Reese’s Review of We are the Ship: The Story of Negro League Baseball

Coretta Scott King Award Winner

Robert F. Sibert Medal

                Baseball is my all-time favorite sport. I grew up hearing about famous baseball players, and even after I married family members would tell stories of watching Satchel Paige pitch.  I knew about the Negro Leagues, but I didn’t really know the whole story.  This book was the opportunity I had never had to understand the historical background of the time before the leagues integrated.  Kadir Nelson uses a first person point of view (though it isn’t his own) to narrate the story through all nine innings and into extra innings (innings are equated to chapters in the book).  Throughout the “game”, Nelson has interspersed oil paintings based on the game with as much historical detail as he could find.  Double page spreads throughout draw the reader onto the field and directly into the game (I now can imagine what it must have been like to have a field view of Satchel Paige pitching to the mighty Josh Gibson.) There is even one double page spread of a ticket from the First Colored World Series which folds out full on each page to reveal a picture of both teams and owners in the series. However, Nelson’s talent isn’t in the illustrations alone. His writing highlights the effects the Negro Leagues had on the game from the inception of safety equipment (both catching gear and batting helmets were invented here) to the increased game pace which drew in the crowds.  I can’t wait to share this book with my students; it is a book with I anticipate will stay checked out this upcoming year!

Nelson, K. (2008). We are the ship: the story of negro league baseball. New York: Hyperion.

Reese’s Review of Book Fiesta! Celebrate Children’s Day/Book day – Celebremos el día de los niῆos / El día de los libros

Pura Belpré Award

                I couldn’t resist the cover of this book.  After all, I love books and am from San Antonio (where Fiesta is a major holiday!) This book brought together two of my passions (even though the Fiesta is this book is just a different celebration).  Even the end sheets in this book are colorful and eye catching.  The front ones show children awakening to a sunny day after having fallen asleep with their books, while the back end sheets show children reading on cloud while the moon looks on with a smile. I loved the idea a day celebrating all that books bring us, and I especially loved that the book was bilingual which adds to its appeal.  The illustrations made me happy dressed in their bright colors and vibrant pictures.  Everyone reads here; everyone enjoys and cherishes the opportunity to grab another story.  I grew up in  family where stories were shared, and the love of reading was nurtured. This book celebrates that joy and shows it’s not simply a trait of one cultural background.

Mora, P. (2009). Book fiesta! Celebrate Children’s Day/book day – Celebremos el día de los niῆos / El día de los libros. New York: Harper Collins.

Reese's Review of Twilight

New York Time Bestseller’s List

                It seems that every female student who walked in my eighth grade classroom in the last few years has read or is reading Twilight.  Though it has been much acclaimed by both my students and my daughter, I have fought the need to read it until now because I quite simply had no desire to spend time reading about vampires. But now I understand.  Stephanie Meyer doesn’t just write about vampires, instead the story is the dark forbidden romance where Bella’s internal conflict between her heart’s desires reigns supreme. Though she suspects (and later confirms) Edward’s true identity, she is still drawn to him despite the warnings of others about possible danger to herself. Bella embodies the fears of every teenager when moved to a new community and tries desperately to fit in, but she also shows the strength of learning to judge people for herself without depending solely on the opinions of others. In my own life, this last idea of judging people without depending on the opinions of others is the ideal that I most relate to, especially since I work in a school where there is a very high mobility rate.  Often students and even adults have difficulty learning who and what to listen to as we try to blend into new communities.  To me, walking through Bella’s struggle with her in this way makes this a worthwhile read.

Meyer, S. (2005). Twilight. New York: Little, Brown, and Company.

Reese's Review of Good Masters! Sweet Ladies! Voices from a Medieval Village

John Newbery Medal

                Written as a collection of monologues (with a few dialogues) from characters within a medieval village, this book offers unique perspectives and glimpses into the lives of those in that time period.  I loved the fact that I was able to see into the lives of those from differing lifestyles, and I enjoyed the brief, periodic background essays which added to my understanding.  Several key features of this book drew me in such as in the beginning where I could search the map to find each character within the overview of the village and the side notes on each monologue which footnoted information important for my understanding.  I found myself reminded of how the human condition (self-awareness, jealousy, love of parent, conflict, class systems) is more similar today to that of medieval times that one might at first assume. I look forward to sharing this unique collection of viewpoints with others in the future and to sitting back down with a cup of tea or two to enjoy it again.

Schlitz, L.A. (2007). Good Masters! Sweet Ladies! Voices from a Medieval Village.

           Cambridge: Candlewick Press.

Reese's Review of Dave the Potter: Artist, Poet, Slave

Coretta Scott King Award Winner

Caldecott Honor Book

                Beauty of artistry, beauty of words, and beauty of theme all are traits which place this book in my favorites list.  From the moment I laid eyes on the cover and the intense look of concentration on the face of Dave the Potter as he worked the clay pot, I fell for this book.  Detail after artistic detail - pages which have a worn scrapbook-like edging, dark earth-toned paintings, images which glimpse the slave life – draws the reader into the poetic story and adds depth to the already moving story. I was surprised by the foldout in the idle of the book and almost missed it as it blended in so well.  I am glad I didn’t, or I would have missed the beauty of the change from lump of clay to full fledge pot.  The subtle symbolism of the story comes through in both words and illustrations.  The addition of the background history of Dave the Potter with the inclusion of some of his verses along with the story of how the book was conceived appealed to me.  I have always enjoyed art and particularly pottery.  The book reawakened an itch to spend time throwing a pot on a wheel soon.

Hill, L. C. (2010). Dave the potter: artist, poet, slave. New York: Little, Brown, and Company.

Reese's Review of Eleanor Roosevelt: A Life of Discovery

Newbery Honor Book

ALA Notable Book

                Russell Freedman set out to write nonfiction books written in a way that he would want to read them.  He was successful in his juvenile biography about Eleanor Roosevelt. Peppered with with black and white photos throughout as well as a photo album in the back of book, Freedman brings to life the verve for life which characterized Mrs. Roosevelt.  While the pictures and their captions further the reader’s background knowledge and understanding of her life, her quotes which begin each chapter (except the first) help to characterize her in the reader’s mind.   The author has provided a section which lists books by and about Eleanor Roosevelt’s life and included an index which is thorough.  Eleanor’s strength and determination reminded me of how far women in our society have come, as well as the power women wielded quietly in the past masked behind the guise of male politicians and husbands.  Several of Eleanor’s quotes caught my attention and reminded me of my own life; one in particular spoke to me: “I imagine every mother felt as I did when I said good-bye to [my sons] during the war.  I had a feeling that I might be saying good-bye for the last time.” Perhaps it is my the fact that I am married to a soldier or that I am now the mother of a soldier, but that quote was enough to bring tears to my eyes and wish that she was someone that I had known personally.

Freedman, R. (1993). Eleanor Roosevelt: a life of discovery. New York: Clarion Books.

Reese's Review of An American Plague: The True and Terrifying Story of the Yellow Fever Epidemic of 1793

Newbery Honor Book

Robert F. Sibert Medal

National Book Award Finalist

                Nonfiction books can be boring - not this one. From the subject of the yellow fever epidemic to the presentation of the subject matter, this book intrigues the reader.  The author has done extensive research and documented it with an easily usable source section. Additionally, the index is thorough and well done making this book a wonderful research source for students.  Illustrations which add to the reader’s background knowledge and understanding of the subject matter are scattered throughout: maps, letters, newspaper snippets, photographs, cartoons, pen and ink illustrations, black and white artwork.  I particularly liked the way in which the author divided the book into eleven chapters and began each with a catching title as well as a short quotation which summed up the effect of the fever in the chapter.   By utilizing a multitude of firsthand accounts mixed with medical and historical facts, the author managed to draw me into the book; my curiosity about yellow fever kept me reading.  The book itself reminded me that even in this day and age, our medical community and our society doesn’t have all of the answers. Dangers abound and seemingly innocent mistakes or lack of knowledge can threaten our society as it did in 1793.

Murphy, J. (2003) An American plague: the true and terrifying story of the yellow fever epidemic of 1793. New York: Scholastic .

Reese's Review for Frog and Toad Together

Newbery Honor Book

ALA Notable Books for Children

                Frog and Toad Together is a young reader classic, however, it isn’t one that stands as a favorite of mine.  Though the tales of the two best friends are nice, the book lacks the depth of natural language flow which I have liked from a young age.  Frankly, the stories included don’t appeal to my ear.   I do remember my own son and his love as a young reader for this book.  In fact, he tried desperately to convince me at one point that we needed to add a frog habitat to the house so that he could have his own set of friends.  I also recall his love for reading the book over and over because I remember being thankful when he decided his dog was an appropriate audience for his kazillionth reading of it.  So, while the book isn’t a personal choice, I recognize that it does appeal to a number of young readers in its story lines (especially the idea of devoted friendship), ease of language, and color illustrations.

Lobel, A. (1971). Frog and Toad together. New York: HarperFestival .

Reese's Review of When Marian Sang

Robert F. Sibert Honor Book

ALA Notable Book for Children

              I am not truly sure what is most memorable in this picture book, the motivating story of Marion’s determination to overcome the obstacles put in her way or the rich illustrations that beg the reader to spend time teasing out the fine details within them.  Pam Munoz Ryan has taken the historic facts of Marion Anderson’s life and written a biography which is entrancing in its rich mixture of story and spiritual music.  Brain Selznick has put equal effort into the illustrations layering historical details and support for the text into each page. He has managed to incorporate into the illustrations foreshadowing (in the scene where Marion’s mother is comforting her, the wallpaper behind them is a pattern from the Old Metropolitan Theater where Marion would later sing) as well as paying homage to his uncle, who inspired the story, in the scene of Marion singing to the crowds at the Lincoln Memorial. Personally, there was nothing that I didn’t like.  Marion Anderson’s quiet, unassuming bravado in meeting the challenges of racism head on with grace and tact is an amazing one.  Often, those that are loud and up front are heralded (rightly so), but yet those that face challenges in a different way are overlooked.  This book makes sure that Marion Anderson’s talent and effects on history won’t be forgotten.

Ryan, P.M. (2002). When Marion sang. New York: Scholastic .

Reese's Review of Rapunzel

Caldecott Medal

Notable Book for Children

                This book is an award winner for a reason. I have to admit, it is filled with so many beautifully detailed oil paintings that I am not quite sure if I should frame it or put it on a shelf!  Even the end pages set the scene for the story by giving the reader an overview of the setting along with the added beauty of the detailed peacock. The title page is illustrated again with the peacock sitting in a window with a view of birds flying freely among a few white clouds in the blue sky. As in other Paul Zelinsky books, the expressions of each of the characters in the illustrations especially reflect the character’s emotions adding clarity for the reader from the loving expressions exchanged in the opening between Rapunzel’s parents to the anger later of the sorceress when she realizes that Rapunzel is pregnant.  Later, I was fascinated with the two page painting which documented the reuniting of Rapunzel and her prince husband. Though the characters remained rather flat, as most fairy tale characters do, the illustrations still made it well worth my time.  Another particular feature of great interest to me was the inclusion of a note on the text that traced the fairy tale of Rapunzel from its French roots through its many published versions.  For that reason, this book is another which will be used in my classroom as we discuss the historical background and transformation of stories.  Alas, I also enjoy gardening and learning that rapunzel is an herb was a piece of new knowledge for me.  My next great quest will be to find it and add it to my story garden!

Zelinsky, P.O. (1997). Rapunzel. New York: Dutton Children’s Books .

Reese's Review of The Duck Files

 Notable Book for Children

                Nursery rhymes have long been (along with fairy tales) some of my favorite readings probably because I fondly remember having my parents read them aloud as a small child. The Web Files by Margie Palatini brings back those memories from my childhood.  Not a traditional nursery rhyme of old, The Web Files feature Ducktective Web and his sidekick as they try to solve the case of missing purple peppers.  The author’s use of alliteration (purple, almost-pickled peppers), word choice puns (“quack” the case), rhyme, and the allusion to classic nursery rhymes as well as to more modern detective dramas promise to keep young and old alike entertained at read aloud time.  In addition though focused towards ages 4-7, the book is an entertaining choice that I use to introduce the concepts of writing rhythms through sentence structure and of allusion (on a very basic level) in my middle school classroom mini-lessons.

Palatini, M. (2001). The Web Files. New York: Hyperion Books for Children.

Reese's Review of Rumpelstiltskin

Caldecott Honor Book

As a young child, I remember my mother reading fairy tales to us including Rumpelstilskin.  Though it had illustrations, the oil paintings of Paul Zelinsky are far more beautiful and detailed.  Even the end pages set the scene for the story by giving the reader an overview of the towns and countryside as if one looked out from an overlook. The title page introduces the reader to Rumpelstiltskin lounging on a shelf and hinting at is diminutive stature. The expressions of each of the characters in the illustrations especially reflect the character’s emotions adding clarity for the reader.  I also enjoyed the increasing details of the miller daughter’s clothing as she took the role of queen. Though the characters remained rather flat, as most fairy tale characters do, the illustrations still made it well worth my time.  One particular feature of great interest to me was the inclusion of a note on the text that traced the fairy tale of Rumpelstiltskin from its German roots through its many published versions.  For that reason in particular, this book will be used in my classroom as we discuss the historical background and transformation of stories.

Zelinsky, P.O. (1986). Rumpelstiltskin. New York: Dutton’s Children’s Books.

Reese’s Review of Casey at the Bat: A Ballad of the Republic Sung in the Year 1888

Caldecott Honor Book

First, I love baseball.  Second, I am fascinated with books that can pique my curiosity beyond the text.  Casey at the Bat is just such a book. Though I long have been familiar with Ernest Lawrence Thayer’s Casey at the Bat ode, Christopher Bing’s use of pen and ink drawings along with the scrapbook type style of the book kept me thoroughly enthralled.  I spent as much time marveling at the hidden gems within each scrapbook style page as I did on the poem.  Bing doesn’t simply incorporate materials representative of the time period, he furthers the context of the poem through his careful layering of related texts and illustrations on each page.  Each and every time I open the book, I find something  missed previously. In my own middle school classroom, students are intrigued with the illustrator’s reasons for choosing to illustrate in this way; it allows us the opportunity to discuss the importance of presentation to effectively getting a message across to an audience as well as the vast choices available.

Thayer, E.L. & Bing, C. (2000). Ernest Lawrence Thayer’s Casey at the bat: a ballad of the republic sung in the year 1888. New York: Scholastic.

Reese's Review of Mirette on he High Wire

Caldecott Honor Book

Exposition:  A young girl named Mirette, whose mother runs a boarding house, listens to stories of performers who stay in the boarding house as she helps her mother run it.

Conflict: Mirette wants to learn to walk the high wire after she sees a legendary retired high wire walk, who is staying at the boarding house, walking on the laundry line.

Rising Action: At first he refuses to teach her, but she decides to learn on her own.  He sees her and finally relents. An agent arrives who talks about the legendary high wire artist’s feats, and Mirette is fascinated.  She soon learns he is fearful now of the wire, and battles fear herself.

Climax: Bellini, the high wire artist, faces his fear and decides to walk across from rooftop to rooftop on a high wire. He freezes in fear as he begins.

Falling Action:  Mirette runs up and meets him out on the high wire.  Bellini, with the encouragement of Mirette, walks across the high wire.

Resolution: Mirette sees a poster that features she and Bellini as wire walkers together.

Quality of Illustrations:  McCully uses the impressionistic style to emphasize the movement of walking over the high wire.  The colors in the scenes that show Bellini feats are bright suggesting the giddy mood of the people who had been witness to them. By contrast, McCully uses darker colorations in the scenes where the crowd is waiting with baited breath for Bellini to complete his walk across the wire after he freezes.

McCully, E.A. (1992). Mirette on the high wire. New York: Scholastic.

Reese's Review of Raven: A Trickster Tale from the Pacific Northwest

Caldecott Honor Book

Exposition: The people don’t have light, so Raven goes off in search of light.  He realized it is held in the home of the Sky Chief.

Conflict: In order find the light in the Sky Chief’s home, Raven turns himself into a pine needle which floats into the daughter’s water where she drinks it. After being born as the daughter’s child, he must find the light.

Rising Action:  A baby, Raven crawls around and then cries until the Sky Chief say to give his grandchild the ball of light.

Climax: Rave returns to his raven form and lies off with the ball of light in his beak as the Sky Chief, his daughter, and the elders look on.

Falling Action:  Raven throws the Sun into the sky, and the people have light.

Resolution: The people feed Raven as thanks for bringing them light.

Quality of Illustrations: McDermott uses beautiful painterly media (gouache, colored pencil, and pastel).  The mood of the people is reflected in the beginning part of the story by the use dark muted colors that show the darkness in which the people live. McDermott also uses different media to further illustrate the differences between the Raven and the Sky Chief.

McDermott, G. (1993). Raven: A trickster tale from the Pacific Northwest. New York: Scholastic.

Reese’s Review of The Face on the Milk Carton

One of the 100 most challenged books list (bookspot.com)

Exposition: Fifteen year old Janie Johnson has a boyfriend named Reeve and parents who harp on her every move.

Conflict: Janie sees a picture of herself at three right on the back of her milk carton and begins to wonder if she is truly the child of the "parents" that she has grown up with.

Rising Action:

Janie explains the situation to her parents after finding a polka dot dress in the attic that is like the one on the milk carton. Her parents explain that their daughter Hannah ran away and joined a cult. When Joanie was around three, Hannah brought her to the door and dropped her off. Fearful that the cult and the man who fathered Janie would come after her, the Johnsons moved and even changed to their current last name.

Climax:

Janie continues researching the subject and even goes to see the Springs (though she doesn't go up to them and explain) where she notices the other kids have red hair like hers. She writes to the family, only to lose the letter at school.

Falling Action:

Again, Janie speaks with her parents (along with Reeve, her boyfriend). It is finally realized that Hannah could have kidnapped Janie and she might not be the Johnson's granddaughter though they love her.

Resolution:

Janie's mom calls the Springs; Janie takes the phone and introduces herself as their daughter.

Literary Elements:

At the time this book was written, milk cartons often pictured missing children (especially those milk cartons that schools served). The author's use of this common fact, along with the typical trials of teen life help to make this a very believable story. Dialogue among the characters reflects common teen conversation as well as topics as well.

Cooney, C. B. (1991). The face on the milk carton. New York: Bantam Books.

Reese’s Review of The Giver

One of the 100 most challenged books list (bookspot.com)

John Newbery Medal

ALA Notable Book

ALA Best Book for Young Adults

Exposition:

Eleven year old Jonas lives with his mother (employed by the Justice department), his father (a Nurturer of New Children), and his younger sister Lily in a society where children are born to Birthmothers (literally it is their job) and then dispersed to family units.

Conflict:

Jonas is chosen at the Ceremony of Twelve to become the Giver. He is unsure of what the job entails and as he grows into understanding through the dreams he is given by the Giver, he is disturbed by the knowledge he begins to possess.

Rising Action: His father brings home a child, Gabriel, to nurture as the child is not doing as well as the Nurturers would like. Jonas receives dreams, which are also the memories of the society, that explain "release" from society is actually death. He sees his father as he releases a child in the dream.

Climax:

Jonas and the Giver receive word that the child Gabriel is to be released. Jonas is unable to accept it and with the Giver's blessing, steals his dad's bike along with food and escapes the society for "elsewhere".

Falling Action:

 Jonas and Gabriel are able to avoid detection, but they are freezing in the meantime. While others in his society have not been able to see color, Jonas is seeing more and more as he gets farther from society.

Resolution:

Jonas and Gabriel find a sled (from one of the first dream memories the Giver gave Jonas) and sled down the hill towards music, lights, and what he thinks to be people waiting for them both.

Literary Elements:

The author uses dialogue among the characters to both keep it believable and to clarify the futuristic setting of the story. The precise word choices assist the reader in teasing out the differences between today's society in which we live and the society in which Jonas lives.

Lowry, Lois (1993). The Giver. New York: Laurel-Leaf Books.

Reese’s Review of Julie of the Wolves

One of the 100 most challenged books list (bookspot.com)

Exposition:

Lost in the Alaskan tundra, 13 year old Julie (Miyax in Inuit) is struggling to survive using lessons her father taught her and by trying to learn lessons from the wolves she watches.

Conflict:

Miyax is struggling with finding her place in the world and how her traditions fit into the world of her dreams.

Rising Action:

 Miyax flashes back to the events that have brought her to this place: her mother's death, being taken from her father by her aunt, her marriage to Daniel along with his attack on her, her decision to set out for San Francisco the place of her pen pals stories.

Climax:

While asleep, Jello steals her pack. Later she finds he has been killed by Amaroq for stealing it. She befriends Kapu, the black wolf pup and finds a plover bird that she names Tornait. Gussak hunters kill Amaroq and wound Kapu.

Falling Action:

She mourns the wolf's death and decides to treasure her Eskimo lifestyle. Miyax learns from a family who stops to share her fire of a hunter named Kapugen in a nearby village. There she finds her father has remarried and his life has changed. In her confusion, she heads back to the tundra.

Resolution:

After Tornait dies in the tundra, Miyax decides to head back to Kapugen's home.

Literary Elements:

The author uses tension to the story's advantage. The thread of tension, Miyax's internal struggle with her world and her place in it, weaves through the story from the beginning to even the very end. Additionally, the accuracy of the cultural details and the setting in the Arctic tundra add to the believability of the story.

George, J.C. (1972). Julie of the wolves. New York: Scholastic.

Reese’s Review of My Brother Sam is Dead

Newbery Honor Book
One of the 100 most challenged books list (bookspot.com)

Exposition:

At the beginning of the American Revolution, Sam Meeker walks in the door of the taproom wearing the uniform of the Patriots to greet his younger brother Tim and both his parents. His father is less than enthusiastic that Sam has joined the Minutemen and plans to fight against the "King".

Conflict:

 Though Sam has joined the Minutemen, his family believes he is foolish. Tim is somewhat torn between admiration for his brother and his upbringing. Sam steals his father's gun and runs away to fight. Tim doesn't know where his loyalty truly lies.

Rising Action:

Tim's parents are almost killed when Rebel forces demand the gun which Tim then attempts to steal back from his brother who is temporarily back. Meanwhile, Tim has been delivering letters which some think contain spy information. Tim's father is taken prisoner and later killed as he and Tim return from a trading journey. Sam serves three years of service, only to be accused of stealing cattle (partially because his parents are known Tory supporters).

Climax:

Tim begs General Putnam for clemency but is refused.

Falling Action:

Sam is executed at musket point by Continental soldiers as a lesson to all the soldiers. Tim watches, not screaming until they lift their muskets up to him.

Resolution:

Tim and his mother continue to own and work at the tavern in Redding after the war's end. The tavern is sold and they move. Tim builds a new tavern and branches out; eventually, Tim marries and has children.

Literary Elements:

The authors bring the characters to life through their use of rich dialogue. The reader' understanding of the historical time period is further expanded because of the believability of the plot and the style/language use throughout the novel.

Collier, J.L. & Collier, C. (1974). My brother Sam is Dead. New York: Scholastic.

Reese’s Review of Go Ask Alice

One of the 100 most challenged books list (bookspot.com)

Exposition:

A fourteen year old teenage girl (who turns 15 just pages into the book) writes to her diary explaining her naïve view on the world and her family after being stood up by the "love of her life".

Conflict:

After moving, she comes back to town to visit her grandparents when she is feeling low. The "cool" crowd, of which she wasn't a part of before, invites her to a party. Unbeknownst to her, the cokes contain acid and she gets her first taste of drugs, which she likes.

Rising Action:

Acid and other drugs become more and more the norm. After clashing with her parents who feel that she is becoming too much of a hippie (and who don't realize she is selling), she runs away, only to find that she tires after a while of the constant drug scene.

Climax:

 When she returns determined to stay straight, she is constantly bombarded by others in the drug scene that see her as a traitor and threaten her and her family. One night, while babysitting, she thinks a gift of chocolate covered peanuts has been left for her and eats them. Unfortunately, they are laced with acid which sends her on a bad trip and police have to be called.

Falling Action:

She finally fights off the bad trip and heals in the insane asylum where she focuses on the privilege of education.

Resolution:

She returns home from the asylum where she had been committed to find that a young man named Joel is waiting for her. She seems determined to return to school and be strong enough to deal with those that set her up originally. In her last diary entry, she decides to no longer keep the diary. The epilogue informs the reader she has committed suicide 3 weeks after her last entry.

Literary Elements:

Sensory detail is especially evident in the diary's descriptions of the acid trips (particularly descriptive is the bad trip which she embarks on that sends her to the asylum). Additionally, there are periodic instances of understatement as the character finds herself dulled to tragic events around her.

Anonymous (1971). Go ask Alice. New York: Simon Pulse.

Reese’s Review of The Hunger Games

Exposition:

Katniss Everdeen lives in the twelfth district of Panem with her sister Prim and her mother. After the death of her father, Katniss has taken on the role of provider for her family and hunts with a friend Gale outside the perimeter of the district even though it is forbidden to do so. It is the time of the Reaping, the selection of one male and one female from each district to compete in the Hunger Games.

Conflict:

Though Katniss has multiple entries into the Reaping drawing, her sister Prim is selected as the representative with her one entry. Katniss, however, volunteers to take her sister's place even though entering the Hunger Games means having to outlive all other players in a fight to the death. She finds herself internally conflicted as she realizes the boy representative from her district, Peeta, is the young man who intentionally burned bread so he could give it to her when her family was starving.

Rising Action:

Peeta and Katniss find themselves presented as partners to the Capital audience. They train together, and Peeta declares his love for her. The audience falls for the "star crossed lovers" and the fact that only one can survive. Katniss is torn between the idea of Peeta being honest and thinking that Peeta is just playing a game. When the games begin, Katniss overhears Peeta joining forces with the Careers, a group that have trained for these games since birth. She mistakenly thinks Peeta has double crossed her.

Climax:

After the death of her ally Rue, Katniss hears an announcement that the rules of the games have changed and that both the male and female from the district can be declared winners together. Realizing that she doesn't have to kill Peeta, she calls out his name and begins her search for him. Katniss finds Peeta who is extremely ill. She nurses him and eventually risks her own life for medicine to save him. After fighting off all other contestants, Peeta and Katniss realize that they are alone, but an announcement is made that the rule change was illegal and only one can win. Katniss and Peeta decide to eat the berries together that they know will result in a double suicide and no winner.

Falling Action:

As they put berries in their mouths, the announcement comes again that they have BOTH won. They spit out the poisonous berries.

Resolution:

Though they appear to all as a couple, Katniss comments about Peeta playing the audience perfectly and the two stop talking. Katniss realizes that she has lost him.

Literary Elements:

Suzanne Collins utilizes rich sensory details such as "The heat of the bread burned into my skin, but I clutched it tighter, clinging to life" (p. 31) . Another literary element that she uses well is the element of understatement which is exemplified by the passage about the differences in the appreciation for the signs of aging in District 12 as opposed to the attitude of those living in the capital (p.125).

Collins , S. (2008). The Hunger Games. New York: Scholastic.

Reeses’s Review of Middle School The Worst Years of My Life

New York Times Best Seller's List – Children's Chapter Books July 2011

Exposition:

Rafe Khatchadorian enters sixth grade at Hills Village Middle School, also known as the prison to Rafe.

Conflict:

Rafe and his "friend" Leo come up with a plan for Rafe to get points for breaking every one of the rules in the school handbook. At home, Rafe wants to please his mother but despises his lazy step father.

Rising Action:

Rafe begins his quest by pulling the fire alarm at the assembly, revising Shakespeare in English, and denying to his Mom that Leo had anything to do with his getting detention.

Climax:

 Leo realizes he is in danger of failing sixth grade. After realizing his mom is still disappointed in him after trying to please everyone, Rafe decides to finish what he started and draws a giant mural on the school to break a big school handbook rule for maximum points. The cops catch Rafe.

Falling Action:

 When they get home, Bear (stepfather) is waiting and Rafe's mom ends up with a broken wrist after a physical confrontation Bear is kicked out of the house, and Rafe explodes at the bully Miller on the way to meet with the principal.

Resolution:

 Rafe, his mom, the principal, and Mrs. Stricker meet to decide punishment. Just as Rafe is expelled from school for the rest of the year, Mrs. Stricker suggests that art school is where Rafe belongs and that he needs to put together a portfolio. Rafe's mom shows the notebook page copies that she now has and they agree that it is a good beginning of a portfolio. Next year, Rafe can hopefully look forward to attending the art school after serving is expulsion time. Rafe admits that Leo is not "real"; he is his twin who died when they were three from pneumonia. He and his mom agree that Leo will continue to be "in spirit".

Literary Elements:

 Patterson begins that story with a flashback that comes together in the last few pages of the book. His use of dialogue fleshes out Rafe's character and helps the reader relate to the energetic sixth grader. Patterson also uses music in language when Rafe mimics the Shakespeare for laughs during his English class.

Patterson , J. (2011). Middle school the worst years of my life. New York: Little, Brown, and Company.

Reese’s Review of The Red Pyramid

New York Times Best Seller's List – Children's Chapter Books July 2011

Exposition:

Carter and Sadie Kane are brother and sister divided because of their mother's (who was Caucasian) death, and their father's (who is African American) realization that keeping them separated is safer for them. When their father tries to summon the ancient Egyptian god Osiris, he accidentally releases other ancient gods: Set, Nephthys, Isis, Horus, and Osiris. Amos Kane, the kids' uncle, takes them under his protection to his home in Brooklyn and explains that they have blood ties to the ancient Egyptian gods. That night Carter has a dream that he later shares with Amos who goes off in search of information about the dream from Set.

Conflict:

After exploring Amos' library against his instructions, Sadie and Carter are attacked by the warriors of Set. Bast, the Egyptian cat goddess in the form of a pet cat who has been protecting Sadie, saves them but is later defeated by the scorpion goddess. They escape through a portal with the help of Zia who takes them to the House of Life from whom they are descended. Training as magicians against the wishes of powerful magician Dejardins, they escape again when the Chief Lector dies and Darjardins takes his place.

Rising Action:

Sadie and Carter travel to Paris to find out how to defeat Set. Seeking the Feather of Truth, they go to the underworld to Anubis.

Climax:

Carter and Sadie go to the Red Pyramid in Phoenix where Carter (who is hosting Horus) and Set battle. Sadie (who is hosting Isis) performs a spell that transports the pyramid to Washington, D.C. but realizes Apophis is going to use the red pyramid to escape.

Falling Action:

Carter, Sadie, and Dejardins join together to stop Apophis. Carter and Sadie release the gods they have been hosting even though they would not have been successful without their help, but they retain a piece of the gods in their amulets.

Resolution:

Julius Kane (Sadie and Carter's dad) decides to stay with their mother in the underworld. Sadie and Carter's amulet attract others with the "blood of the pharaohs".

Literary Elements:

Riordan use rich figurative language throughout the book.  In particular, his use of imagery allows the reader to fully experience the "audio recording" of the events.  He use of dialogue also adds to the experience as the "voices" of Sadie and Carter take turns relating the story.

Personal Reaction:

I originally picked this book up at the book fair and then grabbed it for a short "read aloud" period at the end of the day to fill time after a fire drill with my 8th graders. My intention was to simply read a bit until the end of class and hopefully enthrall a few to go pick it up from the library to read. What actually happened astounded me, I had a line of 20 students BEGGING to take it home and continue reading it at the end of class. I ended up agreeing to do another read aloud he next day, and the next, and the next. By the end of the week, over half had bought or borrowed their own copies and were reading it along (or trying to beat the rest of the class). Students began looking for information on the ancient Egyptians and bringing it in to share. I wasn't grading this; they simply were motivated to do it because they were fascinated with the book.

Riordan , R. (2010). The Red Pyramid. New York: Hyperion Books.

Reese’s Review of The Throne of Fire

New York Times Best Seller's List – Children's Chapter Books July 2011

Exposition:

Sadie and Carter Kane, who are descendants of the House of Life, find themselves once again in the midst of protecting the modern day world from complete destruction.

Conflict:

Apophis, the snake which represented Chaos in the ancient Egyptian world, is about to break out of his confines and to swallow the world. Sadie and Carter work to rescue Ra, the sun god, in order to save the world.

Rising Action:

Sadie decides to take off to go back to Gramps and Gran's flat to celebrate her birthday before embarking on the quest to save the world. Unknown to her, a trap awaits as some of the Egyptian gods don't want Ra returned to power. Meanwhile, Carter has had a premonition and arrives at the scene too late to assist as Sadie has succeeded with the assistance of dwarf god Bes.

Climax:

The search for Ra leads Carter and Sadie into the Duat, through multiple challenges, and finally to Ra, who is seemingly incapable because of is senility of taking on the challenge of saving the world. While still in the Duat, Sadie and Carter find themselves battling Apophis, the snake of Chaos. To defeat Menshikov, who has been enslaved by Apophis, Sadie and Carter find themselves teamed with Desjardins, long an enemy. Desjardins manages to erase the name of Apophis and defeat him (at least temporarily) at cost of his own life.

Falling Action:

Sadie , Carter and Ra make it back to Brooklyn and their friends who have been in a demon battle of their own. Ra's appearance scares many of the demons away and the rest are vanquished by the group.

Resolution:

After the death of the first and third most powerful magicians in the world, the second is Uncle Amos. Amos takes his position as new Chief Lector, and Bast accompanies Ra as he continues his daily journey through the Duat.

Literary Elements:

Riordan uses a multitude of figurative language throughout this book including similes such as "my heart was as heavy as a bowling ball" (p. 62) to assist the reader in experiencing the events. He also uses precise vocabulary which fits the mixed settings of the ancient Egyptian time period and current day.

Riordan , R. (2011). The Throne of Fire. New York: Hyperion Books.

Reese's Review of The Strange Case of Origami Yoda

Texas Bluebonnet Nominee 2011

Exposition:

Tommy, a 6th grader, gathers evidence to decide how to answer the great question "Is Origami Yoda real?" His friends, too, contribute their stories of encounters with Dwight, a fellow 6th grader, and Origami Yoda. Harvey, one of Tommy's good friends, especially adds his two cents of doubt.

Conflict:

Tommy wants to ask Sara to dance, but doesn't know if he should take Origami Yoda's advice or not.

Rising Action:

Tommy collects stories of Origami Yoda's advice and the reactions of his friends. All the while, Tommy is coming to the realization that Dwight, though different, isn't a bad guy an is kind of fun to hang out with.

Climax:

After Tommy doesn't get the explanation he wants from Origami Yoda, he makes a smart remark about why Yoda can't get Dwight to act normal. Hurt by the remark from one of his friends, Dwight crushes Origami Yoda and throws him away.

Falling Action:

Harvey ends up trying to make a replacement Origami Yoda, which is good and sounds more realistic but hurts Tommy's feelings with a comment about Sara hating him. Dwight and his new Origami Yoda show up and contradict the comment, encouraging Tommy to ask her to dance at the upcoming school event.

Resolution:

Tommy finally gets the nerve to take Origami Yoda's advice and ask Sara to dance. Before he can, the Twist dance comes on the loud speaker. Suddenly, Tommy and Sara as well as their friends find themselves dancing together.

Literary Elements:

One of the most enjoyable aspects of the book was the author's use of an unexpected insight as Tommy came to the slow realization that despite Dwight's reputation, he was a well-meaning friend. Another literary element present in the novel was the choosing of the right words. The author did this though his use of the "diary" type of format and the differing point of views for each of the chapters. These techniques allowed the writer to "show" the story to the reader.

Angleberger , T. (2010). The strange case of Origami Yoda. New York: Amulet Books.