LS 5623 Module 1: WHERE THE RED FERN GROWS by Wilson Rawls

Rawls, Wilson. 1961. WHERE THE RED FERN GROWS. New York: Yearling. ISBN 0440412676

Billy has never wanted anything more in his life than a hound dog. No, make that two hound dogs. Living out in the Ozark mountains, he lays in bed at night listening to the bawling of an old coon hound and dreams of the day when he too can traipse through the woods with a dog by his side. Secretly, Billy begins to save money he earns from trapping animals and selling items to the campers nearby. After two years, he finally has enough money to buy not one, but two hound pups from a magazine advertisement.

Although he never asked permission, his parents aren’t upset and everyone in the family takes a shine to Old Dan and Little Ann. The pups soon learn to hunt and track a river coon and come hunting season, the three are out each night catching raccoons. Little Ann and Old Dan have a special bond with Billy, but even more they have a special bond with each other. Together, they are an unstoppable force who trap and kill more raccoons than any hunter in town.

Proud of his grandson and his two hounds, Billy’s grandfather enters the trio in a big time hunting competition. Billy, along with his father and grandfather, travels to the competition and advance night after night until the final hunt. Even a snowstorm on the final night can’t keep the hounds from bawling treed and catching coon after coon. Arriving back home with a winning gold cup, Billy is even more sure that his dogs were heaven sent. Then one day, tragedy strikes while the three friends are out hunting and come across the devil cat of the Ozarks, the mountain lion.

Although WHERE THE RED FERN GROWS was written over fifty years ago, the bond between boy and dog still holds a special place in a young reader’s heart. “While the lifestyle might not be familiar to today’s youth, the ups and downs of growing up and the love of a pet will ring true to all [listeners]” (Braun, 1995). Billy’s character is well written and realistically describes a boy’s desire to own his own dog. Every young child who has dreamed of owning a dog, cat, hamster or fish will relate.

The book does drag on at times and a reader who isn’t 100% invested may lose patience with the slow paced story, but anyone who endures the duller moments will be thankful once they’ve finished the book. WHERE THE RED FERN GROWS is most definitely a classic that withstands the shifts in space and time and will pull at the heartstrings of any animal lover who reads it.


Reference List:
Braun, Linda W. 1995. "Audiovisual review: Recordings." School Library Journal 41, no. 6: 71. Education Research Complete, EBSCOhost (accessed September 19, 2011).

LS 5623 Module 1: WHAT I SAW AND HOW I LIED by Judy Blundell

Blundell, Judy. 2008. WHAT I SAW AND HOW I LIED. New York: Scholastic. ISBN 0439903483

“Truth, justice… I always thought they were absolutes, like God. And Mom. And apple pie. But you could make apple pie from Ritz crackers. You could make cakes without sugar. We learned how to fake things, during the war.”

Evie Spooner is a fifteen year old girl who is living up the last days of summer in Brooklyn, New York before starting back to school. One night, Evie’s stepdad Joe announces that he is taking the family on a trip to Palm Beach. Evie’s mother Bev hesitates but Evie knows this is what her family needs to get back on track now that Joe is home from the war.

Upon arriving in Palm Beach, Evie notices right away that something is off; the hotels and houses are boarded up for hurricane season and the city is a ghost town. The hotel, Le Mirage, has only a handful of guests and Evie busies herself with touring the hotel and roaming poolside in the evenings. One night she meets Peter, a man a few years older than Evie’s fifteen. They strike up a friendship that turns into something more as the days progress and she and her mother spend more and more time with Peter.

When Joe finds out that Evie and Bev are spending so much time together he commands it to stop and when it doesn’t Joe and Peter become hostile towards one another. One stormy morning, Peter heads out to sea with Joe and Bev at Joe’s urging. While their out, a hurricane moves closer to Palm Beach and Peter is lost a sea. But when his body washes up on shore, the police are doubtful that his death is an accident and Evie’s parents are named the prime suspects in his murder. The mix of truth and deception that follows is a lot to grasp for a fifteen year old but Evie is ready to hold her own.

WHAT I SAW AND HOW I LIED by Judy Blundell is a story of love and loss, of secrets and lies, and how the line between each is blurred when family is involved. Fifteen Evie experiences her first taste of love- a universal feeling that any teenager can relate to. Each character is excellently written, from charming Peter to Evie’s war torn step-dad, Joe Spooner. Set in post war 1947, WHAT I SAW AND HOW I LIED contains a plot that is realistic even today. “The suspenseful story tackles issues of racism, sexism and class distinctions” (Austin, 2010). Although the era is different, the same issues still run rampant throughout our modern society. This beautifully written, dramatic story is a must read for anyone who enjoys quality literature.


Reference List:
Austin, Patricia. 2010. "What I Saw and How I Lied." Booklist 106, no. 16: 66. Education Research Complete, EBSCOhost (accessed September 19, 2011).

LS 5623 Module 1: ANGUS, THONGS, AND FULL FRONTAL SNOGGING: CONFESSIONS OF GEORGIA NICOLSON by Louise Rennison

Rennison, Louise. 2001. ANGUS, THONGS, AND FULL FRONTAL SNOGGING: CONFESSIONS OF GEORGIA NICOLSON. New York: HarperCollins. ISBN 0064472272

REVIEW

ANGUS, THONGS, AND FULL FRONTAL SNOGGING: CONFESSIONS OF GEORGIA NICOLSON is the hilarious and realistic diary of a British teen who is quite sure her life is not worth living. Her cat is on a mission to eat the neighbor’s poodle, her parents think she’s too young for privacy and her best friend is in love with a boy from the grocery store. Her whole life is just too tragic to bear, especially now that she’s met Robbie AKA Sex God (S.G. for short) who is dating the most wet (idiotic) girl in school.

With the help of her friends, Georgia suffers through accidentally shaving off her eyebrows, stalking S.G.’s girlfriend and keeping Angus from attacking the poor dog next door. Her home life is somewhat of a disaster as well; her dad has lost his job and has moved to New Zealand to find work. While he’s away, Georgia is sure that her mother is flirting with a contractor and that her little sister has put another dirty diaper in her bed.

ANGUS, THONGS, AND FULL FRONTAL SNOGGING is sure to be a hit with any teenage girl, regardless of her city of origin. This book has it all: a mysterious older boy, a quirky best friend, some mischievous antics and a set of parents that just don’t get what it’s like to be fourteen. “Georgia is a wonderful character whose misadventures are not only hysterically funny but universally recognizable” (Cart, 2000). American teens will love learning the British slang that Georgia’s character provides in the book’s glossary and will laugh at many of the realistic adventures (and misadventures) of Georgia and her friends.

This well written first book by author Louise Rennison will reassure any teenage girl that she is normal and that we all go through life’s ups and downs. Rennison is able to discuss topics such as snogging (kissing) and sexual exploration through Georgia’s humorously told tale.

Reference List:
Cart, Michael. 2000. "Starred Reviews: Books for Youth." Booklist 96, no. 21: 2033. Education Research Complete, EBSCOhost (accessed September 19, 2011).

The Pirate of Kindergarten by George Ella Lyon

a. Bibliographic data
Lyon, George Ella. 2011. THE PIRATE OF KINDERGARTEN. Ill. by Lynne Avril. New York: Simon & Schuster. ISBN 1416950249

b. Brief plot summary
Ginny is super excited about kindergarten but doesn’t like the fact that she sees two of everything! She has a hard time reading and even runs into things because of her double vision. After being screened for a vision test, Ginny learns that she must wear an eye patch to help correct her double vision. With her new patch, she becomes the pirate of kindergarten and is once again excited to be at school.

c. Critical analysis
The Pirate of Kindergarten is a great picture book to share with students of all ages and opens the door for discussion about learning, physical and mental disabilities. Young students can benefit greatly from developing an understanding and respect for people and their differences.

Ginny is a typical kindergartner, who embodies the self centered world of a five year old in thinking everyone saw the way she did. Anyone who has met a kindergartner knows that they rarely see the world outside of what they know personally. It also shows the innocence of a child in not understanding what is wrong or not knowing how to solve a problem. The school setting provides a great opportunity for the author to explore the activities Ginny could find difficult and social interactions that may arise from it.

While some of the kids make fun of Ginny, it is not the focus of the story. More attention is paid to the difficulties Ginny has in completing tasks like reading, coming to circle and cutting with scissors. The reading audience in able to feel how frustrating and embarrassing things can be when you see two of everything. The teacher also gives the adult reader something to think about because of the way in which she responds to Ginny. “We read with our eyes, not our noses” and “don’t squint” show that the teacher has no understanding of Ginny’s problem but had she paid more attention, she may have seen the signs and been able to help her.

The illustrations in The Pirate of Kindergarten provide the reader with a visual understanding of how Ginny saw the world. While her vision problem goes undiagnosed, the images are blurred or doubled, just as Ginny sees them. Once she gets her eye patch, the illustrations become clearer and more focused. The illustrations also convey Ginny’s emotions and confidence as she overcomes her vision disability.

d. Reviews/Awards
• From Booklist: “Created with pastels, acrylics, and colored pencils, Avril’s bold and wonderfully vivid mixed-media illustrations sometimes portray the classroom through Ginny’s eyes, with overlapping images of chairs, books, and people, though they usually present an outside perspective. Based on Lyon’s own experience, the sensitively written story radiates empathy and good humor. Even children who have not experienced Ginny’s problem will understand her occasional frustration and find it intriguing that one person can literally see the world differently from another.”
• From SLJ: “Lyon's short, descriptive sentences set up the situation deftly, and Avril's astute chalk, pencil, and acrylic drawings of "two of everything" provide a vivid window into Ginny's pre-treatment world.”

e. Connections
• Teachers can use this story to create a tolerant environment in the classroom, especially with younger students (K-1)
• Here are some other picture books for children that address special needs/ learning issues
o Julia Chen Headley's The Patch is another story about a pirate who has trouble with his vision.
o The Higgledy-Piggledy Pigeon by local Austin author, Don Winn is about a dyslexic pigeon who has trouble in flight school
o Lily and the Mixed Up Letters by Deborah Hodge is a story about dyslexia
o Some Kids Just Can’t Sit Still! by Sam Goldstein teaches students about ADHD
• Try reading the non-fiction series for children, Pebble Books: Understanding Differences

Habibi by Naomi Shihab-Nye

a. Bibliographic data
Shihab-Nye, Naomi. 1997. HABIBI. New York: Simon & Schuster. ISBN 0689825234

b. Brief plot summary
At her parents’ request, fourteen year old Liyana moves from her home in St. Louis to her father’s homeland, Jerusalem. As her family sells off their belongings and moves across the ocean, Liyana is worried that she will not fit in and that people will forget her. Upon arriving in Jerusalem she meets her father’s family for the first time, including her grandmother Sitti, and starts school in the Armenian quarter of the city. Slowly, Liyana adjusts to life in a new country and begins to make friends of all races and religions.

c. Critical analysis
Habibi does an excellent job of explaining life within Jerusalem without negatively portraying the varying cultures. Political situations involving the different cultures are presented, but done so through Liyana’s point of view which makes them a tad lighter in tone. Because the main character is Arab-American, the Palestinian traditions and values are dominant. Through Liyana’s encounters in the Armenian quarter and with her Jewish friend, Omer, Shihab-Nye provides glimpses of the other cultures present within the setting of the novel. Overall, the author’s attention to detail provide both well rounded views of each group of people, as well as descriptions of some of the beautiful landmarks and scenery to be found in Israel.

The cultural markers in this story are abundant. Liyana’s family speaks Arabic and many phrases are included in the text, most importantly the use of habibi and habibti (meaning my darling) are used to explain how loved and safe Liyana and her brother feel. Many native foods are referenced throughout the text, such as Jordan almonds, Jericho oranges and olive oil. Traditional dishes, like baba ghanouj, falafel, and katayef, are also introduced through Liyana’s journey.

Upon meeting her relatives, Liyana is struck by the beauty of the women’s clothing. “The women’s long dresses were made of thick fabrics, purple, gold and navy blue and stitched brightly with fabulous, complicated embroidery” (p. 40). She also mentioned the kaffiyeh (a headdress, symbolizing Palestinian nationalism) worn by some of the men that make them look “more interesting”.

Celebrations and religion also come into play while reading Habibi. Holidays that the Abboud family participated in while living in America, have more significance, especially to Liyana’s mother, now that they were “standing in a place where important things really happened”(p.165). There are also rules Liyana must learn to abide by as a woman now that she is living in conservative Jerusalem, such as not brushing her hair in public or wearing shorts and no public displays of affection.

The characters in Habibi are well defined, especially Liyana, Rafik, Poppy and Sitti. As a reader, one could use more background and insight into the character Sitti, as she seems multifaceted and interesting. Author Shihab-Nye could have an interesting sequel in the making with Liyana’s Palestinian grandmother.

d. Reviews/Awards
• From Kirkus Review: “The sights, sounds, and smells of Jerusalem drift through the pages and readers glean a sense of current Palestinian-Israeli relations and the region's troubled history.”
• From SLJ: “Poetically imaged and leavened with humor, the story renders layered and complex history understandable through character and incident. Habibi succeeds in making the hope for peace compellingly personal and concrete...as long as individual citizens like Liyana's grandmother Sitti can say, "I never lost my peace inside.”

e. Connections
• Readers who enjoy the work of Naomi Shihab-Nye can read one of these other titles:
o Sitti’s Secrets
o 19 Varieties of Gazelle: Poems of the Middle East
o Baby Radar
o Different Ways to Pray: Poems

Dogs Don’t Do Ballet by Anna Kemp

a. Bibliographic data
Kemp, Anna. 2010. DOGS DON’T DO BALLET. Ill. by Sarah Oligvie. New York: Simon & Schuster. ISBN 141699839X

b. Brief plot summary
Biff has one dream: to become a star ballerina. His young owner understands his desire but her father and ballet instructor repeatedly tell her, “Dogs don’t do ballet!” But when the prima ballerina unexpectedly falls during a performance, Biff saves the days by donning a tutu and proving to the audience that even dogs can be ballerinas.

c. Critical analysis
Dogs Don’t Do Ballet is a beautifully written picture book for young children. The text offers interesting vocabulary words (ex: “looks longingly”, “calamity” “orchestra”) to promote discussion among readers. The setting is unknown, although the illustrations hint at a metropolitan city with parks and city buses. The lack of a specific city name makes the story more universal, as if the story could take place in New York, London, Tokyo or Paris.

The main character in this story, Biff, is a male dog who dreams of becoming a ballerina. Although, the story is fictional and the character is an animal, the idea of a boy being a tutu wearing ballerina may cause some readers to wonder about the author’s intentions of writing this story. More importantly, the underlying message seems to be that one shouldn’t let other people’s opinions or beliefs stand in the way of one’s dreams. This message should be shared and celebrated with children as a way to foster courage and confidence.

The illustrations in Dogs Don’t Do Ballet offer a whimsical feel to the story. Biff’s emotions are captured through the images on the pages and the reader is drawn in and can’t help but root for the ballet loving pooch. Oligvie does a good job of portraying a variety of characters so that the audience sees an array of ethnicities present, as in scenes such as the dance class and the ballet performance.

d. Reviews/Awards
• ALA Rainbow List selection
• I could not find any reviews from reputable sources such as Booklist, SLJ or Kirkus Review

e. Connections
• Students (and dogs) who love ballet can read one of these fabulous picture books starring ballerinas:
o Angelina Ballerina by Katharine Holabird
o Gwendolyn the Graceful Pig by David Ira Rottenberg
o Tallulah’s Tutu by Marilyn Singer
o Sugar Plum Ballerinas series by Whoopi Goldberg
o Dancing in the Wings by Debbie Allen and Kadir Nelson

The Year of the Dog by Grace Lin

a. Bibliographic data
Lin, Grace. 2006. YEAR OF THE DOG. New York: Hachette Book Group. ISBN 031606002X

b. Brief plot summary
Year of the Dog is a story about a young Taiwanese-American girl named Grace who struggles with her identity as she grows up in upstate New York. When at home, Grace goes by her Taiwanese name Pacy, and enjoys festivities and traditions that celebrate her Japanese heritage. At school Grace tries her best to fit it and enjoy being a kid. Since this year is the Year of the Dog, Grace is supposed to discover herself, but different opportunities lead her to failure. When a story writing project is assigned in school, Grace is stumped as to what to write about, but ends up deciding to share her life as a Taiwanese American with her teacher and discovers that she has a gift for writing.

c. Critical analysis
Author Grace Lin weaves pieces of her personal life with bits of fiction to create a charming story about a girl who is growing up under the influence of two cultures. The setting, which takes place mainly in school and at Grace’s home in New York, provide the reader with characteristics of both the Taiwanese and American celebrations and traditions that this young girl experiences in her daily life. During the Christmas holiday, Grace and her sisters struggle to convince their parents to do “American” things like put lights on the house and buy actual gifts to open on Christmas morning. The girls also plead with their mother to cook a turkey on Thanksgiving in an effort to celebrate like the other kids at school. While their mother gives in to their requests, their “traditional” Thanksgiving dinner also includes many Asian influences.

Many Japanese-Taiwanese cultural holidays and traditions are shared in this story as well. Grace and her sister dye eggs red when a new baby cousin is born. Lin also explains to the reader that traditionally red envelopes containing money are given in lieu of gifts. Most importantly, Lin examines the big way that the family celebrates Chinese New Year. The tedious cleaning, the hours of cooking and the New Year’s candy are all interesting traditions that Grace’s family participates in each year.

The differences between the two cultures are also noted in less obvious ways. Grace recounts her sister explaining why she and her sister have two names, one for at home and one for school and Lissy comments “it’s easier for the Americans to say”. In contrast, when Grace attends a Taiwanese camp the other girls make fun of her because she doesn’t speak Taiwanese. There is a connection to be made with any child who has ever felt that they didn’t fit in with a particular crowd.

d. Reviews/Awards
• From SLJ: “A lighthearted coming-of-age novel with a cultural twist. Readers follow Grace, an American girl of Taiwanese heritage, through the course of one year–The Year of the Dog–as she struggles to integrate her two cultures. Throughout the story, her parents share their own experiences that parallel events in her life. These stories serve a dual purpose; they draw attention to Graces cultural background and allow her to make informed decisions. She and her two sisters are the only Taiwanese-American children at school until Melody arrives. The girls become friends and their common backgrounds illuminate further differences between the American and Taiwanese cultures. At the end of the year, the protagonist has grown substantially. Small, captioned, childlike black-and-white drawings are dotted throughout.”
• From Booklist: “Lin, who is known for her picture books, dots the text with charming ink drawings, some priceless, such as one picturing Grace dressed as a munchkin. Most of the chapters are bolstered by anecdotes from Grace's parents, which connect Grace (and the reader) to her Taiwanese heritage. Lin does a remarkable job capturing the soul and the spirit of books like those of Hayward or Maud Hart Lovelace, reimagining them through the lens of her own story, and transforming their special qualities into something new for today's young readers.”

e. Connections
• Follow up with another of Lin’s work:
o Where the Mountain Meets the Moon
o Year of the Rat
o Ling & Ting: Not Exactly the Same!