Book 13 The Hunger Games by Suzanne Collins

Summary

This book is about the future, and what would happen when the world falls into chaos. A new country called Panem is born. There is the main city, called the Capitol which controls 13 districts. The people of the 13 districts did not like the new world order of things, so they rose up in rebellion against the Capitol. The Capital managed to squash the rebellion and district 13 was completely destroyed. To punish the remaining 12 districts, and to remind the people of what would happen if they rebelled again, a new law was established. Once a year a boy and a girl would be chosen to participate in what was called the hunger games. The hunger games would be televised throughout Panem. This is a competition to the death. The winner will be richly rewarded, but there can be only one winner.

Participants are chosen from each district through a televised raffle drawing. All the names of children from ages 12 and up are placed in a large glass container and a representative from the Capital will choose one name each from the boy's container and the girl's container.

District 12 is the coal mining district. It is one of the poorest districts. Most of the population work for and in the coal mines. Food rations are limited and so is the ability to trade for more. Hunting in the forest is not allowed and there is an electrified fence that surrounds the area. Katniss learned to hunt with a bow and arrow from her father. He used to take her into the forest to hunt for animals and to fish. This is how their small family was able to survive. When Katniss' father died in a mine explosion, her mother was unable to care for anyone. So Katniss took up the bow and arrow and learned to fend for herself and provide for her family.

At the new drawing for the Hunger Games, Primrose, Katniss' sister was called. Katniss would do anything to protect her sister, so she volunteered to take her sister's place. The boy that was chosen was the baker's son, Peeta. He had once saved Katniss' life by tossing her loaves of bread when she

and her family were starving, right after her father's death. Katniss knew that in order to survive the games, she would have to kill Peeta. On the day that they were leaving, Katniss had visits from her family and friends. One of her friends brought her a mockingjay pin to wear.

Impressions

The Hunger Games is all about a new world order and how people use technology for good and evil. It also tells of the triumph of good over evil. Katniss outwitted the Capitol in the end. She shared her poisoned berries with Peeta because she did not want to kill Peeta. The Capitol did not want two winners of the games, only one should survive. But the speakers opened up at the last minute and permitted two winners in an unprecedented event. This made enemies for Katniss, but she was just happy to have survived the games. Although Katniss is skilled at the bow and arrow, and is willing to kill to defend herself and Peeta, she is still very naive when it comes to love. She remained blissfully unaware of Peeta's devotion to her, sometimes thinking that he made up the story of his school boy crush just to please the watchers of the televised show. Katniss is confused about her feelings because Peeta had once saved her and her family from starvation by throwing her loaves of burnt bread meant for the pigs. Peeta shows a depth of kindness that makes Katniss feel that he would not survive the hunger games. Yet Peeta aligns himself with the cruelest bunch of contestants led by a man named Cato. This helps keep Peeta alive in the early days since Cato believes that Peeta can lead him to Katniss. Peeta uses his cunning to keep Cato from finding Katniss. Peeta is as strong a character as Katniss in the story.

Use in the library

One activity that will get the students to read the book is to print out book markers with different and significant quotations from the book. Pass out the book markers and ask students to identify the page where the quote can be found.

Another activity that can be used with this book is to have students prepare for a televised interview in Panem. Students should work in teams and one person should be chosen as the host of the show while the others in the group are contestants. The host should ask questions that will interest the audience in the individual. The contestants must make responses that will garner sympathetic response from the audience and a chance for sponsorship at the games. This can be recorded so that the class can choose who among them had the best interview and would get their support during the games.

Reviews

From Booklist

" This is a grand-opening salvo in a new series by the author of the Underland Chronicles. Sixteen-year-old Katniss poaches food for her widowed mother and little sister from the forest outside the legal perimeter of District 12, the poorest of the dozen districts constituting Panem, the North American dystopic state that has replaced the U.S. in the not-too-distant future. Her hunting and tracking skills serve her well when she is then cast into the nation’s annual Hunger Games, a fight to the death where contestants must battle harsh terrain, artificially concocted weather conditions, and two teenaged contestants from each of Panem’s districts. District 12’s second “tribute” is Peeta, the baker’s son, who has been in love with Katniss since he was five. Each new plot twist ratchets up the tension, moving the story forward and keeping the reader on edge. Although Katniss may be skilled with a bow and arrow and adept at analyzing her opponents’ next moves, she has much to learn about personal sentiments, especially her own. Populated by three-dimensional characters, this is a superb tale of physical adventure, political suspense, and romance." Reviewed by Francisca Goldsmith

From School Library Journal

" In a not-too-distant future, the United States of America has collapsed, weakened by drought, fire, famine, and war, to be replaced by Panem, a country divided into the Capitol and 12 districts. Each year, two young representatives from each district are selected by lottery to participate in The Hunger Games. Part entertainment, part brutal intimidation of the subjugated districts, the televised games are broadcasted throughout Panem as the 14 participants are forced to eliminate their competitors, literally, with all citizens required to watch. When 16-year-old Katniss's young sister. Prim, is selected as the mining district's female representative, Katniss volunteers to take her place. She and her male counter- part, Peeta, the son of the town baker who seems to have all the fighting skills of a lump of bread dough, will be pit-ted against bigger, stronger representatives who have trained for this their whole lives. Collins's characters are completely realistic and sympathetic as they form alliances and

friendships in the face of overwhelming odds; the plot is tense, dramatic, and engrossing. This book will definitely resonate with the generation raised on reality shows like "Survivor" and "American Gladiator." Book one of a planned trilogy." Reviewed by Jane Henriksen Baird, Anchorage Public Library, AK

Resources

Baird, J. (2008). [Review of the book The hunger games by S. Collins]. School Library Journal, 54(9), 176-177. Retrieved from Retrieved from http://www.slj.com/

Goldsmith, F. (2008). [Review of the book The hunger games by S. Collins]. Booklist, 105(1), 97.

Retrieved from http://www.booklistonline.com/

Collins, S. (2008). The hunger games. New York, NY: Scholastic Press.

Book 12 The Penderwicks by Jane Birdsall

Summary

This is the story of the four Penderwick sisters, their dog Hound, and their father who go on a summer vacation to Massachusetts. They stay in a little cottage at the Arundel estate which is owned by a

woman named Mrs. Tifton. When the family first sees Arundel Hall, they are amazed at the gardens and the mansion. Ten year old Jane catches a glimpse of Jeffrey Tifton as he watches them from his upstairs bedroom window. Jane immediately begins to write a story about Jeffrey. The girls make friends with the gardener, Cagney. He warns them not to go into the gardens because Mrs. Tifton is trying to win the award for best garden of the year. Cagney has two rabbits that the youngest and shyest sister, Batty loves. Batty is four years old and when she is not playing with Hound, she goes to Cagney's house to feed the rabbits. The eldest sister, Rosalind, who is 12 has a crush on Cagney and willingly goes with Batty to visit the rabbits.

Sky, the second eldest of the Penderwick sisters at 11, meets Jeffrey first. Sky thought he might be a snob, but finds out that Jeffrey is really a likable fellow. Jeffrey likes the antics and friendships of all the Penderwick sisters. He even invites them over to his house for his birthday dinner. The girls are uncomfortable with the idea because they did not bring any clothes to wear to a formal dinner in the mansion. The girls are helped with this dilemma by the cook who takes them up to the attic of Arundel Hall and finds old clothes that belonged to Mrs. Tifton's mother. The housekeeper adjusts the clothing for the girls and they all are able to help Jeffrey celebrate his birthday. But Mrs Tifton does not like the girls. They sneak around in her garden and they give Jeffrey ideas of independence. Mrs. Tifton wants Jeffrey to go to military school and Jeffrey would like to go to a music school. This is a fun tale of summer escapades and friendships.

Impressions

At first glance, the main theme of this book is summer fun. But it is really about growing up, taking care of family, and making friends. The girls live with their widowed father who sometimes seems absent minded. They relate to one another more than they relate to their father, although he is always willing to take time to listen to them when the need arises. The youngest sister, Batty seems to miss her mother the most, and Rosalind, the eldest tries to tell her sister bedtime stories to keep her mother's memory alive. Each girl has their own interests, but when the time comes for a united front, they have a secret meeting to talk about their problems and find a resolution. One such problem was when Jeffrey Tifton decides to run away. He went to the cottage where the Penderwicks stay and they decided to let him sleep in Batty's room for the night. In the morning, Mrs. Tifton came looking for Jeffrey and that is when Mr. Penderwick stepped in to encourage Jeffrey to speak to his mother about his reasons for not wanting to go to military school.

Use in the library

One activity is to have students learn the Penderwick sister's secret pledge. Another activity is for students to make a chart that compares and contrasts the four sisters. Another activity for the library is for the students to do a personal research of front yard gardens in their area. Take pictures and bring these pictures to class. The students can vote for the best garden.

Reviews

From Book Links

The motherless Penderwick sisters-— Rosalind, 12; Skye, 11; Jane, 10; and Batty, 4—are spending the summer in a Berkshire cottage on the Arundel estate. Their botanist father and protective dog, Hound, are also in attendance, though Hound is fat more involved with the girls than their absentminded professor dad is. After a bad beginning, the girls become friends with Jeffrey, the son of the lady of the manor, Mrs. Tifton, whose main concern is the welfare of her garden. On one level, Birdsall might be criticized for one-dimensional characterizations (Mrs. Tifton, her boyfriend), and certain minor elements that don't ring true. But what this comforting family story does offer are four marvelously appealing sisters, true childhood behavior (disobeying, running away, a first crush), and a writing style that will draw readers close. So satisfying, the story begs for a sequel: it would be nice to see more of the Penderwicks. Reviewed by Ilene Cooper

From the Horn Book Magazine

" 'Summer afternoon —summer afternoon; to me those have always been the two most beautiful words in the English language,' Henry James wrote. Surely the motherless Penderwick sisters —responsible Rosalind, twelve; feisty Skye, eleven; creative Jane, ten; and shy Batty, four —would agree. Along with their loving but preoccupied botanist father and a clumsy dog named Hound, they spend their summer holiday in the Massachusetts Berkshires in a rose covered cottage on the grounds of a mansion called Arundel Hall. A fast friendship develops between the girls and Jeffrey, the only child of Arundel’s icy owner, Mrs. Tifton. The adventures the children share over the next three weeks include much sneaking in and out of Mrs. Tifton’s prize-winning gardens. Although Birdsall draws Mrs. Tifton and her snooty beau Dexter as one-dimensional, writer’s muscle supports the entrancing sisters, who behave just as real children would, arguing, calling each other names, and disobeying adults. Suffused with affectionate humor, this charming, old-fashioned story feels familiar in the way the best books seem like old friends. The Penderwicks call to mind Edward Eager’s quartet of siblings as well as those in Elizabeth Enright’s The Saturdays; shades of Frances Hodgson Burnett’s The Secret Garden appear in Arundel’s off-limits gardens and lonely Jeffrey Tifton. Nostalgic but never stale, this fresh, satisfying novel is like a cool breeze on a summer’s day. Reviewed by Carolyn Shute.

Resources

Birdsall, J. (2005). The Penderwicks: a summer tale of four sisters, two rabbits, and a very interesting  boy. New York, NY: Random House, Inc.

Cooper, I. (2005, July). [Review of the book The Penderwicks: a summer tale of four sister, two rabbits, and a very interesting boy by J. Birdsall]. Book Links, 14(6), 9. Retrieved from

http://www.booklistonline.com/booklinks

Shute, C. (2005). [Review of the book The Penderwicks: a summer tale of four sister, two rabbits, and a very interesting boy by J. Birdsall]. The Horn Book Magazine, 81(4), 465-466. Retrieved

from http://archive.hbook.com/magazine/

Book 11 Because of Winn-Dixie by Kate Di Camillo

Summary

Because of Winn-Dixie is a story about a 10 year old girl who has just moved to Naomi, Florida with her her father. Opal is a lonely little girl who has trouble talking with her father who is always so busy. Opal's father is a preacher for the Open Arm Baptist Church and Opal has trouble thinking of him as daddy, since he is always working on writing his sermons and being a preacher. Opal has trouble making friends, but found a lovable stray dog that helped to change her life. It was because of Winn-Dixie that she was able to meet people and make friends more easily. It was also because of Winn-Dixie that she gained the courage to ask her father to tell her 10 things about her mother as her birthday present.

Opal thinks her new pet is both intelligent and understanding. She felt that Winn-Dixie had many things in common with herself. Winn-Dixie was a stray, without a family, and Opal did not have a mother. It does not matter to Opal if other people like her or not, she has gained confidence in the love of her pet. Yet Opal does make friends. There is Gloria Dump who lived alone and was rumored to be a witch. Opal visits her and they talk about the many bottles hanging on Gloria's tree in her back yard. Opal takes the time to read to Gloria, since Gloria has poor eyesight. Opal makes friends with Otis, who is a shy pet store clerk. Opal sweeps the pet store in exchange for a new collar for Winn-Dixie. There is also Miss Franny Block, the librarian who liked to tell Opal stories. Even Sweetie Pie Thomas became her friend, even though she is only five.

Winn-Dixie is afraid of thunderstorms. When he hears the boom of thunder, he panics and runs. One night, during a thunderstorm, Opal and her father go about town looking for Winn-Dixie. Opal blames herself for not holding on to Winn-Dixie when it began to rain. Opal began to cry and so did the preacher. Opal cried for her lost pet, the preacher cried because he realized that even though he lost his wife, he still had his daughter. He tells Opal that even though her mama left and took everything she owned, "Thank God Your mama left me you." (Di Camillo, p. 167)

Impressions

The story of Opal is told in the first person narrative. The reader sees all the characters of the story through Opal's eyes. She sees Franny Block as a kindly old librarian, and Gloria Dump who is a person who listens to Opal's problems. One girl, Amanda seems to ignore Opal and never smiles. Opal thinks she is a snob until one day she finds out that Amanda is just sad about the loss of her little brother.

The appeal of this book is that the characters seem real and Winn-Dixie is loveable. Children can relate to the problems this book tells about, like the loss of a mother, how to make friends, and how to understand one's father. Otis's shyness, Amanda's sadness over the loss of her little brother, and town's superstition that Gloria Dump is a witch, are also part of the characterizations that children can identify with.

There are some grown up problems in this story as well. One problem is the inability of Opal's father to speak with his daughter about why her mama ran away. He hides behind his work, and Opal does not feel like intruding, even though she wants to know about her mother. Another grownup problem is that of alcoholism. Opal's mother drank and that was one reason why she left her family, because she could not stop drinking. Gloria Dump used to drink, but she was able to stop. She hung all the empty bottle s of liquor on her big tree in her backyard to remind her of times when she made wrong decisions.

Use in the library

One activity for the library could be to make a poster of a large tree. Have students cut out shapes that represent different kinds of bottles. On each of the shapes, the students could write one wrong decision they have made, and one right decision. attach a string to the bottle cut outs and glue to the tree.

Another activity for this book is to discuss each character as if Opal is asking for ten things about them. The example could be the ten things about Opal's mama that her father tells her. Students can work in groups to list ten things they know about each of the characters in the book. Opal, Winn-Dixie, the preacher, Gloria Dump and so on. Another way to get the students to discuss the characterization in the book is to create a 10 word or short phrase list that describes each character, use the words the students have previously made in their groups. Cut out each word or phrase and shuffle them like a card deck. On a large paper pad, write the name of each character leaving space beneath each name for the ten words or phrases. Pass out the cut out words (put a little double stick tape on the backs). Have students place their words in the column under the character the word represents. For example, under the column labeled Winn-Dixie, the phrase "fear of thunderstorms" or "peanut butter eater" should be placed. Under the column for the preacher, the phrase "hiding in his turtle shell" should be placed.

Reviews

From Kirkus Reviews

A 10-year old girl learns to adjust to a strange town, makes some fascinating friends, and fills the empty space in her heart thanks to a big old stray dog in this lyrical, moving, and enchanting book by a fresh new voice. India Opal’s mama left when she was only three, and her father, “the preacher,” is absorbed in his own loss and in the work of his new ministry at the Open-Arms Baptist Church of Naomi [Florida]. Enter Winn-Dixie, a dog who “looked like a big piece of old brown carpet that had been left out in the rain.” But, this dog had a grin “so big that it made him sneeze.” And, as Opal says, “It’s hard not to immediately fall in love with a dog who has a good sense of humor.” Because of Winn-Dixie, Opal meets Miss Franny Block, an elderly lady whose papa built her a library of her own when she was just a little girl and she’s been the librarian ever since. Then, there’s nearly blind Gloria Dump, who hangs the empty bottle wreckage of her past from the mistake tree in her back yard. And, Otis, oh yes, Otis, whose music charms the gerbils, rabbits, snakes and lizards he’s let out of their cages in the pet store. Brush strokes of magical realism elevate this beyond a simple story of friendship to a well-crafted tale of community and fellowship, of sweetness, sorrow and hope. And, it’s funny, too. A real gem. Reviewed April 1, 2000.

From School Library Journal

India Opal Buloni, 10 finds a big, ugly, funny dog in the produce department of a Winn-Dixie grocery store. She names him accordingly and takes him home to meet her father, a preacher. Her daddy has always told her to help those less fortunate, and surely Winn-Dixie is in need of a friend. Opal needs one, too. Since moving to Naomi, FL., she has been lonely and has been missing her mother more than usual. When she asks her father to tell her 10 things about her mother, who left the family when Opal was three, she learns that they both have red hair, freckles, and swift running ability. And, like her mother, Opal likes stories. She collects tales to tell her mother, hoping that she'll have a chance to share them with her one day. These stories are lovingly offered one after another as rare and polished gems and are sure to touch readers' hearts. They are told in the voice of this likable Southern girl as she relates her day-to-day adventures in her new town with her beloved dog. Do libraries need another girl-and-her-dog story? Absolutely, if the protagonist is as spirited and endearing as Opal and the dog as lovable and charming as Winn-Dixie. This well-crafted, realistic, and heart-warming story will be read and reread as a new favorite deserving a long-term place on library shelves. By Helen Foster James, University of California at San Diego.

Resources

Di Camillo, K. (2000). Because of Winn-Dixie. New York, NY: Scholastic, Inc.

James, H. (2000, June). [Review of the book Because of Winn-Dixie by K. Di Camillo]. School Library Journal. 46(6). p. 143. Retrieved from http://www.slj.com/

[Review of the book Because of Winn-Dixie by K. Di Camillo]. (2000, April 1). Retrieved from

http://www.kirkusreviews.com/

Book 10 Mr. Lincoln's Way by Patricia Polacco

Summary

Gene is in the fourth grade and he is the school bully. He is called Mean Gene. Mr. Lincoln, the school principal tries to find some way to reach Gene. Mr. Lincoln notices that Gene likes birds. So Mr. Lincoln works with Gene in the school's atrium. Gene seems to become a better person. There are no more complaints from the teachers or students about Gene's bad attitude. Then one day, Gene starts using racial slurs. When Mr. Lincoln talks to Gene about this, Gene says that his father did not like people who were different from them, he did not like people of color. Mr. Lincoln takes Gene to the atrium and point out the different colors of birds that are there. The differences are what makes the birds beautiful and they all get along well in their atrium. Gene notices that the mallards had new ducklings. They needed to be led to water so they can swim. Mr. Lincoln asks Gene to help guide the ducks out of the atrium and to the pond outside. Gene does this and notices that his grandfather is there. It is his grandfather that had taught Gene all he knew about birds.

Impressions

Polacco uses her great talent for art in another children's book with an important lesson to learn. The theme of this book centers around tolerance of others who are different. The principal, Mr. Lincoln is a person everyone likes, except for Gene. But Gene has learned his prejudice from his father, and Mr. Lincoln reaches out patiently to teach Gene that differences are acceptable, and that color is beautiful. Gene is not a bad child, just confused, according to Mr. Lincoln. When Gene helps to guide the Mallards from the atrium to the pond, he is cheered on by parents who have come to watch. Gene sees his grandfather who he prefers to stay with, instead of his own father. This book teaches a valuable lesson in patience and understanding for difficult children. It also teaches that prejudice comes from somewhere, likely in the home of a child. Polacco has drawn the students of this school in multiracial skin tones and facial expressions. The children are seen playing together with Mr. Lincoln on the front cover. Throughout the book, children of different races are seen playing on the swing, playing jump rope, tying a shoe, and more. The birds are colorful too and are used as a metaphor to help Gene understand that differences are okay, and that tolerance is what will make people get along with each other.

Use in the library

Mr. Lincoln's Way can be used in an elementary library class to bring up the topic of prejudice and racism. Students can tell help define what prejudice is and how judging people because of their race is one form of prejudice. Another word that can be discussed is bullying. Students can help to define what a bully is by using examples of behaviors that Gene displayed. They can also determine if Mr. Lincoln's way with Eugene helped Eugene learn about tolerance of others.

Another activity for the library can include making a mobile of different birds. Materials will include paper, pencil, glue, scissors, string, color crayons or pencils and a mobile set, either purchased or made. Each student can draw and color a bird. The teacher can help by providing the coloring pages, or students can draw their own. Students should be encouraged to use different colors. Students can then cut out their birds and glue them to a piece of cardboard cut to the size of their bird. A string attached to the end of the cardboard will allow them to be attached to the mobile. Students can then see how the different colored birds can become a beautiful mobile.

Reviews

From Library Talk

"The 'coolest principal in the world' is the main character of Polacco's new school story. Polacco again employs her winning story-telling style with a kind tale about Mr. Lincoln and the school's bully, Eugene. A pair of mallards, who are nesting in the school's atrium, provides a relationship-building opportunity. Just as Eugene's knowledge of birds guides the ducklings to a more appropriate home, Mr. Lincoln guides Eugene to a more tolerant view of people. Each page's beautiful illustration is rendered in Polacco's unique style. Readers will love Mr. Lincoln and this story. Teachers, guidance counselors, and parents will find that this book makes a great jumping-off point for discussions on kindness, acceptance of others, and prejudice. This story is a solid choice for all libraries serving elementary readers". By Roxanne Welch Mills, Supervisor of Media Services, Chesapeake, Virginia.

From School Library Journal

"In her many books, Polacco has dealt sensitively with a broad spectrum of circumstances and issues. Here she tackles both intolerance and bullying. Mr. Lincoln is the "coolest" principal: he is Santa at Christmas, lights the menorah at Chanukah, and wears a dashiki for Kwanza and a burnoose for Ramadan. The author chronicles his attempt to reclaim 'Mean Gene,' a child who sasses his teachers, picks on other children, and makes ethnic slurs. 'He's not a bad boy, really' Mr. Lincoln said. 'Only troubled.' However, the distinction is not clarified. When the principal discovers that the boy is fond of birds, he capitalizes on this interest. He involves him in attracting the creatures to the school atrium while at the same time showing him that just as the differences in the birds render them beautiful, so do the differences in people. While the theme is an important and timely one, Polacco has allowed her message to overwhelm both plot and character development. The story emerges as didactic, laden with heavy-handed metaphor, and too simplistic a solution to a deep-rooted problem. The book may be useful to schools in need of a springboard for discussion of the topic and is graced with impressive watercolors, but it is not up to the author's usual literary standards." By Grace Oliff, Ann Smith School, Hillsdale, NJ.

Resources

Mills, R. W. (2002, April). [Review of the book Mr. Lincoln's way by P. Polacco]. Library Talk. 15(2). p. 45. Retrieved from http://www.librarymediaconnection.com/

Oliff, G. (2001, August). [Review of the book Mr. Lincoln's way by P. Polacco]. School Library Journal. 47(8) p. 158. Retrieved from http://www.slj.com/

Polacco, P. (2001). Mr' Lincoln's way. New York, NY: Scholastic, Inc.

Book 9 A Step From Heaven by An Na

Summary

A Step From Heaven is a story of a Korean girl and her family. Each chapter in the book tells of an event that the girl remembers starting at the beach. The book begins when she was four years old, and since the author writes in the first person, Young Ju tells of her experience at the beach, afraid of the waves. Young Ju describes her mother whom she calls Uhmma, her father, whom she calls Apa, and her grandmother whom she calls Halmoni. It is Halmoni who teaches Young Ju to pray, telling her that her grandfather is in heaven. Young Ju thinks there are words that are magic, like Mi Gook, the Korean word for America. Mi Gook makes her Apa and Uhmma happy. Soon, Young Ju is told that the family will be leaving Korea to live in America, they are to stay for a short while with Apa's sister, Gomo and her husband in California. Apa finds a cheap apartment for them to stay in until they can find a better place.

In America, Young Ju has to struggle in school to understand American ways. At home she speaks Korean, at school, she learns English. While Young Ju is an excellent student, always studying and always trying to fit in, her brother does not like school and skips classes. Young Ju has a best friend named Amanda but she does not tell Amanda where she lives. Young Ju is poor and ashamed of her home. Apa forbids Young Ju from seeing Amanda, fearing that his daughter will become corrupted with Amanda's American ways. In high school, Young Ju receives an award for being the top in her class. Young Ju and Amanda remain best friends and continue to study together at Amanda's house after school. But Young Ju tells Amanda's parents to drop her off at the library rather than at her home.

One night, as she came home, her Apa was waiting for her. He was drunk as usual. He told Young Ju that he saw her being dropped off at the library and began yelling and then became physically abusive. To save her daughter, Uhmma stepped in and began arguing with her husband. Young Ju then called 911 and her father was taken away. After his release, Young Ju's father returned to Korea. Gomo offered to pay for the family's return to Korea, but Uhmma decides to stay in America. Uhmma works three jobs, Young Ju and Joon Ho also have part time jobs. By the time Young Ju is ready for college, they have purchased a little house of their own.

Impressions

Young Ju is an example of an immigrant who must study hard and learn the ways of others around her, She is torn between two worlds, having to adjust to America and being a good Korean girl at home. The book points to the vast differences between two cultures. The role of women as subservient in Korea is different than those of American women. But it is not just culture that causes a chasm between Young Ju and her American friends. She feels shame for her poverty so does not invite friends over to her house. She is afraid of her father and hides in her room when he becomes drunk and abusive. She continues to work hard at school in part to make her parents proud of her, but in part for herself, since she is told that in America, she could be almost anything she wants to be. The story tells of the struggles immigrants often must go through to succeed in America. The constant work in menial jobs, the language barriers, the inability to understand American culture all make it difficult to acclimate to a new life. It is the next generation, with their experiences in school that will make the transition from that of poverty to the wealth of an American dream. The novel also touches on alcoholism, the loss of employment, and the resulting family violence that can occur because of it.

The theme that seems to be a constant in the novel is that of heaven. Young Ju mistakenly believes that America is heaven, because they must travel in the sky to get there. She was told by her Halmoni that heaven is in the sky. Even though she is corrected of this misconception, Young Ju still dreams of climbing the tallest tree so she can reach up to the sky to heaven. She dreams of touching the clouds.

Use in the library

I think a librarian should introduce this novel to teachers of English as a second language. The students will not find the reading too difficult, and may find many similarities with their own experiences at school and at home. Another use in the library is to have an activity with students to discuss words they have found in English, that do not mean what a dictionary tells them. The example to show them is the word "going" that Young Ju is confused about. What does it mean to be "going out"? Students can gather their words and make up their own explanations to those words and create a dictionary of slang words to know. Another activity, after reading this book is to have students make a double column on a piece of paper. On one side, they can write all the things that make Young Ju Korean. On the other side, they can write all the things that make Young Ju and American. For discussion, students can tell why their families came to America.

In celebration of Asian Pacific Heritage month in May, this book and other historical or biographical books about Asia, Asians and the immigrant experience in America can be placed on display. Students can be referred to the following website to do research about the contributions of Asian Americans to the United States. http://asianpacificheritage.gov/index.html Students can participate in this month by setting aside a day for students to present their research on an Asian country. They can wear the cultural dress of their country, sing a cultural song, bring in a cultural food and so on.

Reviews

From School Library Journal

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

From Horn Book Magazine

"In brief chapters that have the intimacy of snapshots, Young Ju tells of her family's immigration from Korea to the United States and their subsequent struggles in a new country. From childhood through adolescence, Young Ju's voice is convincingly articulated, whether as a four-year-old certain that the plane carrying her into the sky must be heaven-bound or as a desperate teenager gathering the courage to report her abusive father. Throughout the novel, images of reaching and dreaming poignantly convey the young narrator's desire to survive her father's brutality and its devastating effect on her family. Young Ju's determination pays off when her mother, emboldened by her daughter's show of strength, chooses not to follow her husband back to Korea. An epilogue reveals that Young Ju's inspiration all along has been her mother, who, powerless in many respects, exerted power in other ways, working hard to make a better life for her children. "Uhmma said her hands were her life. But for us, she only wished to see our hands holding books . . . . Our hands turn pages of books, press fingertips to keyboard buttons, hold pencils and pens. They are lithe and tender. The hands of dreams come true" Mother and daughter exhibit a quiet strength, similarly, each of these vignettes by first-time author An Na displays an astonishing and memorable force." By J. M. Brabander

Resources

Brabander, J. M. (2001, July/August). [Review of the book A step from heaven by An Na]. Horn Book Magazine, 77(4), 458-459.

Marton, D. S. (2001, May). [Review of the book A step from heaven by An Na]. School Library Journal, 47(5), 156.

Na, An. (2001). A step from heaven. New York, NY: Penguin Books for Young Readers.

Book 8 The Blacker the Berry by J. C. Thomas

Summary

The Blacker the Berry is a beautifully illustrated book of 12 poems about the different shades of skin color found in African American children, the product of mixed marriages. Each poem describes a child whose natural color is celebrated and likened to the colors of berries, leaves turning color, the darkest night, or eggplants. The acceptance of these colors among the children is what makes these poems truly amazing. They seem to understand that each heritage is important in their identity and that it is alright to be "Raspberry Black" or "Golden Goodness" The illustrations compliment each poem and shows a different child of color as they are in nature. Some are solemn and others are joyful, but all are extraordinarily portrayed with emotion.

Impressions

It is easy to see why this book became a Coretta Scott King Award winner for illustrations. Floyd Cooper creates such emotion in each picture, it is amazing and a joy to see. The African American children are all different shades of color, from dark eggplant to toast. The final picture shows all the children together as a group. The final poem is aptly entitled "Color Stuck" and describes the children's varied hair textures and facial features. The poem likens the children's skin tones as "palettes of skin" like how an artist will strike "his canvas with his brush of many hues".

There are many issues of identity within this book. One particular poem discusses the varied skin tones within a family. From the grandmother, a child is told "I gave you my soul, in whatever color you're wearing now." Another poem speaks of the hurt that others can dole out by criticizing one's color. From other African Americans who do not accept those of mixed blood, a child says, "The words cut deep down/ beyond the bone/ beneath my snowy skin/".

Use in the library

Children can be introduced to poetry using this book. The illustrations will attract them, and the meaning of the poems are very clear. The book can be used as an example for children to find acceptance of their own heritage of mixed nationalities, or those of their classmates. An activity that would go well with this book is to create a simple family tree. Students can gather photographs of their parents, siblings, and grandparents and paste them on the tree. They can interview their family members and ask what color in nature would they would compare their skin tone to. Students can also write a poem that describes some feature about themselves that stand out and says who they are. They can write about their hair color, or shape of their lips, or their noses.

Reviews

"The varieties of African-American ethnic heritage are often rendered invisible by the rigid construction of racial identity that insists on polarities, This collection of 12 poems makes the complexities of a layered heritage visible and the many skin shades celebrated. Read-aloud-sized spreads offer luminous artwork that complements the verses in which children speak of their various hues; "I am midnight and berries,,." a child says in the title poem. In another selection, a boy recalls his Seminóle grandmother who has given him the color of "red raspberries stirred into blackberries." In "Cranberry Red." a child asserts that "it's my Irish ancestors/Who reddened the Africa in my face," understanding that "When we measure who we are/We don't leave anybody out." The large illustrations match the lyrical poetry's emotional range. Cooper's method includes "pulling" the drawing out from a background of oil paint and glazes. With his subtractive method, he captures the joy of these children -the sparkle of an eye, the width of a grin, the lovely depths of their skin, and the light that radiates from within. " Reviewed by Teresa Pfeife.

Thomas introduces her collection of twelve poems with this line, set off by itself on a double-page spread: “Colors, without black, couldn’t sparkle quite so bright.” The accompanying picture, executed in Cooper’s characteristic dark grained, luminous style, shows a brown skinned child holding up a handful of sparkling berries in shades from black to deep purple to pink. Thomas’s theme here is the varying skin colors of African American children. In “Raspberry Black” a little boy is shown reading an ancestor’s journal that tells “How she loved her Seminole Indian husband / How her children were African-Native-American /

The color of black dipped in red.” Not all of the poems directly address ethnicity or heritage in their celebration of blackness, as in “Night Shade” (“I feel as purple / As the night shade / Of an eggplant”) or “Biscuit Brown” (“I am biscuit brown / Brown as a biscuit / All warm and waiting / for berries / that I carry / to the kitchen and can”). This collection will encourage African American children to embrace the skin they’re in and, by extension, invite children of all races to enjoy whatever their heritage has made them. By S. Lempke for Horn Book Magazine, 2008.

Resources

Lempke, S. (2008). [Review of the book The blacker the berry]. Horn Book Magazine, 84(5), 604-605.

Retrieved from http://archive.hbook.com/magazine/

Pfeifer, T. (2008). The Blacker the Berry. School Library Journal, 54(8), 114. Retrieved from http://www.slj.com/

Thomas, J. C. (2008). The blacker the berry. Ill. by Floyd Cooper. New York, NY: HarperCollins.

Book 7 Bud, Not Buddy by Christopher Paul Curtis

Summary

Bud has been an orphan since he was six years old. He has little in this world except an old suitcase filled with his personal things, in particular, some old playbills for the Herman E. Calloway Jazz band. Bud is sure that Herman E. Calloway is his father. Bud's experience in the orphanage was difficult, but living in foster homes was worse. So Bud, at ten years old, decides to leave and try to find Herman Calloway. Bud decides to walk to Grand Rapids from Flint and goes to the library to find out how far it is to Grand Rapids. Bud meets up with another orphan named Bugs. The boys decide to hop a train going west and head for the outskirts of Flint. At Hooverville, the boys are welcomed into the shanty town of homeless families living in cardboard and tar houses. When he misses the train, and the police breakup Hooverville, Bud begins his lonely walk towards Grand Rapids. Bud meets Lefty Lewis who gives him a ride into Grand Rapids, and Bud finally meets Herman E. Calloway. Herman refuses to believe Bud, until Bud begins to talk about his mother. Eventually, they find out that Bud is the grandchild of Herman E. Calloway. Bud's mother ran away when she was 19 and her father had not heard from her since.

Impressions

Bud is very particular about his name. His mother insisted that he be called Bud, not Buddy. So Bud always makes sure that everyone he meets knows this about him: that he is to be called by his rightful name of Bud. Finding his family is very important to Bud. All he has is a cardboard suitcase, some fond memories of his mother before she died, and his determination to find his father. This historical fiction is a fine example of the impact the Depression had on families. The long lines at the soup kitchen, the cardboard and tar shantytowns that sprang up near the railroad tracks, men and boys leaving their families to ride the rails in search of jobs. Bud is only ten years old but he embodies the issues that permeate that era: abandoned children left at orphanages when parents loose their jobs and homes. Some foster families offer their homes to orphans for the government benefits, yet they mistreat the children terribly. Bud find courage to locate his father because he really has no other choice, it is either walk to Grand Rapids or put up with bullies in the orphanage or cruelty from a foster family.

What makes this book an interesting read is the pragmatism that Bud displays when he experiences difficulty. He has his own rules to live by, that adds humor to events that might be horrendous otherwise. "Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself" is Bud's way of coping with the stress of not knowing where the next meal will come from, or what new stranger will hurt him.

Use in the library

In collaboration with Social Studies teachers, the librarian can introduce this book for a study on the early 20th century and the Great Depression in the United States. Students can discuss unemployment, poverty, riding the rails, shantytowns, and so on. Another interesting thing to do with this book is to ask the students to interpret Bud's "Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself". Ask the student how do these rules help Bud in his journey to find his father.

Reviews

From The Bulletin of the Center for Children's Books

"The story of Bud’s search is set against the background of the Great Depression, and Curtis evokes an atmosphere of need and despair held together by strands of hope and generosity. Individual scenes have tremendous emotional impact: Bud, too late to get a place in line for breakfast at the mission, is temporarily adopted by a family already in line; a confrontation in a freight yard between residents of a Flint Hooverville and Pinkerton detectives gives a sense of the determination of men desperate to feed their families; Bud’s encounter with Lefty Lewis on a dark road in the middle of the night circumspectly indicates the dangers of being Negro in a racist community. While the circumstances surrounding Bud’s return to his family may gently chafe against credulity, Curtis’ characterizations are so strong they make coincidence acceptable. The resourceful Bud is a hero readers will take immediately to heart, and the people he encounters on his journey have a specificity that raises them above plot devices and makes them individually memorable". Reviewed by Janice M. Del Negro

From Booklist

"Bud, 10, is on the run from the orphanage and from yet another mean foster family. His mother died when he was 6, and he wants to find his father. Set in Michigan during the Great Depression, this is an Oliver Twist kind of foundling story, but it's told with affectionate comedy, like the first part of Curtis' The Watsons Go to Birmingham (1995). On his journey, Bud finds danger and violence (most of it treated as farce), but more often, he finds kindness--in the food line, in the library, in the Hooverville squatter camp, on the road--until he discovers who he is and where he belongs. Told in the boy's naive, desperate voice, with lots of examples of his survival tactics ("Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself"), this will make a great read-aloud. Curtis says in an afterword that some of the characters are based on real people, including his own grandfathers, so it's not surprising that the rich blend of tall tale, slapstick, sorrow, and sweetness has the wry, teasing warmth of family folklore". Reviewed by Hazel Rochman.

Resources

Curtis, C. P. (2002). Bud not Buddy. New York, NY: Scholastic, Inc.

Del Negro, J. (1999, November). [Review of the book Bud not Buddy by Curtis, C.P. ]. The Bulletin of the Center for Children's Books 53(3). Retrieved from http://bccb.lis.illinois.edu/

Rochman, H. (1999, September). [Review of the book Bud not Buddy by Curtis, C. P. ]. Booklist 96(1). Retrieved from http://www.booklistonline.com/