the way to the end. This is definitely one of those stories where you’re pulling for the underdog as you remember yourself being in his shoes at least once.

Reviews:

Arnold Spirit, a goofy-looking dork with a decent jumpshot, spends his time lamenting life on the “poor-ass” Spokane Indian reservation, drawing cartoons (which accompany, and often provide more insight than, the narrative), and, along with his aptly named pal Rowdy, laughing those laughs over anything and nothing that affix best friends so intricately together. When a teacher pleads with Arnold to want more, to escape the hopelessness of the rez, Arnold switches to a rich white school and immediately becomes as much an outcast in his own community as he is a curiosity in his new one. He weathers the typical teenage indignations and triumphs like a champ but soon faces far more trying ordeals as his home life begins to crumble and decay amidst the suffocating mire of alcoholism on the reservation. Alexie’s humor and prose are easygoing and well suited to his young audience, and he doesn’t pull many punches as he levels his eye at stereotypes both warranted and inapt.  A few of the plotlines fade to gray by the end, but this ultimately affirms the incredible power of best friends to hurt and heal in equal measure. Younger teens looking for the strength to lift themselves out of rough situations would do well to start here.

Chipman, I. (2007). The absolutely true diary of a part-time indian. The Booklist, 103(22), 61-61.

The line between dramatic monologue, verse novel, and standup comedy gets unequivocally -- and hilariously and triumphantly -- bent in this novel about coming of age on the rez. Urged on by a math teacher whose nose he has just broken, Junior, fourteen, decides to make the iffy commute from his Spokane Indian reservation to attend high school in Reardan, a small town twenty miles away. He's tired of his impoverished circumstances ("Adam and Eve covered their privates with fig leaves; the first Indians covered their privates with their tiny hands"), but while he hopes his new school will offer him a better education, he knows the odds aren't exactly with him: "What was I doing at Reardan, whose mascot was an Indian, thereby making me the only other Indian in town?" But he makes friends (most notably the class dork Gordy), gets a girlfriend, and even (though short, nearsighted, and slightly disabled from birth defects) lands a spot on the varsity basketball team, which inevitably leads to a showdown with his own home team, led by his former best friend Rowdy. Junior's narration is intensely alive and rat-a-tat-tat with short paragraphs and one-liners ("If God hadn't wanted us to masturbate, then God wouldn't have given us thumbs"). The dominant mode of the novel is comic, even though there's plenty of sadness, as when Junior's sister manages to shake off depression long enough to elope -- only to die, passed out from drinking, in a fire. Junior's spirit, though, is unquenchable, and his style inimitable, not least in the take-no-prisoners cartoons he draws (as expertly depicted by comics artist Forney) from his bicultural experience.

Sutton, R. (2007). The absolutely true diary of a part-time indian. The Horn Book Magazine, 83(5), 563-564.

Uses:

This would be an excellent choice for display during Banned Book Week in a high school setting. Students may take more interest in reading this because of the negative connotation placed on it by this categorization.

Module 14 - Cool Salsa

April 22-28, 2013

American Library Association Best Books for Young Adults

American Library Association Quick Picks for Young Adults

Americas Award for Children’s and Young Adult Literature, Commended

NCSS-CBC Notable Trade Book in the Field of Social Studies

Bulletin of the Center for Children’s Books Blue Ribbon Award

Horn Book Magazine Fanfare List

School Library Journal Best Books of the Year

Bibliography:

Carlson, L. M. (ed.) (1994). Cool salsa: bilingual poems on growing up Latino in the United States. New York: Henry Holt and Company.

Summary:

This collection of poems written by latino writers celebrate a predominant culture in our society and explore the feelings, thoughts and struggles of individuals as they learn to traverse everyday life. The poems express frustrations and questions faced by the writers as they learn a new language, see their differences more vividly (as in Why am I so brown?) and acceptance (We would like you to know). In this journey through latino literature written in both English and Spanish, we see the heart of latino culture and yearn for more.

Impressions:

I particularly enjoyed the perspective brought to readers through short poems on a variety of topics. The utilization of both Spanish and English translations make this ideal to use when working with ESL students trying to improve their English while giving them quality literature they can relate to. I would be happy to have this book as part of my collection.

Reviews:

This collection presents poems by 29 Mexican-American, Cuban-American, Puerto Rican, and other Central and South American poets, including Sandra Cisneros, Luis J. Rodriguez, Pat Mora, Gary Soto, Ana Castillo, Oscar Hijuelos, Ed J. Vega, Judith Ortiz Cofer, and other Latino writers both contemporary and historical. Brief biographical notes on the authors are provided. All the poems deal with experiences of teenagers and are divided into six categories: School Days, Home and Homeland, Memories, Hard Times, Time to Party, and A Promising Future. Though long a part of our heritage, the Latino tradition has only belatedly received the recognition it deserves. Serving as a means of celebrating the Latino culture, the collection also gives teens a basis for thinking about culture, prejudice, and stereotyping. Most of the poems are presented in English and Spanish. Some are translated from original English, some from original Spanish, and a few are written in a combination of English and Spanish. A glossary is included for Spanish terms in those poems that are not translated. Recommended.

York, S. (1994). Reviews: Fiction. Book Report, 13(3), 49.

"Welcome to ESL 100, English Surely Latinized, ingles con chile y cilantro, English as American / as Benito Juarez. Welcome, muchachos from Xochicalco, / learn the language of dolares [dollars] and dolores [pains], of kings/and queens, of Donald Duck and Batman. Holy Toluca!" Gina Valdes' "English con Salsa" leads off this anthology, setting the stage, as it were, for a wonderful assortment of poems that express Latino culture and the concerns of growing up in the U.S. Some of the poems are presented bilingually, translated from the original English or vice versa; others are a telling mix of both languages--"not necessarily Spanglish," according to Carlson. And although the poems are quite diverse stylistically and in subject matter, they all speak to the teenage experience, and the central sense that emerges from the whole is that the very mingling of the two languages is important in assimilating the two cultures and in maintaining an awareness of yourself and your heritage. Hence, slang and fractured grammar slip into both languages here, but at times the Spanish rendition is awkward. (For example, why call the living room el living, rather than la sala?) Some of the pieces express the pain of facing prejudice or brutality; others celebrate the beat of Latino life--the joys of good hot dogs, parties, mangoes, dancing, love.

Estes, S. (1994, November 1). Cool salsa: Bilingual poems on growing up Latino in the United States. Booklist, 91(5), 488.

Uses: Since my library is located in downtown San Antonio, I would display this book and read excerpts to classes during Fiesta and Cinco de Mayo.

Module 13 - Diary of a Wimpy Kid

April 15-21, 2013

Bibliography:

Kinney, J. (2007). Diary of a wimpy kid: Greg Heffley's journal. New York: Amulet Books.

Summary:

Greg is a typical boy starting middle school with all the angst and pressure to fit in and seem normal. He spends his time reluctantly creating a journal about his days, following interactions with teachers and other students and revealing the hierarchy of the middle school food chain. Greg has a best friend, Rowley, but mostly because he feels sorry for him. Greg gets Rowley in trouble for something he did himself and lets Rowley take the blame before fessing up. Rowley and Greg go through the typical talking – not talking – talking phases as they work through their issues and traverse middle school and all its nuances.

Impressions:

I really did not enjoy this book at all. I did like the short, chunked writing and captions but thought that Greg was a poor example for children to follow. My six year old has become interested in the series of books because another kid at school brought his. She likes the comic style of the book but after reading it, I really don’t want her to read it at her age.

Reviews:

The first year in the middle-school life of Greg Heffley is chronicled in this laughout-loud novel that first appeared on the Internet. Greg tells his story in a series of short, episodic chapters. Most revolve around the adolescent male curse: the need to do incredibly dumb things because they seem to be a good idea at the time. Yet, unlike some other books about kids of this age, there's no sense of a slightly condescending adult writer behind the main character. At every moment, Greg seems real, and the engrossed reader will even occasionally see the logic in some of his choices. Greatly adding to the humor are Kinney's cartoons, which appear on every page. The simple line drawings perfectly capture archetypes of growing up, such as a preschool-age little brother, out-of-touch teachers, and an assortment of class nerds. Lots of fun throughout.

Morning, T. (2007). Diary of a wimpy kid. The Booklist, 103(15), 45-45.

Now on many a best-seller list, Kinney's print incarnation of the Web-based "Diary of a Wimpy Kid" comic is a laugh-out-loud journal kept by middle-schooler Greg Heffley (Just don't expect him to be "all 'Dear Diary' this and 'Dear Diary' that.") This "novel in cartoons" features a mix of text and black-and-white spot art, and the first-person narration is a hoot, whether Greg is describing the difference between school and TV wrestling, or the reason why his grandma's house was T.P.'d. Perfect for reluctant readers, this is the first of five promised Wimpy Kid books.

Tillotson, L. (2008). Diary of a wimpy kid. Book Links, 17, 19-20.

Uses: I would use this book and the others in the series to create a section celebrating and highlighting the books of authors in their birth month (his is in February). Each month I would select an author and display their work, organize a reading and encourage students to read what the author has written.

Module 12 - Martin's Big Words

April 8-14, 2013

Jane Addams Children’s Book Award

National Council of Teachers of English, Orbis Pictus Honor Book

Caldecott Honor Book

Coretta Scott King Honor Book

ALA Notable Children’s Book

Bibliography:

Rappaport, D. (2001). Martin's big words: the life of Dr. Martin Luther King, Jr. New York: Jump at the Sun/Hyperion Books For Children.

Summary:

In this book, we see the future civil rights leader as a child processing the prejudice he sees in the world around him. His mother influences him to understand that he is just as good as anyone else. As he grows into a minister and speaks of tolerance and equality, he seeks to make change for his people by using his words, not his fists. King becomes an history maker with his words and makes the world a better place for African Americans before his life is taken in Memphis.

Impressions:

Written for lower grades, this book is beautifully presented with stunning collages and few words, lending itself for simple storytelling and conversation. I like the simplicity of the story, just the facts, along with the list of important dates at the end. Although popular at the elementary level, I was delighted to find this as part of the collection at my high school library as well. It invokes a great message, use your words and make them count.

Reviews:

"Big words" influenced young Martin Luther King, Jr. in his resolve to heal a racially troubled nation. "Hate cannot drive out hate. Only love can do that." A minimal text and dramatic collage paintings create a stunning introduction to King's life and words. Video & audio avail. from Weston Woods.

Bock, L. (2003). Martin's big words. School Library Journal, 49(2), 98-98.

Using words instead of weapons, Dr. Martin Luther King, Jr., changed the course of history by galvanizing the civil rights movement with his passion for politics and pacifism. His profound belief in equality informed every aspect of his life and continues to enlighten people around the world today-if you want peace, work for justice.

Designed for younger children, this picture book biography pairs uncomplicated narrative text with short excerpts from some of King's well known speeches: The sheer power of his words is enhanced visually by a larger, bolder typeface, and Bryan Collier's collages-combining water-- color paintings, photographs, and patterned papers-effectively create a journalistic, you-are-there sense of immediacy. A timeline, bibliography, and Internet search tips are included for children who want to learn more.

Burke, L. T. (2002). Martin's big words. Reading Today, 19(4), 32-32.

Uses:

At the elementary level, I would use this book to read to classes as the school celebrates Martin Luther King’s birthday in January. Students could then create a collage to mimic the design of the pages in the book.

Module 11 - The Dinosaurs of Waterhouse Hawkins

ALA Notable Book

Caldecott Honor

Publishers Weekly Best Book of the Year

Bibliography:

Kerley, B. (2000). The dinosaurs of Waterhouse Hawkins: an illuminating history of Mr. Waterhouse Hawkins, artist and lecturer. New York: Scholastic.

Summary:

Benjamin Waterhouse Hawkins was an artist and who worked closely with a scientist to bring dinosaurs to life. Waterhouse was able to make determinations about the fossils to create life-size replicas of what the dinosaurs in Europe may have looked like, based on what scientists knew at the time about the fossils and how they compared to existing animals of the time. He used this as an opportunity to educate people about dinosaurs and was given the opportunity to create models of American dinosaurs for an area of Central Park dedicated solely for this purpose. That is until a corrupt politician and vandals put an end to it. So he moved on and created skeletons and murals for Princeton and the Smithsonian Institution before heading back home to Europe at the age of 71. Although many of his creations have been proven to be inaccurate as more fossils are discovered, he gave modern society the first glimpse of another time period. Some of his creations are still standing today.

Impressions:

What a fantastic story! I was entranced at the leap of faith this artist took by essentially creating something from almost nothing. What he did was bring the past to meet the present and although outdated now, he was a visionary for his time. I think students can connect to this person who went out on a limb and did something great.

Reviews:

Barbara Kerley's biography covers three periods in the life of Waterhouse Hawkins in England and America to chronicle his lifetime pursuit of scientific information and the artistic representation of dinosaurs. In the mid-1800s, with only a few dinosaur bones and tremendous creativity, Hawkins became the first person to extrapolate what dinosaurs might have looked like and to cast molds of them for the world to see. Aided by Richard Owen, the leading comparative anatomist of his time, Hawkins sculpted and gave "life" to dinosaurs housed, even today, in England's Crystal Palace. By contrast, his attempt to create similar models in New York City was thwarted by Boss Tweed's revengeful destruction of his work. Kerley baits readers by suggesting that the remains of Hawkins's dinosaur models may still be unearthed in Central Park. Kerley portrays the eternally inquisitive Hawkins as an entertainer as well as an artist and a scientist. Using a circus like design, from the Iguanodon dinner invitation used as the front bookplate to the menu on the back endpaper, Selznick reveals Hawkins's eccentricity. Dinner inside an Iguanodon is too good to miss.

The extensively researched endnotes by the author and the illustrator demonstrate use of primary documents such asl9th-century newspapers and Hawkins's own scrapbook, a 50-cent garage sale find. This scrapbook inspired the simulated leather cover and many of Selznick's artistic interpretations. Hawkins and Kerley model the inquiry process and may inspire readers to pursue biographical or scientific knowledge.

Duthie, C., Nancy, L. H., Julie, M. J., Richard, M. K., & al, e. (2002). The dinosaurs of Waterhouse Hawkins. Language Arts, 80(1), 71.

Hawkins, a British artist who combined scientific observation with sculptorly imagination to create the earliest full-scale dinosaur reconstructions, receives fanciful biographical treatment in three "ages" (chapters), corresponding to stages in his career. Kerley focuses on his commissions in England and the United States and on the destruction of his models-doubtless at the orders of New York's infamous Boss Tweed. Although there is much intrinsic interest in this aspect of Hawkins' story, dinophiles are here to see how Hawkins' interpolations stand the test of subsequent scholarship, and this juicy topic gets short shrift. Selznick's closing scene of comparative dinos displays anatomical contrasts, but it does so in a cartoonish fashion that may not satisfy children who take all this quite seriously. Dinosaurs rendered in fierce blues, teals, and purples would likely feel more at home on a toy shelf than on a museum display, and the two concluding pages of dense, double-columned author and illustrator notes pack intriguing details that listeners would probably have appreciated within the text. Still, this is a childfriendly introduction to an aspect of scientific procedure, and young museumgoers might justly ponder how today's life-size reconstructions may alter in years hence.

Bush, E. (2001). The dinosaurs of Waterhouse Hawkins. Bulletin of the Center for Children's Books, 55(2), 62.

Uses:

Since my library is part of a magnet school which concentrates on law and medicine, I would use this book to assist the art and science departments with introducing a unit on reconstruction of faces when only a skull is found.

Module 10 - The Other Side

March 25-31, 2013

ALA Notable Book

2001 Time of Wonder Award

2002 IRA Teacher’s Choice Award

2004 Louisiana Young Reader’s Choice Award

California Young Reader Medal Nominee

2003-2004 South Carolina Book Award Nominee

Bibliography:

Woodson, J. (2001). The other side. New York: Putnam's.

Summary:

Set in the South during a time of prejudice and segregation, Clover and Annie live on opposite sides of the same fence. They don’t understand why they cannot play together but they are from different races. Set in a time where races did not mingle, the girls balance obeying their mothers’ wishes to stay on their own side with wanting to play and build relationships.

Impressions:

Although I was not born yet when these issues were prominent, I recall my grandmother’s prejudices because of her upbringing in Arkansas and distinctly remember not being able to have friends over who were not white. In elementary I was one of three white kids in the entire school and I saw no differences. Color never mattered to me, as with these two children. It is the prejudice of the parents and their generation that was being impressed upon them and they were making their own choices. I felt a familiarity with this story and will share it and my own experiences with my children as they grow older.

Reviews:

Told by their mamas to stay on their own sides of the fence that divides their racially segregated town, two little girls (one black and one white) find a way to straddle the barrier and become friends. Glorious watercolors capture the long summer days. It's a slice of recent American history made accessible to young children.

Rovenger, J. (2001). The other side. Scholastic Parent & Child, 9, 18.

A fence in rural segregated America separates two girls, one African American and one white. Their mothers tell them not to go on the other side of the fence, but they never forbade sitting on the fence; through that beginning, the girls become friends. Their friendship shows how people can take small steps to change a negative environment.

Goss, G. (2004). The other side. Book Links, 13, 26.

Uses:

In addition to Martin’s Big Words, I would use this book to read to lower grades when they are studying Martin Luther King, Jr. and civil rights. It is useful for interpreting the prejudices of adults passed down to the children who don’t understand.

Module 9 - The Face on the Milk Carton

March 18-24, 2013

Cooney, Caroline THE FACE ON THE MILK CARTON

Bibliography:

Cooney, C. B. (1990). The face on the milk carton. New York: Delacorte Press.

Summary:

Janie Johnson is a typical teenager looking forward to getting her driver’s license. Whenever she asks her mother for her birth certificate, she is always given an excuse as to why she can’t get it for her. Although this is curious, it is not as unsettling for Janie as her red hair. No one else in her family has red hair. Where did it come from? And why aren’t there any baby pictures of her? These nagging questions remain just that until one day in the cafeteria she notices a picture of a little girl on the side of a milk carton. She looks familiar, as does the polka dot dress she is wearing. It seems to set in motion memories of twins and other children in a kitchen. Janie didn’t want to believe this could be true so she set about checking things out for herself. She and her best friend skipped school and went to the town where the missing girl was from and found the house she lived in, as red-headed children, including twins, got off the bus after school and went inside. Further research in her home revealed the polka dot dress she remembered wearing as a child, and memories of willingly going with someone who bought her ice cream as a young girl. Janie’s conversation with her parents revealed an interesting story, one in which she was actually her granddaughter, at least they thought. Their own daughter brought this girl to them to care for before going back to the cult she had fallen into. Only Janie did not think this was entirely true. The story ends with a cliffhanger, where you are left to create for yourself the reactions of a family who have mourned their loss for far too long.   

Impressions:

This was a quick read, and one which catches any parent right in their heart. I remember seeing pictures on the milk cartons when I was a kid and never thought anything of it, except that it was sad. But as a parent myself now, I can’t imagine losing a child in such a way, or having my child grow up never realizing what their true story is. Although this is a story with a happy ending, at least we are led to believe that, I find myself sad for the lost years and memories that will never be reclaimed.

Reviews:

Alyssa Bresnahan brings to life the character of 15-year-old Janie Johnson, a teenager whose typical angst is compounded when she discovers her picture on a milk carton as a missing child. Searching for the truth behind the kidnapping consumes Janie as she tries to maintain the balance between the craziness of her discovery and the teenage world of school, dates, and friends. Bresnahan deftly portrays each character, creating a unique voice for each. The sense of terror that develops in Janie is exhibited by the rising tension in the narrator's voice. Read equally well is the part of Janie's parents-their voices changing during the course of the story from professional and upbeat to wary and defeated. The progression of the characters complements the piece nicely. While the pace of the recording remains steady, it is slightly too slow and tedious at times to accompany this suspenseful tale. However, this does not outweigh the value of Caroline B. Cooney's excellent story (BDD, 1996) which has been a favorite read for young teenagers, an IRA-CBC Children's Choice Book, and the subject of a television special. The popularity of the book will cause this recording to leap off the shelves.

Freeman, D. B. (1998). The face on the milk carton. School Library Journal, 44(9), 152.

As she stares at the face of a little girl on a milk carton, fifteen-year-old Janie Johnson recognizes herself in pigtails and a white-collared dress. Unable to concentrate on her current life, she gropes for an answer, a personal history, a way back to the lively world she has loved for so many years. This fine book has suspense. It has romance. It has characters so real you will want to check your own family album! Caroline Cooney beckons the reader with fine writing that offers immediate action and an abundance of sharp, accurate descriptions.

Christian, J. A. (1992). Serious business -- The face on the milk carton by Caroline B. Cooney. English Journal, 81(2), 89.

Uses: I would use this book to highlight the mystery genre to students, along with a selection of other books that fit. As a book club, I would also use this book for review and discussion.

Module 8 - Twilight

March 4-10, 2013

TWILIGHT

Bibliography:

Meyer, Stephenie. (2005). Twilight. New York: Little, Brown.

Summary:

Bella relocates to Forks, Washington to spend her remaining high school years with her dad while her mom travels with her new baseball-player husband. With new surroundings comes traversing high school as the “new girl.” Soon after her arrival, her attention is drawn to Edward Cullen, “son” of a popular physician in town. Unbeknownst to her, he is drawn to her as well. Through suspicion, conversation with her old friend Jacob, and research of her own, Bella learns the truth behind the Cullens, the fact that they are vampires. This particular vampire family that she becomes close to, and even closer to Edward, choose to go against traditional behavior and feed only on animal blood, assuring Bella her safety. The difficulty is the unique characteristic of Bella’s blood…one which is highly attractive to vampires in general. This detail lands Bella in serious trouble as a band of vampires “smells” her and chooses to make her their meal. It is then that the Cullens protect this human as one of their own, sealing Bella’s fate as a member of their own unique family.

Impressions:

Somehow I managed to avoid the Twilight phenomenon up until now. I tend to stay away from the books that get all the attention because I tend to be disappointed. I was never interested in this in particular because I didn’t like the casting and hype but once I committed to reading the book, I have to say I was truly pleasantly surprised. Meyer created a unique perspective on the vampire genre and it led to a remarkable following. The characters were believable and even likeable. The emphasis on humanizing the inhuman and traversing high school anxiety in the process brings with it an all too familiar feeling of high school drama that always exists.

Reviews:

When seventeen-year-old Bella Swan moves in with her dad in the small town of Forks, Washington, she's immediately Fascinated by one of her new classmates, the distant but exquisitely handsome Edward Cullen. Though Edward is obviously drawn towards Bella as well, he is clearly conflicted, warning her away from him, and she eventually guesses why: he's a vampire. Like the rest of his unusual enclave, he has forsworn feeding on humans, but Bella tempts his appetite as well as completely capturing his heart. A trusting Bella has confidence in Edward's increasing self-control, but it's not Edward she has to worry about when a group of visiting vampires encounters her among Edward's family and fixes on her as their prey. The story moves slowly, spending an excessive amount of time on extended description and contemplation of Edward's physical beauty ("He was too perfect. . . . There was no way this godlike creature could be meant for me") and a general tendency to tell at length rather than show; it's not until the last quarter that the vampire hunt delivers the suspense and action promised in the opening scene. The notion of the vampire struggling with self-abnegation is a philosophically intriguing one, though, and Meyer makes original use of the classic subtext in her conflation of Edward's different kinds of appetites. The matter-of-factness of Bella's narration makes her seem an accessibly ordinary teen even as her calm acceptance of her boyfriend's vampirism supports the notion that she is highly unusual in ways that arouse Edward's affections, not just his hunger. While this lacks the pace that some vampire lovers seek, readers may nonetheless find their appetites whetted by the risky, compelling romance.

Stevenson, D. (2005). Twilight. Bulletin of the Center for Children's Books, 59(4), 195.

Stephenie Meyer's Twilight takes place mostly in the small town of Forks on the Olympic Peninsula of northwest Washington. Because the sun shines less often in Forks than in any other community in the United States, an old, affluent, and accomplished family of vampires has settled in the area. Isabella (Bella) Swan's parents have been divorced since she was an infant, but she has regularly visited her single father who is the town's police chief, and now she is moving to Forks from Phoenix, Arizona, to start her junior year of high school. She has chosen to do this so that her mother will be free to accompany her new partner, a professional baseball player, on his travels. Bella finds a new kind of popularity based largely on the fact that Edward Cullen-the most beautiful boy in school and one of the vampires-falls madly in love with her.

Twilight appeals to young women so much that I had to write this review from a library copy with a broken back and loose pages because my copy is still circulating among the female students in my YA literature class. The book is the ultimate romance. Back in the early 1980s when our most influential publishers began promoting teen romances, I did an ALAN presentation entitled, "The Jocks in Girls' Fiction: Characters without Support." Now, twenty-five years later, when I found myself staying up all night reading Meyer's Twilight, my old discomfort came flooding back. I'm bothered when authors of romances use words to "perfect" the attitudes and the actions of males much like the creators of pornography use makeup, airbrushes, and now computer graphics to "perfect" the bodies of females.

There is no way that a typical high school boy can compete with Edward Cullen, who is gorgeous beyond belief and who is so swift and strong that he can stop a car that is sliding toward Bella in the iced-over school parking lot. He is so prescient that he is on hand to rescue Bella when she finds herself alone and being threatened in a bad part of a nearby town where she had gone with friends to shop for a prom dress. No matter what Bella does, Edward remains steadfastly in love with her. And even though he was attracted to her because his extrasensitive nose can detect her "special" scent, their "love" is more romantic than sexual because Edward explains that he is so strong that if they had sex he might lose control and accidentally crush her or forget and bite her, thereby turning her into a vampire.

When I mentioned to one enchanted reader that I didn't like the way the book glorified sex and then skirted the real issue that most girls face, she gushed, "But that's why it's such a perfect plot!" Another reader who "loved the book" was so put off by my motherly worries that she assured me, "I know I'm not in school with vampires!" That's true, but still I would like to attach a warning label: "Read and enjoy-but please do not think you are a failure if your boyfriend is not as wonderful as Edward Cullen."

Alleen, P. N. (2006). Twilight. English Journal, 96(1), 94-95.

Uses:

Because of the overwhelming popularity of the Twilight series, I would use this book as a display item to promote similarly-themed literature that may not be receiving the same attention but will also keep students reading. I’d likely use a sign that said something like, “If you liked Twilight by Stephenie Meyer, take a look at these!” Hopefully it may entice others to take a look at some books that may have been lost in the stacks until now.

Module 7 - Stargirl / Deadline

February 24 - March 3, 2013

STARGIRL

 Bibliography:

Spinelli, J. (2000). Stargirl. New York: Knopf.

Summary:

Stargirl is the new girl at school and she’s a little different. She walks to the beat of her own drum, or ukulele, whatever the case may be. Although she doesn’t conform to the societal norms of high school, eventually she is embraced for her differences…then shunned for them. Leo is in awe of this girl and just can’t figure her out. Then one day there is a spark, a connection, and he is forever changed. See, Stargirl is an enigma, a force of nature, an odd little duck, as some may say. She doesn’t see the world the same as everyone else and this is her gift, and her curse. When her peers decide they’ve had enough of her shenanigans, the actions that make her unique, they turn their back on her. She doesn’t seem to care but Leo, well Leo has a difficult time getting the same treatment because of his association with her. Through their ups and downs, Stargirl makes an attempt to be “normal” but that doesn’t help and only makes her not “her” anymore. Stargirl returns, only to disappear forever soon after. As life goes on, eventually they see that she truly made a difference in their lives.

 

Impressions:

Although a little tough to get into at first, I soon felt I was back in high school and remembered the differences between my now-husband and myself and how much I could relate to Stargirl. Spinelli wonderfully captured the struggle between individuality and fitting in from the point of view of a high school boy, one not often seen in this genre.

 

Reviews:

Spinelli portrays an elegant and lifelike microcosm of high school life and the conflict between conformity and individuality. Susan nicknames herself "Stargirl" and at first dazzles her new friends and classmates, but then she enrages them with her offbeat antics. Leo, the narrator, is both in love with and disgusted with Stargirl. Spinelli's newest novel can be called a humorous tragedy and a unique love story.

Haar, D.V. (2002). Stargirl. Journal of Adolescent & Adult Literacy, 46(3), 218.

 

Peer pressure and conformity as well as first love are at the heart of this story about a very unusual girl who manages to change her new high school forever. (5 awards)

Hilbun, J., & Claes, J. (2007). Stargirl. Book Links, 16, 20.

Uses:

I would recommend this book for the boys to read, although the cover doesn’t scream “BOY” to me, or them, at all. In addition, I would encourage the students struggling to fit in to explore it as well and hold a discussion group using the questions in the back of the book.

 

 

DEADLINE

Bibliography:

Crutcher, C. (2007). Deadline. New York: Greenwillow Books.

Summary:

Ben Wolf is a high school senior who discovers he has incurable leukemia and has only a year to live. He is determined to make the most of it and live life to the fullest, leaving everyone around him none the wiser. Only his doctor and counselor are privy to his condition and he wants to keep it that way, against their better judgment. But he is an adult and has the right to keep this information private. His diagnosis leads him on a path of living life with no regret: joining the football team, going after THE girl, and leaving an indelible impression on his hometown so he won’t be forgotten after he’s gone. An eye-opening perspective of a teenager wise beyond his years (he learns he is dying and worries more about the feelings of the others around him), this book leaves you contemplating your own existence.

Impressions:

This book is heavy on the sports play-by-plays that I tended to lose interest in the detail but the human struggle Ben faces is one that any of us would relate to if faced with our own impending mortality. I loved his conversations with “Hey-soos” which allowed him to ask the questions he couldn’t talk about with anyone else.

 

Reviews:

After learning that he has a terminal disease and, at most, a year to live, eighteen-year-old Ben Wolf decides to keep the information to himself and to forgo all treatment, thinking that "my chances aren't about living, they're about living well." He changes sports from cross-country to football (now coached by Louie Banks, from Crutcher's Running Loose [rev. 8/831]) and becomes aggressive-and successful-in pursuing the smart and sexy Dallas Suzuki. He wants to "maximize his education" and becomes an autodidact, challenging what he sees as the meaningless drivel taught in high school. That Ben's social awareness parallels many of Crutcher's previous themes (freedom of speech, individual choice, free expression) will come as no surprise, but Ben's nothing-to-lose perspective allows both him and Crutcher to raise the stakes. As the year progresses,  Ben realizes that his decision is more complicated than he first knew: by not revealing his secret, he's also lying to family and friends. Ben particularly worries about his younger brother, fellow football-player Cody. Can he survive without Ben, or will Ben's death allow him to stand on his own? Multiple subplots-the most notable involving a guilty ex-priest-don't always add to the story and can inch over the top. But Crutcher's latest is for the most part an exhilarating read that will make readers wonder about the meaning and worth of their own lives.

Carter, B. (2007). Deadline. The Horn Book Magazine, 83(5), 569.

Just before his senior year, Ben Wolf is diagnosed with a rare, incurable leukemia. At 18, he has the legal right to keep the news to himself until he's ready to reveal it. With only his doctor and therapist in on his secret, Ben sets out to live an entire lifetime in a year: "There are insects that pack it all into a day," he reasons. His goals are to join his brother on the football team; learn everything he can; and ask out gorgeous Dallas Suzuki. Crutcher fits far too much into this ambitious novel, which includes subplots about incest, pedophilia, manic depression, and intellectual freedom, as well as a Jesus-like character who appears in visions. And readers may feel distanced from Ben, whose first-person voice and reactions never quite feel authentic. But, as usual, Crutcher writes vivid sports action scenes, and teens' interest will be held by the story's dramatic premise, Ben's unlikely turn as a football hero, love scenes with Dallas (including some mildly explicit sex), and Ben's high-gear pursuit of life's biggest questions.

Engberg, G. (2007). Deadline. The Booklist, 104(1), 131.

 

Uses:

I would recommend this to a student facing a loss or illness. It would also be one I would market toward the boys interested in sports as it is a great story of the underdog using determination and heart to succeed where others thought he wouldn’t.

Module 6 - Click Clack Moo, Cows That Type

February 18 - 24, 2013

 

 

Cronin, Doreen. CLICK CLACK MOO, COWS THAT TYPE

 

Bibliography:

Cronin, Doreen. (2000). Click, clack, moo: cows that type. New York: Simon & Schuster Books for Young Readers.

 

Summary:

When the cows discover a typewriter in the barn, they take the opportunity to tell the farmer that they are cold and need blankets. They decide to bargain with him and refuse to provide milk until they receive electric blankets. When he refuses, they bring the chickens in on the deal. They refuse to produce eggs! The duck, a neutral participant, decides to be the go-between in this deal – the typewriter for the electric blankets. The farmer agrees…then receives a typed letter from the duck requesting a diving board for the pond.

 

Impressions:

This book cracked me up! I enjoyed the simple story so much I made my daughter read it too. Although I may have to explain what a typewriter is to my audience, I would read this to all ages. In fact, I want to see what else this author has written in hopes that it is just as whimsical.

 

Reviews:

Life on the farm will never be the same after the cows discover an old typewriter. When Farmer Brown refuses their first written request for electric blankets, the determined cows go on strike. In a bold act of community organization, they convince the hens to join them, and soon the baffled farmer is out both milk and eggs. Neutral Duck arbitrates with hilarious results. Lewin's watercolors are as big, bold, and outrageous as the animals' demands. Video and audio versions available from Weston Woods.

Auerbach, B. (2005). Click, Clack, Moo: Cows That Type. School Library Journal, 51(9), 58.

Farmer Brown has a problem. His cows have found an old typewriter in the barn and are using it to make demands. They want electric blankets to keep them warm at night and are willing to withhold their milk until they get them. What is worse, the chickens have joined the cows in their strike. No more milk! No more eggs! The ducks are the not-so-neutral party. They carry the cows' and chickens' message, which promises to turn over the typewriter in exchange for blankets. Once Farmer Brown capitulates, however, the ducks have a few demands of their own. The delightfully understated text and expressive illustrations add to the hilarity. A read-aloud must for teachers who wish to create classroom space for conversations about literacy and power with even the youngest of readers.

Click, Clack, Moo (Book). (2002). Journal of Adolescent & Adult Literacy, 45(8), 794.

Uses:

I would read this to younger classes that come in to the library for story time. It would be a great book to use in a lesson on personification.

Module 5 - Remember: The Journey to School Integration / The Tequila Worm

February 11 - 17, 2013

 

Morrison, Toni. REMEMBER: THE JOURNEY TO SCHOOL INTEGRATION:

Bibliography:

Morrison, Toni. (2004). Remember: the journey to school integration. Boston: Houghton Mifflin Co.

 

Summary:

The Civil Rights Movement is presented from the perspective of African American children living through the integration process. The photographs help to instill the reality of a time long past but not long forgotten. You are presented with the feelings of fear and anxiety these students faced when trying to just become an equal.

 

Impressions:

I was impressed with the emotion expressed by the narrator and I feel that any student can understand and relate to the feelings of anxiety. The photographs also add to the authenticity of the subject matter and make this real for the reader. I really like books with authentic photos because they really help me understand a topic, especially when it relates to history as that seems to be my weakest area.

 

Reviews:

In her introduction, Toni Morrison describes the racial climate in the U. S. in the 1950s— the

burgeoning civil rights movement and the impact of Brown v. Board of Education. Morrison reaches out to engage readers in this pictorial essay on the topic of school integration with the

brief and thought-provoking words she imagines being spoken by the children, youth, and adults captured in the photographs. The images, spanning the years 1942 to 1989, document segregated and integrated schools and the civil rights movement. A timeline and photo notes at the end of the text give dates and descriptions to help readers correlate these images to the country’s history.

Remember: The Journey to School Integration. (2010). School Library Monthly, 27(2), 28.

 

Award-winning author Toni Morrison has crafted a sensitive pictorial essay of the tumultuous times of school integration. Photographs on every page lead the reader from the segregated schools and communities to the front page of the New York Times with its announcementof the Supreme Court decision, from the initial attempts at integration to classes finally being integrated. Readers will see pictures of Ruby Bridges, Rosa Parks, and Dr. Martin Luther King Jr. Without using inflammatory language Morrison succeeds in depicting the inhumanity of those days. Hopefully, this new generation of readers will recognize the injustices and never let them happen again. The uncaptioned pictures are placed in their historical context in the photo notes in the back matter along with a timeline of significant civil rights and school integration events. The book is dedicated to the four young girls killed in a Birmingham church bombing. Though a picture book in format, this title will touch the hearts of all, including students and adults who have not endured such treatment and those who have.

 

Manczuk, S. (2005). Remember: The Journey to School Integration. Library Media Connection, 23(4), 67.

 

Uses:

I would display and/or read this to students when they are studying the Civil Rights Movement. This could also be part of a display in the library of African American authors during Black History Month.

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THE TEQUILA WORM 

Bibliography:

Canales, V. (2005). The Tequila Worm. New York: Wendy Lamb Books.

Summary:

The Tequila Worm tells the tale of a young girl, Sofia, growing up in a Mexican-American family in border town south Texas. Surrounded by her close-knit family, Sofia learns of the value of the Mexican traditions passed down through generations of family members through the telling of stories, sharing of foods and dependence on her loved ones. Her dream is to make something of herself and after being teased in the school cafeteria for bring bean tacos for lunch, a coach leads her down a path that will change her course and encourage her to excel at school. Her hard work pays off when she wins a scholarship to attend a prestigious private school in Austin, TX, three hours away. Struggling with whether to pursue her dreams and leave her family and its traditions behind or stay home and follow the expected path for her, she is encouraged to follow her heart through a series of self-discovery moments where her family traditions teach her the things she will need to be successful in her pursuits.

Impressions:

I was drawn to this book because it is based in a culture I am married to don’t always fully understand. The references to areas of Texas I have visited and lived, stores I have shopped at and foods I have enjoyed were comforting and kept me reading to learn even more. I felt a kinship to Sofia and wanted to see her succeed in everything she attempted.

Reviews:

Sofia's Texas barrio is as full of Mexican culture--from storytellers to healers to Christmas tamales and Easter cascarones--as it is of love and warmth. To Sofia, though, it is also increasingly shabby and limited, and when a scholarship offer to an exclusive boarding school arrives she decides to leave her family and barrio behind. Family expectations and peers' racist attitudes challenge her academic dreams, but her successes ultimately lead her all the way to Harvard Law. Sofia narrates her journey (which parallels Canales' own experiences) from young childhood to adulthood in vignettes a half-page to several pages long (akin to Cisneros' landmark The House on Mango Street). Repeated elements such as the tequila worm (a cure for homesickness) and comadres (lifetime female friends almost like family) provide some continuity, but overall the vignette device makes the story feel fragmented. Situations and characters in the boarding school portion of the text are superficial compared to compelling portrayals of Sofia's close family and barrio, weakening the impact of the contrast between the two worlds. However, the novel is notable for its positive portrayal of a close-knit Mexican-American family in which a young Latina uses her brains to get ahead while never losing sight of her heritage.

Hommel, M. (2005). [The Tequila Worm]. Bulletin of the center for children's books, 59(2), 76.

Sofia, 14, lives in McAllen, TX. What she lacks in material possessions, she makes up for in personality and intelligence. When she is called a "taco head" by a student at her school, she decides to "kick that girl" by getting better grades and being a better soccer player than her tormentor. As a result of this determination, Sofia is offered a scholarship to the elite Saint Luke's school in Austin. Now she must convince her family and herself that she is up to the challenge. Canales includes vivid descriptions of life in a Mexican-American community. Her prose is engaging and easy to read, making this novel a good choice for reluctant readers. The momentum slows a bit after Sofia's arrival in Austin in contrast to the portion of the book set in McAllen. Still, the story is a good addition to most collections.

Buron, M., Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., & Raben, D. (2006). The tequila worm. School Library Journal, 52(2), 128.

 

Uses:

This would be great to use to introduce Spanish culture or as a study on cultural traditions.

Module 4 - The Twenty-One Balloons / Holes

February 4 - 10, 2013

THE TWENTY-ONE BALLOONS 

Bibliography:

duBois, William Pene. (1947). The 21 Balloons. New York: Viking.

Summary:

Professor William Waterman Sherman wants to have some alone time and decides to create a complete inhabitable environment he can attach a large balloon to and float across the surface of the Earth for the next year. He left with only one balloon, and three weeks later he was found floating in the ocean with the remains of 21 balloons. The question that everyone is asking is where did all of the balloons come from and how did he get so far from his launch area in only three weeks? Sherman tells a larger than life tale of his adventure that took him to the island of Krakatoa, secret home to twenty families, dangerous volcanic activity and more diamonds than you could imagine!

Impressions:

At first I didn’t want to read such an “old” story but was quickly sucked in. I truly enjoyed the adventure of it all and was intrigued with the scientific aspects of  living on an active volcanic island. The secretive actions of the inhabitants of Krakatoa reminded me of the show Lost and how Ben Linus and his crew had the submarine that was used to go out for supplies. The similarities kept me interested and wondering how in the world it was going to end. I think that secretly all of us seek the opportunity to escape our mundane lives and find a tale to tell.

Reviews:

A great adventure story, with a different kind of hero. Professor Sherman is a misanthrope (could he be one of the first anti-heroes?), and just wants to get away from it all (and I love him for it). Also unique in that the whole story is told as a talk to his club. When people are looking for a “classic book”, I always recommend this.

Bird, Elizabeth. (2012). Top 100 children’s novels #64: The twenty-one balloons by William Pene du Bois. School Library Journal.

 

The Twenty-One Balloons by William DuBois (Puffin, pap. 1986) has everything-balloon travel, diamond mines, wonderful inventions and a volcanic island that erupts while 82 people hover over it on a platform held aloft by balloons. The story is told by Professor William Sherman Waterman, a retired math teacher who is determined to fulfill his dream of travelling in a balloon high above the cares and concerns of the regular world for one year. Narrator John McDonough does a good job of sounding like the tired 66-year-old professor. The recorded version drags at times, especially in the very long introduction that describes Professor Waterman's refusal to tell his story even to the President of the United States. Listeners may cringe a little when the professor describes dumping his garbage over the side of the balloon, but this is the only aspect of the story that is dated. Life on Krakatoa, the volcanic island where the professor ultimately ends up, is truly extraordinary. The wonderful inventions, including a balloon merry go-round and electrified chairs that can be driven all over the house, are bound to appeal to listeners' imaginations. However, the narration does not exude the sense of wonder and excitement that the story deserves.

Ching, E. (1998). The twenty-one balloons. School Library Journal, 44(4), 82-82.

Uses:

I would prefer to introduce this book at the high school level to students in science courses. In association with the science teachers, a project could be developed to try to create a balloon that could lift a certain object. A comparison to the development of his balloon and basket system to modern hot air balloon could also be researched and discussed.

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HOLES

 

Bibliography:

Sachar, Louis. (1998). Holes. New York: Farrar, Straus and Giroux.

Summary:

Stanley Yelnats has been sent to a detention center where he must spend his day digging holes in the desert for the warden. This is his punishment for stealing a pair of shoes that were to be auctioned at a charity event. Only that’s not what really happened. Stanley is affected by a family curse…one he inherited from his great great grandfather when he did not fulfill a promise made to a gypsy. Through the trials of serving this sentence, Stanley learns the true reason behind the digging of the holes, the truth about what happened with the shoes and redeems his family of a curse that has followed them for generations.

 

Impressions:

This story was interesting, showing how things can come full circle and work themselves out. I liked the intricacies of how the actions of the past seemed to repeat themselves.

 

Reviews:

…We haven't seen a book with this much plot, so suspensefully and expertly deployed, in too long a time. And the ending will make you cheer — for the happiness the Yelnats family finally finds — and cry, for the knowledge of how they lost so much for so long, all in the words of a lullaby. Louis Sachar has long been a great and deserved favorite among children, despite the benign neglect of critics. But Holes is witness to its own theme: what goes around, comes around. Eventually.

Sutton, R. (1998). Holes. Horn Book Magazine, 74(5), 593-595.

 

As the winner of the Newbery Medal and the National Book Award in 1998, as well as the basis for the 2003 film adaptation (which grossed $67.3 million), Sachar's darkly comic tale has all the ingredients of a YA reading-group hit--crime, adventure, treasure and identifiable, likable characters. Falsely imprisoned in the juvenile detention center Camp Green Lake, Stanley Yelnats discovers clues to a secret treasure while digging holes in the rocky lakebed, the punishment impinged upon the prisoners by The Warden, who's obviously hiding something. But what? Stanley endeavors to find out, and according to Kirkus, "Through flashbacks, Sachar weaves a complex net of hidden relationships and well-timed revelations as he puts his larger-than-life characters under a sun so punishing that readers will be reaching for water bottles." Vicky Smith, Director of McArthur Library in Biddeford, Me., who used Sachar's novel in her own fifth-grade book group, says that the children loved the characters and enjoyed the challenge of the shifting narratives. She also notes that the discussion helped struggling readers to better understand the text. Reprinted as part of Random House's Reader's Circle series, this "rugged, engrossing adventure" will engage a wide range of young readers.

Holes. (2005). Kirkus Reviews, 73(8), 14.

Uses:

I would display this as an example of a book that is also a movie. Students could be challenged to read the story a movie is based on and do a compare and contrast assignment, ultimately determining which was better.

 

Module 3 - Jumanji / The Three Pigs

January 28-February 3, 2013

Jumanji

Caldecott Winner 1982

Bibliography:

Van Allsburg, Chris. (1981). Jumanji. Boston: Houghton Mifflin Co.

Summary:

When Peter and Judy found a game outside, they decided it may do well to relieve their boredom. Peter noticed a handwritten note, obviously from another child, that warned the players must read the instructions carefully. This proved important when their board game took over their house and lives. This game thrust Peter and Judy into a desperate race to complete the objective and get themselves out of danger!

Impressions:

Knowing this book is a popular movie with children, I expected it to be a longer and more complicated story. I was pleasantly surprised to find this story easy to read, fast paced and with excellent illustrations.

Reviews:

As in The Garden of Abdul Gasazi (Houghton, 1979), which Jumanji outdoes in story terms, real and unreal rub shoulders in three-dimensional drawings extraordinary for the multiplicity of gray tones the artist achieves and the startling contrasts with brilliant white. The eye-fooling angles, looming shadows and shifting perspectives are worthy of Hitchcock, yet all these “special effects” are supplied with only a pencil.

Pollack, P. D. (1981). Jumanji (Book Review). School Library Journal, 27(9), 60.


This Caldecott Award winning book has been intriguing people since it first came out. For those of you unfamiliar with the plot, it's the story of a bored brother and sister, left on their own for the afternoon, who find the board game, Jumanji, under a tree in the park. The instructions, on a note attached to the box, are firm: once started, the game must be played to the finish. When the children play the game, each adventure on the board brings the real creatures and events to life and into their home, creating danger and chaos. It isn't until Judy reaches Jumanji, the golden city at the end of the board, and yells the name that everything disappears, broken things are made whole and all is normal. The children put the game back where they found it, telling no one, only to watch children of friends of their parents who are known for not reading directions, take the game.

Hurst, C. O. Jumanji. Carol Hurst's Children's Literature Site.

Uses:

In a library, I would include this story in a focus on books that have been adapted into film. People often say the book is always better. I would challenge students to make this determination for themselves.

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The Three Pigs

Caldecott Winner 2002

Bibliography:

Wiesner, David. (2001). The three pigs. New York: Clarion Books.
 

Summary:

This interesting retelling of a classic story presents the three little pigs holed up in their homes, being sought after by that big bad wolf. Only instead of blowing down their houses, he blows them right out of the confines of the storybook pages. The pigs then embark on an adventure by turning one of the loose pages into a paper airplane and they fly into other stories. After meeting a dragon on their second stop, they decide to go home again once they find the page with the brick house the third pig lives in. In this story, the dragon chooses to come along and scares the wolf away.

Impressions:

My first thought was that this was the same old story I’ve heard countless times, until the pages looked funny. Then I was intrigued. I wanted to know where the author was going with this. I’ve actually gone back a few times and reread it just to enjoy the creativity of it all.

Reviews:
David Wiesner's postmodern interpretation of this tale plays imaginatively with traditional picture book and story conventions and with readers' expectations of both. (Though with Wiesner, we should know by now to expect the unexpected.) Astute readers will notice the difference between the cover's realistic gouache portrait of the three pigs (who stare directly out at the viewer with sentient expressions) and the simple outlined watercolor artwork on the title page. In fact, the style of the illustrations and the way the characters are rendered shifts back and forth a few times before the book is done, as Wiesner explores the possibility of different realities within a book's pages. The text, set in a respectable serif typeface, begins by following the familiar pattern--pigs build houses, wolf huffs and puffs, wolf eats two pigs, etc. But while the text natters on obliviously, the pigs actually step (or are huffed and puffed) out of the muted-color panel illustrations without being eaten. Escaping their sepia holding lines and the frames of their predictable storybook world, they enter a stark white landscape where they are depicted realistically with more intricate shading. The now-3-D-looking pigs, released from the story's inevitability, explore this surrealistic realm. The perplexed wolf remains behind in the two-dimensional pages, which, when viewed from the pigs' new vantage point, stand vertically in space, looking altogether like paper dominoes waiting to be knocked down. And that's what the three pigs do, with glee. The pigs' informal banter appears in word balloons in a sans-serif font; a few striking wordless spreads feature the pigs flying (this is Wiesner, after all) across blank spreads on a paper airplane made from a page of their story. Obviously, there's a lot going on here, but once you get your bearings, this is a fantastic journey told with a light touch. The pigs encounter other free-standing story pages; they enter and exit a nursery rhyme and then a folktale, morphing into and out of each one's illustrative style. Saccharine, cotton-candy illustrations cloy "Hey Diddle Diddle" ("Let's get out of here!" one pig exclaims); precise black-and-white line drawings dignify a folktale about a dragon who guards a golden rose. The cat and its fiddle as well as the chivalrous dragon join the pigs in full-color, realistic definition, and eventually the five friends end up back at the pigs' story. After shaking the type off the pages, the animals re-enter the tale--but this time on the pigs' own terms. The last page shows them all happily ensconced in the full-page watercolor illustration, using letters of text to write their own happy ending while the wolf sits outside at a nonthreatening distance. Wiesner may not be the first to thumb his nose at picture-book design rules and storytelling techniques, but he puts his own distinct print on this ambitious endeavor. There are lots of teaching opportunities to be mined here--or you can just dig into the creative possibilities of unconventionality.
Flynn, K. (2001). The Three Pigs. Horn Book Magazine, 77(3), 341-342.

The story begins like a traditional retelling of "The Three Little Pigs;" however, it goes askew when the pigs step out of the story and take off on their own. They fly into other nursery rhymes and fairy tales and cause confusion and disarray before finishing their own story. The zany is overdone here: The middle portion of the book is hopelessly muddled. Various illustrative styles reflect the quirky flow of the story. Students who are very familiar with the various fairy tales mentioned will have a good time picking them out.

The Three Pigs. (book review). (2001). Library Talk, 14(3), 42.

Uses:

This would be great to introduce other traditional and non-traditional stories to young readers. I would take other versions of tales students have heard countless times and introduce other interpretations.