Maniac Magee

Spinelli, Jerry. (1990). Maniac Magee. Boston: Little, Brown and Company.

Summary: This book really presents the issue of racism, through the story of the legend of “Maniac” Magee. Jeffrey Magee’s parents died when he was young so he lived with his aunt and uncle. Finally upset with them and their arguing he ran away and never returned making his new residence in the town of Two Mills. The town was segregated with whites on the west side and blacks on the east side. He crosses the border between the two which was considered very dangerous and never really done. He meets friends in both sides. Besides breaking the barrier of segregation, he was known for hitting the ball off of the undefeated pitcher and bully, McNab.

Rationale for Selection: In a lot of the classrooms that I have worked in this was a very prominent book. I saw it on quite a few shelves and even had a student recommend it to me. I will say this is more for a 4th/5th grade level but could be used for a lower level middle-school student.

Reader Response: I sympathized for the character and was drawn into the book. It is an exciting tale of the Legend of Maniac Magee. It was sad how kids are out on the street homeless with no families.

Genre and Themes: Fiction, Friendship/Hope/Racism

Teaching Thinking notes: This book would be a great read for opening a discussion on segregation and diversity. As a teacher, I would even use it to get into some of the history of segregation leading up to issues even as current as today.

The Invention of Hugo Cabret

Selznick, Brian. (2007). The Invention of Hugo Cabret. New York: Scholastic Press.

Summary: This novel is about an orphan boy, Hugo. He lives in a Paris train station after leaving his drunken Uncle. He knows a secret that he must hide. The book takes you on his journey as he looks to unlock the mystery of his secret. Not only do you read along, you actually almost watch a long like a quiet film with the intricately sketched pictures. During the story Hugo encounters an old toymaker, a villainous station master, and a young girl. With his new friend he solves his secret along with others including some of the old toy maker.

Rationale for Selection: This book was presented by a few of my colleagues, who showed an excitement and passion for the book. They said it was not only a book to read but one to really watch as the pictures depicted the story as well.

Reader Response: I really enjoyed it. I loved how I could read and then the pictures would take over the story and I could watch as the story continued to unfold. I also loved the variety of different text layouts on the pages. It kept me curious to see how each page was different as I turned to the next. I definitely believe this would be a good book for reluctant readers. I believe if I had this book when I was younger, it might have really sparked my interests in reading.

Genre and Themes: Fiction/Mystery, Persevering, Friendship

Teaching Thinking notes: The first thing that really first pops into my head is the pictures and how it tells the story. I think this would be a fun technique for kids to try. One presentation a colleague gave mentioned briefly how Brian Selznick came up with his technique by actually writing the story and then taking out parts that he thought would be neat to illustrate and then actually cut the text out and replace it with pictures.
I also think that the pictures allows for a great description on imagery. Not only do the pictures give you the visual but the text continues it as well.
Another important factor about the use of pictures within the story makes this book a great one to use for reluctant readers. The text itself is not overwhelmingly hard and each page has a different lay out. To initially get the reluctant readers to read it will be easy once they see the actual text and pictures. Imagine how they will feel when they completely finish the book and are able to hold up the enormous book and say, “I read that!” It will really boost their self confidence.

Chinese Handcuffs

Crutcher, Chris. (1989). Chinese Handcuffs, New York: Bantam Doubleday Dell Publishing Group, Inc.

Summary: Right away you are thrown into serious situations, dealing with suicide, sexual abuse, and teen pregnancy. As the story goes on, the reader encounters these harsh realities that surround the three main characters, Dillon, Jennifer (the star basketball player), and Stacey. Not only is Dillon dealing with the suicide of his brother but also dealing with his love of Stacey (his brother’s girlfriend). He later finds out a mysterious fact about her. He loves Stacey but also has a thing for Jennifer. She eventually opens up to him and shares her deepest secret.

Rationale for Selection: I was told that Chris Crutcher was a great author, with great books that appealed to boys. This was a great chance to read one of these books.

Reader Response: Personally I find myself to be very old fashioned and a bit naïve to what is really out there in the world. This book forces the reader to see the harsh realities and live with these characters as they take these situations they are dealt and handle them. As a reader, you are able to relate because they don’t miraculously get through the problems; they struggle through and really show their humanness qualities.

Genre and Themes: Fiction, Suicide/Sexual Abuse/Teen Pregnancy

Teaching Thinking notes: This book is full of so much heavy topics that at most times are hard to discuss with teens. This book allows for an opportunity to discuss these topics. As the students read the book, they can see how the characters deal with the realities, while in class the discussion can be about some other ways these situations can be handled. Depending on the maturity of the class, the class can be divided into groups addressing each of the different topics. They can do research about the different topics discussed in the book. They can then present the issue, some facts, and ways to resolve or help the situations.

Nine Days a Queen: The Short Life and Reign of Lady Jane Grey

Rinaldi, Ann, (2005). Nine Days a Queen: The Short Life and Reign of Lady Jane Grey, New York: Harper Collins Publishers.

Summary: Only twelve years old and being named queen. The story is written through the eyes of Lady Jane Grey. It starts from when she is very young with her family and mentally abusive parents. She endures a great deal but learns to be strong and independent, which will become useful for her later in her life. The readers can relate to her because of her natural human qualities. The reader follows her throughout her life and growing up although it is only a few years. You follow in suspense when she is made Queen and the situations she encounters and how she handles them.

Rationale for Selection: This was another author that I was told was extremely good. I decided to choose this book because it was one that was available and had a girl as a main character.

Reader Response: I am a fan of Historical Fiction. This book was a little slow moving at first and then really gets juicy as you read into it. I knew a little about Lady Jane Gray and the reign of “Bloody” Mary or Queen Mary, but I did not know many details. It is a good book even if you do not know many facts about that time. It is especially good because the ending just leaves you floored.

Genre and Themes: Historical Fiction

Teaching Thinking notes: Obviously this would be a great opportunity to really draw interest in this time period by starting out with the reading of this book. Or even using this book mid-way through a study of this time period to really bring it too life. It would appeal to girls and boys because of the suspense that is created by Lady Jane Gray. It would especially be great for girls because of the main character being a girl.
This would also be a good time to introduce the genre of Historical fiction. As a teacher I would suggest other Historical fiction books by this author to the students.

Maus: A Survivor's Tale. 1: My Father Bleeds History

Spiegelman, Art. (1986). Maus: A survivor’s tale. 1: My father bleeds history, New York: Pantheon Books.

Summary: This story is about the Holocaust. It is portrayed through mice and cat characters. The story is an account through one characters perspective, Vladek. He is being interviewed by his son Artie. Artie is a reporter and decides he wants to write about his father through pictures. The interesting point about this story is that it does not completely focus on the actual Holocaust. It really gives an actual person’s (or mouse in this portrayal) experience up to the point of the concentration camps. Vladek’s account talks about his life prior to the war and the restrictions put on Jews. He recalls his life with his wife and family. This really allows readers to connect to the character through this experience and later sympathize with his struggles during the tough times and concentration camps.

Rationale for Selection: This was a graphic novel, which is comic book style text. The suggestion was given to read this book because it was a good author and a great book. I figured this was a great opportunity to dive in and enjoy.

Reader Response: I did not know what to expect when I saw the book. I started flipping through and realized that this was exactly like a comic book. I thought it would just incorporate pictures within the text, definitely not. I was a little shaky in reading the book, thinking to myself I will get bored and not focus. I mean I like reading Archie comics but even then sometimes if the comic went to long, I lost focus. But very much to my surprise, I started reading and could not even put the book down. I even took it to a restraint with some friends because I had to finish it. Then I was completely let down that I did not purchase 1 and 2 together because it leaves you hanging. So I strongly suggest, buying both so you can continue reading into the next one.

Genre and Themes: Historical Fiction, Holocaust

Teaching Thinking notes: Without even getting into specific teaching notes, this book would be a great introduction into the Holocaust. Not too many kids may know much about it. This story would be a great opportunity for students to write questions they think of about the Holocaust. It could be a great way to open up a class discussion. I would offer other resources to help answer questions and allow students to do their own research.

The Terroist

Cooney, Caroline B. (1997). The Terroist, NewYork: Scholastic, Inc.

Summary: About a family who loves a son, and a brother named Billy Williams. They just moved from Boston to London, England. Billy was a wiley, adventurous kid. Until one day, on the way to school while racing his friends up the stairs from the subway he is handed a box. He was led to believe it was his friend’s box that he had dropped. He quickly had a “sickening moment of knowledge.” Then the package exploded. The book goes through the life of the Williams family and the stress of dealing with their loss, especially Laura, his sister. She decides to find his killer and begins interrogating all her friends at school. Friends start to loose patience. Laura grows closer to a student named Jehrah who in the past hated Americans and did not really like Laura into a plan to honor her brother. Things start to go bad and her true friends save the day.

Rationale for Selection: I heard she was a good author and had some exciting novels. She used mystery, suspense and adventure to draw her readers in and capture their excitement.

Reader Response: It was a little too far fetched for me; but it was very adventurous and held my attention. I could not put the book down. Throughout the book, I wanted to know “who did it”.

Genre and Themes: Mystery/Adventure/Suspense, Terrorism

Teaching Thinking notes:
• This would be a great discussion starter on current events, including the history of how terrorism started.
• Author study: if students enjoyed this book, I would recommend her other mystery books.

Red Kayak

Cummings, Priscilla, (2004). Red Kayak, New York: Dutton Children’s Books.

Summary: This book is about young boy, Brady, who is faced with a difficult decision in his life. He is dealing with the death a young kid he rescued and the guilt that he felt he could have done more. As the story goes on he learns his friends may have had something to do with it. He is faced with deciding what to do with what he learned about his friends.

Rationale for Selection: I spotted this book on a top reading list online somewhere. I thought I would give it a shot. I had no idea what I was in store for.

Reader Response: It was a great read. As I read on through, the more I could not put the book down. I feel there were a couple of times that the book really creates this suspense giving it a few climax points, which just get you curious to read on. I had to go back into the book to see the clues I missed.

Genre and Themes: Fiction, Death/Abuse/Friendship/Murder-Juvenile Justice System

Teaching Thinking notes: Building background for this book would be really important, it talks a lot about crabbing with most kids might not be all that familiar with. Here are some websites: http://www.gcs.k12.in.us/rvms/redkayak.htm This website touches many topics that are discussed in the book including: hypothermia, butterfly gardens, crabbing, kayaking, and Chesapeake Bay. It is a great resource for teachers needing information to build background for the book. Here is another website to help with background building: http://www.chesapeakebay.net/baybio.htm This website has a great page that talks about Blue Crabs. It is a great resource for teachers when introducing the book, or even a good resource for kids.
I would also talk about the author. Her website to find more information is http://www.priscillacummings.com/. It is kid friendly and in her bio you can learn a lot of interesting facts. She has written many other books including some picture books that might be fun to read first to introduce her as an author as well as to start building background information on crabs and crabbing. Older kids are not read to nearly enough and this would be a great fun opportunity to.
Some other activities include:
-Pg.9 (bottom of page) Great way to talk about oxymorons.This website is a good resource for teachers giving a definition of oxymoron and some great examples. http://thinks.com/words/oxymorons.htm
-This website had great discussion questions http://www.multcolib.org/talk/guides-kayak.html
-This website has some great ideas for this book. It also contains Across the Curriculum connections. http://pmms.msdpt.k12.in.us/imc/preddy/YHBA/Middle%20Grades/RedKayak-Eakle.doc
Some topics of discussion that you could used based off of this book includes:
-Life of a fisherman
-Moral Values, choosing right from wrong, especially when it is dealing with a friendship
-Abusive Relationships at home
-Death, how people deal with grief differently
-Juvenile Justice System
Here are a few passages that can be read from the book when doing a book talk. They contain some excitement and good advice. -P.114 last 5 paragraph (Brady has a confrontation with his friends about the situation).
-P.162 last paragraph (Important advice from Brady’s father about his situation).

Harry Potter and the Sorcerer's Stone by J.K. Rowling

Rowling, J.K., (1997). Harry Potter and the Sorcerer’s Stone, New York: Scholastic.

Summary: Harry Potter is a story about a boy who is more than just human (or a muggle). It starts by describing the Dursley family who were “perfectly normal” except for Mrs. Dursley’s sister Mrs. Potter. There normal life started to change when Mr. Durley started seeing strange things occurring all over town. Eventually the book introduces Albus Dumbledore, Professor McGonagall and Hagrid who are from a place called Hogwarts. They are making sure of a safe arrival of Harry Potter, who at this time is a baby. Mr. and Mrs. Potter had died, leaving Harry to live with his only family, the Durleys. Harry endures the mistreatment from the Durley family. They made him stay in the cupboard while they spoiled Dudley their son (who was about the same age as Harry). Mysterious letters started to come to the house addressed specifically to Harry Potter, the cupboard under the stairs. Eventually the Durley family could not avoid the letters and Harry was to go to the school, Hogwarts School of Witchcraft and Wizardry which Hagrid, a “giant of a man” with a face covered by a tangled beard, had to make sure Harry received the letter. The rest of the book goes through Harry’s first experience at the school, learning about his past and how he saves the day. He meets some friends, Hermoine and Ron. He also learns how to play Quidditch and becomes a star, following in his Father’s footsteps.

Rationale for Selection: This was a popular book that many people have read including students I may work with. I felt it was time to give in and read it so that I will be able to relate with my students.

Reader Response: I had no desire to read this book or even see the movies, neither interested me. After reading the book I found I enjoyed the book a lot. I wouldn’t mind seeing the movie and if I have free time I might read the other book in the series. At first the different characters overwhelmed me with their strange names. As I read on my excitement to finish and find out how it ends was growing. You felt for Harry and his situation and could not help but follow him through his journey.

Genre and Themes: Fantasy/Adventure

Teaching Thinking notes:
This is a great site about the author J.K. Rowling:
http://www.scholastic.com/harrypotter/books/author/index.htm

Here is a look at the trailer to the first Harry Potter movie that might be a great way to draw your kids into reading the books, if their excitement has not already been sparked by the frenzy. http://www.youtube.com/watch?v=geNlXmmIp7w

Messenger by Lois Lowry

Lowry, Lois, (2004). Messenger, New York: Houghton Mifflin Company.

Summary: This story is about a boy who lives with a blind man. Together they live in a town of people that have been cast out of their homes because of their imperfections. Everyone seems to get along because the town is based on telling no lies. If you have read, The Giver, you will recognize that the leader of the town is the boy from that book but all grown up. Some of the people in this town, although have blemishes, some have extremely unique abilities

Rationale for Selection: When I was younger I read The Giver by Lois Lowry and really enjoyed it and thought this would be a good opportunity to read another one of his books. I also heard from other people that it was a spin off of The Giver.

Reader Response: I read The Giver and really enjoyed that book. I am always skeptical of sequels and thought it could not meet my expectations. It was a great book. I liked how you were able to connect with the main character and sympathized with him. You were drawn into the book and filled with suspense throughout the book until it is resolved in the end.

Genre and Themes: Fiction, Finding oneself

Teaching Thinking notes: I found this wonderful website that tells about the book, a biographical essay written by Lowry, description and awards given to her other books, as well as containing an interview with the her about the Messenger. http://www.houghtonmifflinbooks.com/booksellers/press_release/messenger/
I would incorporate some writing activities that could go along with this book. One major topic for writing that I would have the students write on, would be their opinion of the ending. Are they satisfied with an ending that doesn’t necessarily meet our “happy ending” status? Do they have any ideas for an alternate ending.

Hatchet by Gary Paulsen

Paulsen, Gary, (1987). Hatchet, New York: Simon Pulse.

Summary: This book is about a thirteen year old boy, Brian Robeson who is dealing with his parents divorce. He is torn between knowing a secret about his mother and is unsure to tell his father. At the beginning of the book he is on a plane on the way to visit his dad in Canada, when his pilot has a heart attack and Brian is left to try to fly the plane by himself. He eventually tries to carefully crash land the plane. He survives the crash and has to learn to adapt and survive in the woods of Northern Canada. The rest of the book describes the challenges he faced and how he overcame them. His surviving in the woods occurs over fifty-four days.

Rationale for Selection: This novel was considered a classic and I had not yet read it. I decided this would be a great opportunity.

Reader Response: I am so glad I read this book. I absolutely enjoyed it and could not put it down as I was reading it. I believe this is probably one of the first books ever that I read in a day and a half. I admired Brian’s ability to adapt and be creative in coming up with solutions to solve the challenges he endures in the woods. I can not help but be sympathetic towards the character and connect with him. I kept thinking could I do that? Would I panic and lose all hope of survival? The entire time I read the book I was rooting for him to succeed and would almost be very saddened when another obstacle presented itself.

Genre and Themes: Fiction, Survival

Teaching Thinking notes:
1. To introduce this book I would incorporate some visualization. I would have everyone close their eyes. I would ask the students to imagine they were all alone in the woods. I would set the scene as described in the book, “the forest was largely made up of pines and spruce, with stands of some low brush smeared here and there and thick grass and some other kind of very small brush all over (p.37).” There is a lake that had a rocky ridge that stuck out overlooking the lake about twenty feet high. (I would turn on a CD that had noises you may hear in a forest). I would tell them to think about different animals they may see. I would tell them to imagine it was a hot summer day. I would then start making buzzing sounds and tell them to imagine if they had swarms of mosquitoes that followed and bit them. I would re-emphasize the fact that they are completely alone. After the kids were done imagining the scene, I might have a few of them share their feelings. After discussing, I would tell them that this is what the character we are going to read about experiences in the story. We will have to read how he ended up in this predicament as well as what he does in his situation and whether he survives.
2. I would use this book as a read aloud and have the students’ journaling after the readings.
Reading/Journaling Schedule:
First day: Read Chapter 1. Questions: What do you think is going to happen? How would you feel in this situation?
Second day: Read Chapter 2,3. Questions: What ways does the author emphasize or create that panic that Brian is experiencing? At times it seems Brian thinks rationally, do you think you could have thought clearly? Why or why not?
Third day: Read Chapter 4,5,6. Question: [Read a part from the chapters: “Simple. Keep it simple. I am Brian Robeson. I have been in a plane crash. I am going to find some food. I am going to find some berries.”] Why do you think he keeps repeating this phrase and others like this to himself?
Fourth day: Read Chapter 7,8,9, (During reading: I would stop after reading page 77 and ask, “what may be the thing that made the noises and caused the pain to Brian? What clues made them think what they did?” Question: What kind of feelings do you think Brian is having after he created fire? Would you have been excited as well? Do you believe the fire may have symbolized something?
Fifth day: Read Chapter 10,11. Question: Can you think of any creative ways that you might search or find food?
Sixth day: Read Chapter 12, 13. [Read the last part of chapter 13 again, “Tough hope, he thought that night. I am full of tough hope.”] Question: What do you think this term “tough hope” means?
Seventh day: Read Chapter 14,15,16. Question: After living through the ordeal of your plane crashing, mosquitoes biting, getting ran over by a moose and having a tornado destroy all that you have worked for and survived on; do you think you could continue? Why do you believe Brian still seems optimistic?
Eighth day: Read Chapter 17,18. Question: What do you think will happen when Brian returns home?
Ninth day: Read Epilogue. Discussion: How where your predictions of how he would be when he returned home to what the author wrote? What did you think of the book overall? [This would be a good time for those students most interested in the character and what happens after the book, to introduce them to the other books that Gary Paulsen has written about Brian. The River, Brian’s Winter, and Brian’s Return.]
3. I would have students do a comparison/contrast using a Venn diagram. They would analyze the differences between the book Hatchet and the movie, Hatchet, A Cry in the Wild. (It was made in 1990 directed by Mark Griffiths.) Could possibly group the students and let them work together to brain storm ideas using chart paper.
4. I would take the time to introduce the author, Gary Paulsen. One website to do research with is http://www.randomhouse.com/features/garypaulsen/about.html. This site actually has the address to contact Gary Paulsen. As a class, the students can come up with questions they may want to write to Paulsen. Questions not only about his life but about the book they read. Another website that gives great biographical information on Gary Paulsen is http://falcon.jmu.edu/~ramseyil/paulsen.htm.
5. This book is a great way to open up discussion about creating a survival kit. Being in Florida, we have hurricanes so students will be able to relate by discussing what they or their parents may collect together to prepare for a hurricane. The kids can be split into groups that have to create a survival kit that may have helped Brian in the Canadian Wilderness. (Each can have a shoe box and create the supplies using construction paper). This may be a great activity to do before reading chapter 19. Then the students can compare what they put in their survival kit as compared to the one on board the plane. [These are good websites that talk about being prepared and having supplies. http://www.fema.gov/kids/ and http://www.usfa.dhs.gov/kids/flash.shtm .]
6. After reading the book, Students can hold a class discussion on the big idea of survival.
a. Survival: What qualities are necessary to be a survivor? Are there other examples in our society that we have seen survivors?
(http://www.randomhouse.com/teachers/guides/pdf/guts.pdf)