Module 10 - The Earth, My Butt, and Other Big Round Things

THE EARTH, MY BUTT, AND OTHER BIG ROUND THINGS

Bibliographic Information

•           Mackler, C. (2003). The earth, my butt, and other big, round things. Cambridge, MA: Candlewick Press.

Summary
Ginny is a girl who thinks she is too fat, and does not want to be seen as fat.  She does have a boyfriend and friends at school, but Ginny wears baggy clothes so that she will not be perceived as fat.  Her mother is a psychologist who obsesses over Ginny's weight, and her father is a lech who compliments skinny girls.  Ginny's older brother, who she loves, gets in trouble when he is accused of date rape.  Ginny's perceptions begin to change at that point.  She confronts her mother about the weight obsession, leaves town to visit friends without permission, dyes her hair and gets body piercings.  Her body begins to change through her kickboxing lessons, and she discovers that she was strong all along.

My Impressions
This book was banned for some frank language and graphic situations, but it is an alright book.  I have been a little disappointed in my last few books I have read for the blog, because they all seem to be feminine driven and about a very uncomfortable time in life for everyone.  This book is no exception.  I was glad to see Ginny take control of her life and find an independent spirit inside herself, but it was not as inspirational to me as it might be to a female.

Reviews
Todd, T. (2004). The Earth, My Butt, and Other Big Round Things (Book). [Review of The earth, my butt, and other big round things, by C. Mackler]. Booklist, 101(7), 678.

From the title, one might think there’s a ribbon of humor running through the plot, but this 2004 Michael L. Printz Honor Book is a fairly serious coming-of-age tale. Parker does a good job with the material, bringing the characters to life with a light touch. Their stories are so rich and sophisticated that Parker wisely does not
embellish their parts. Even when the characters’ emotions run high, Parker is careful to smolder rather than rant. At the plot’s center is 15-year-old Virginia Shreve, who transforms from an overweight, insecure
outsider to a confident risk-taker just when her family seems to be falling apart. Parker allows Virginia’s development to unfold quietly and subtly, as blossoming often does. Very smart. --Traci Todd

Library Usage
This book could be used to provide a different take on growing up and body image to a student reader that is either advance, struggling with this issue, or both.

Module 10 - Into the Volcano

INTO THE VOLCANO

Bibliographic Information

•           Wood, D. (2008). Into the volcano. New York: Blue Sky Books.

Summary
Two brothers travel to an island in Hawaii to visit a relative, and discover that their aunt is not as kind and gentle as they believed.  The brothers explore a local volcano with a group of strangers they do not trust completely, and must face scalding lava, open crevices and fear of death to escape the volcano's fury.

My Impressions
This was another book I was indifferent toward.  The graphic novel format is pretty cool, and I have liked Don and Audrey Wood's books in the past.  I just felt like the plot was a little thin and that it was meant to look spooky but doesn't deliver much.  The opposition to this book about the danger the young boys were placed in by others that should know better is a good academic argument, but I saw no more danger in this book than in other graphic novels or action movies.

Reviews
Hunt, J. (2008). Into the Volcano. [Review of Into the volcano, by D. Wood]. Horn Book Magazine, 84(5), 600-601.

Wood, the latest picture-book illustrator to cross over to the graphic novel format, delivers a story with everything a boy could wish for: an exotic setting, a colorful cast of characters, a suspenseful mystery, and a heart-stopping adventure with opportunities for bravery and heroism at each twist of the plot. It's a tried-and-true formula that has worked for everything from the Hardy Boys to Tintin, and it works here, too. While visiting relatives on a remote island, two brothers embark on a seemingly harmless camping/hiking trip that quickly turns into a dangerous game of treachery, kidnapping, double-crosses, and spectacular natural danger. When their journey into the heart of an erupting volcano grows increasingly bizarre, the boys suspect their aunt and cousin of foul play and run away. Unexpectedly reunited with their mother, a renowned volcanologist secretly working to extract a precious new substance from the volcano, they finally get answers to their questions. The pictures are perfectly suited to the story, vividly capturing plot, characters, and setting with bold lines, dramatic colors, and creative special effects that make tangible the brothers' peril. This is Wood's first foray into the medium of comics; let's hope that it won't be his last. --Johnathan Hunt

Library Usage
I would use this book in an author study or illustrator study of Don and Audrey Wood's books, and how their choice of genre is not limited.

Module 9 - A Bad Boy can be Good for a Girl

A BAD BOY CAN BE GOOD FOR A GIRL

Bibliographic Information

•           Stone, T. L. (2006). A bad boy can be good for a girl. New York: Wendy Lamb.

Summary
This is the story of three teenage girls who catch the attention of a senior boy, who has bad intentions.  The free verse novel tells the story from each girl's perspective as the boy teases them, flirts with them, uses them, and the ostracism that follows.  They bond together to support each other against his schemes and advances, going as far to leave each other notes in library books.

My Impressions
Wow, where do I begin to say how much I disliked this book?  I know there will be students who want to read it, and I am bound to let them see it if they are in the appropriate age range.  However, this book is graphic in some of its descriptions, the behavior is not laudable in any way, and my head still hurts from trying to read this in free verse.  Maybe it is because I am a guy and a father, but I could not imagine what a parent might say if this book came home with their student.

Reviews
Heppermann, C. M. (2006). A Bad Boy Can Be Good for a Girl. [Review of A bad boy can be good for a girl, by T. L. Stone]. Horn Book Magazine, 82(1), 90.

“Stupid / humiliated / foolish / stung / heartbroken / pissed off / and a little / bit / wiser.” High school freshman Josie sums up how she feels after falling for an only-out-for-one-thing senior, and she isn’t alone. The three (very different) teen girl narrators in this candid free-verse novel form a chorus of varied perspectives on how a “bad boy”—the same boy for all three—causes them to lose control before they even realize what’s
happening. Stone’s portrayal of the object of their (dis)affection is stereotyped, but the three girls are distinct characters, and she conveys the way the girls’ bodies and brains respond to the unnamed everyjerk in
electrically charged (and sexually explicit) detail. Finally returning to her senses, Josie decides to post warnings about her ex in the back of the school library’s copy of Judy Blume’s Forever . . . because “every girl reads it eventually.” Others add their own caveats in a reassuring show of sisterhood. As this scribbled “support group” illustrates, even the most careful and self-aware among us sometimes gets bitten by the
snake in the grass. --Christine Heppermann

Library Usage
I am not sure I would have much use for this book other than having it on the shelves for interested readers.  I think there are better and more appropriate free verse novels available.

Module 9 - The Llama Who had No Pajama

THE LLAMA WHO HAD NO PAJAMA

Bibliographic Information

•           Hoberman, M. A., & Fraser, B. (1998). The llama who had no pajama. San Diego: Browndeer Press.

Summary
Hoberman includes one hundred favorite poems in this children's collection of poetry.  The included poetry includes works about animals, people, vehicles and many other things children see and experience.  Expertly illustrated in a Mary Englebreit-style collage, the book is intended to introduce children to poetic basics like rhyme, rhythm, meter and word choice.

My Impressions
This is a very cute collection of poetry for early to middle elementary students.  The vocabulary used is not terribly difficult, but beyond the reading level of a typical kindergarten or first grade student.  Some of the poems are wistful, some are funny, but they are all short enough to use to teach basic poetry concepts.

Reviews
Parravano, M. V. (1998). The Llama Who Had No Pajama: 100 Favorite Poems. [Review of The llama who had no pajama, by M. A. Hoberman, & B. Fraser]. Horn Book Magazine, 74(2), 228.

Although perhaps best taken in small doses, this collection of some forty years of Hoberman verse is a charmer. The poems--peppy verses immediately identifiable as Hoberman's by their use of alliteration and repeated words and lines--seem to cover every subject under the sun; all are dependably child-centered. There are insect riddles ("A big buzz / In a little fuzz") and animal tongue-twisters ("O gaze on the graceful gazelle as it grazes") as well as an ode to slippers and a paean to the versatility of applesauce. The ordering of poems is pleasingly informal but thoughtful. Further bonuses are Betty Fraser's delicate yet merry watercolors (Fraser also illustrated Hoberman's classic A House Is a House for Me) and the varied, imaginative page design that never overwhelms the text. Indexes.
Most of the books are recommended; all of them are subject to the qualification in the notes. [g] indicates that the books was read in gallery of page proof. The publisher's price is the general retail price and does not indicate a possible discount to libraries. Age levels are only suggestions; the individual child is the real criterion. --Martha Parravano

Library Usage
Good resource for early learning about poetry and rhymes to young elementary students.  Good read aloud book for that age as well, but can be used as introductory examples to older students learning to analyze and compose poetry.

Module 8 - From Russia with Lunch

FROM RUSSIA WITH LUNCH

Bibliographic Information

•           Hale, B. (2009). From Russia with lunch. Orlando: Harcourt.

Summary
Legendary elementary detective Chet Gecko has solved a dozen mysteries by now, but this case may be the most difficulty for the lizard.  His favorite teacher has been fired, and replaced by a mysterious Russian inventor.  Strange things happen at the school following the arrival of the new teacher.  People are replaced by robots, students are switched around and Chet's partner even leaves him.  What is a Gecko to do?

My Impressions
I love the Chet Gecko series.  I am an old movie fan, and love the references to old classic movie titles in the books, and the snappy detective personality of Chet.  He cracks bad jokes, he has one-liners, and even probably does a great Bogart impersonation.  I think this book, and series, are great for late elementary readers who like mysteries but don't want books that are too suspenseful or scary.

Reviews
Phelan, C. (2009). From Russia with Lunch. [Review of From Russia with lunch, by B. Hale]. Booklist, 105(11), 44.

When a mystery arises, possibly involving members of the school staff replaced by contraptions such as the Bibliomalgamator, which slings inappropriate books at students, and the Munchmeister 2000, which dispenses bowls of pizza-flavored glop, Chet Gecko, “Emerson Hicky Elementary’s top lizard detective,” and his partner in crime solution, mockingbird Natalie Attired, spring into action. The story unfolds in Chet’s entertaining first-person narrative, laced with puns, wisecracks, and mentions of edible treats involving
insect ingredients. Illustrated with occasional pencil drawings, this amusing book concludes with the famous grade-school gumshoe introducing each of the 13 previous volumes in the popular Chet Gecko Mystery series. --Carolyn Phelan

Library Usage
Great book for introductions to series titles, recurring characters, discussing the difference between static and developing characters and detective/mystery genre studies.

Module 8 - Fake ID

FAKE ID

Bibliographic Information

•           Sorrells, W. (2005). Fake ID: A novel. New York: Sleuth Dutton.

Summary
Chastity is a sixteen year old who is on the run with her mother, though she does not know why.  Her identity changes in every new town they move to, as does her mother's, and she has no knowledge of any other family.  After arriving in a small town in Alabama her mother disappears one night.  Police find some evidence, including blood, and try to take Chastity into custody for foster care.  She runs again, and believes her mother is on the run also but must find out where her mother is and why they are running before she is captured or placed in foster care or worse.

My Impressions
I thought this book was OK.  I enjoyed it in spots, and found that it is a pretty easy read and pretty easy mystery.  It is not a very suspenseful mystery, but one that middle schoolers would most likely enjoy.

Reviews
Slayden, B. (2006). Fake ID. [Review of Fake ID, by W. Sorrells]. Library Media Connection, 24(7), 71.

Sixteen-year-old Chastity and her mother have been on the run as long as she can remember. Chass doesn’t even know why. She simply knows that they move from town to town at a moment’s notice, getting new identities with each move, and that her mother doesn’t like music of any kind. It is the discovery that Chass has a real talent for music that sends her mother out for a “cooling off” drive. But her mother fails to return home. Her abandoned car, a purse containing several IDs, and blood matching her DNA are found. Chass realizes it’s up to her to figure out who she really is within six days or be put in foster care. Or even worse, she could be murdered by the people they’ve been running from. Chass digs up information on an unsolved mystery of years past. With the pieces finally all laid out, Chass discovers she is the daughter of Jenna
Farmer, a once popular singer/songwriter who happened to have a tape describing a murder in detail. Although Chass’ many close calls with death are a bit redundant and her tough girl demeanor seems a bit
too contrived, the story does flow well. The conversational tone makes it an especially easy-to-read mystery sure to be well liked. Recommended. --Bridget Slayden, Educational Reviewer, Fordland, Missouri

Library Usage
This is a circulation book, but could be used as a genre study on easy mysteries for middle school students.

Shoeless Joe book trailer

A book trailer for "Shoeless Joe and Black Betsy" by Phil Bildner and C.F. Payne.

Pendleton book trailer 3

Edward Tulane book trailer

A book trailer for "The Miraculous Journey of Edward Tulane" Kate DiCamillo.

Pendleton book trailer 2

Leonardo's Horse book trailer

Trailer for Elementary picture book "Leonardo's Horse" by Jean Fritz and Hudson Talbott.

Pendleton book trailer 1

Module 7 - Let Me Play

LET ME PLAY: THE STORY OF TITLE IX

Bibliographic Information

•           Blumenthal, K. (2005). Let me play: the story of title ix. New York: Atheneum Books for Young Readers.

Summary
Prior to the passage of the Equal Rights Amendment and the Title IX equity in athletics law in the 1970s, women were not paid the same as men, not allowed to hold certain jobs, considered unequal in athletics and were not allowed to play certain sports.  This book chronicles the role of political activism in changing the expectation for schools and organizations to recognize women as equals and to provide girls with the opportunity to participate in athletics at an equal level with men.  Several key politicians, activists and athletes are interviewed and profiled in this historical account of the meetings, deals and outcomes of this important ruling on gender equality.

My Impressions
As a child of the 70's, I remember hearing these discussions on the news and wondering what the big deal was about.  In my neighborhood girls and boys played the same games, sports and activities so I saw no issue.  This book is an excellent example of the impact the law has had over time, but an incredible example of research and pulling together resources from many different places to create a new title.  This is a really good book to show students conducting research for papers, projects and themes about historical events.  This book is also the focus of my Non-Fiction Analysis for this course.

Reviews
Bush, M. A. (2005). Let Me Play: The Story of Title IX, the Law That Changed the Future of Girls in America. [Review of Let me play: the story of title ix, by K. Blumenthal]. Horn Book Magazine, 81(5), 597-599.

Blumenthal’s complex discussion of equal opportunity in athletics and education focuses on a pivotal piece of legislation enacted more than thirty years ago and contested year after year right into the new century.
Title IX forbids discrimination by gender in schools and colleges receiving federal funds, and Blumenthal follows its political support and opposition decade by decade, interweaving the parallel increases in
sports participation and accomplishment. Civil rights and women’s history are part of the larger context here, and the busy but richly layered presentation includes inset essays on key events and individuals as well
as statistical tables demonstrating changes in athletic participation and enrollments in colleges and professional schools. A generous selection of captioned photographs and political cartoons is also included. The political history becomes heavy at times but is also intriguing, and many of the legislators and sports figures are well worth meeting. Adults who care about developing the full potential of all young people should
count themselves among the audience for the book, with its sobering conclusion on continuing and new inequities for boys and girls. Appended materials include a timeline, source notes, photo credits, bibliographies for young readers and adults, and an index. --Margaret A. Bush

Library Usage
As I previously mentioned, this is a very good example title for students working on research papers and historical projects to utilize their research in a thorough manner.  I would also use this to discuss issues like gender equity and civics dealing with changing laws through grass roots campaigns and activism.

Module 7 - Leonardo's Horse

LEONARDO'S HORSE

Bibliographic Information

•           Fritz, J., & Talbott, H. (2001). Leonardo's horse. New York: Putnam.

Summary
Leonardo's Horse is a biographical picture book about the life and talent of Leonardo da Vinci, and of one of his projects that was not completed during his lifetime.  The book begins by recounting many of Leonardo's inventions and accomplishments, and how they all began as studies and sketches on paper.  Leonardo also loved horses, and studied them in their stables to sketch them.  He desired to build a statue of a horse that would be huge and powerful-looking, and completed a clay model that was later destroyed by the French army in an invasion.  Centuries passed, and a new patron found the plans, and built the statue in bronze to sit in the city of Milan.  The unveiling happened five hundred years after Leonardo's clay model was destroyed.

My Impressions
What a stunning group of illustrations!  This is a beautiful book that captures the romance and spirit of the Renaissance, the design process of the horse, and the unveiling ceremony.  I found it to be very romantic as a picture book, and a great historical lesson at the same time.

Reviews
Long, J. (2001). Leonardo's Horse. [Review of Leonardo's horse, by J. Fritz, & H. Talbott]. Horn Book Magazine, 77(5), 609-610.

In 1482, Leonardo da Vinci began work on a mammoth bronze horse. But though he completed a twenty-four-foot clay model, it was never cast, and the invading French destroyed it in 1499. Meanwhile, the artist's patron, the Duke of Milan, commandeered the bronze for armaments. Half a millennium later, retired pilot Charles Dent dedicated himself to re-creating Leonardo's dream, a venture eventually realized with the help of sculptor Nina Akamu. Fritz relates all this in her signature forthright style; unfortunately, her narrative, while engaging, begs several questions-notably, how much of Leonardo's original conception survived and how this twentieth-century homage was extrapolated from it. (The book does list a website that states that the completed sculpture is "faithful to Leonardo da Vinci's drawings," but there are otherwise no notes.) Nor does Fritz ever mention the original statue's role as a symbol of political power, or Leonardo's fascination with an engineering problem-casting such a massive figure-that may have been insoluble with technology available to him. Talbott's handsome illustrations are beautifully set off by the book's die-cut shape, which echoes both the dome that dominated fifteenth-century Florence and the one Dent constructed to house his project. But the art is no more forthcoming than the text. Talbott segues between Leonardo's sketches and his own impressionistic watercolors without a word of explanation. What is the reader to make of Talbott's Last Supper, in grisaille save for Leonardo himself, sitting in for Jesus as he tosses about his rejected sketches of Judas? Why is there no photograph of the finished horse? "At last Leonardo's horse was home," Fritz concludes. But what exactly makes it Leonardo's? That question is never addressed here. --Joanna Rudge Long

Library Usage
This is a great biographical study, at least for very young children, of Leonardo da Vinci so the book could be used for that purpose.  Also, inventions and art creations as a theme could include this book as well as a history of events in modern Italy.

Module 6 - Shoeless Joe and Black Betsy

SHOELESS JOE AND BLACK BETSY

Bibliographic Information

•           Bildner, P., & Payne, C. F. (2002). Shoeless joe & black betsy. New York: Simon & Schuster Books for Young Readers.

Summary
Joe Jackson was a baseball player who was being brought in to the minor league, but couldn't hit.  He went to see a friend to build a custom bat for Joe, and this story is about all the steps Joe and Ol' Charlie went through to make Black Betsy.  The bat weighed forty-eight ounces, made of hickory and stained black with tobacco juice.  Joe slept with the bat in his bed, oiled it after every use and carried it everywhere he went.  In each step of the story, Joe is given chances with major league teams but only finds success when he learns what Black Betsy has to have to make hits for him.

My Impressions
This book has beautiful illustrations that look like either chalk or watercolors, but really capture the history and nostalgia of baseball in the Teens and Twenties.  There is a lot of steps the batmaker and Joe have to go through, and the book bogs down a bit at each step.  If you have seen the movie "Sergeant York" you will recognize some similar themes of greatness being shaped by an elder mentor, tradition, and eccentricity.  There is a lot of history included in the story as well.  I will be making a book trailer of this book to post on another entry in the blog.

Reviews
Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., Larkins, J., & Lukehart, W. (2002). Shoeless Joe & Black Betsy (Book). [Review of Shoeless joe and black betsy, by P. Bildner, and C.F. Payne]. School Library Journal, 48(4), 100.

From the intriguing title to the informative afterword, this picture book will capture the attention of young baseball fans. Told in a folksy, Southern voice, with many of the stylistic elements of a tall tale, it follows Joseph Jefferson Jackson's early-20th-century path between the minor and major leagues. A series of slumps takes him to the door of bat smith Ol' Charlie, who dispenses homespun advice along with his products. The repetition and wry humor of the exchanges between the two superstitious characters pull the legend out of the story. Payne's frequent use of foreshortening highlights the role of Black Betsy (the bat); it also heightens the visual eccentricities of the two friends. The mixed-media illustrations are layered and rich in texture, qualities that add depth and drama. Bildner's bias in favor of his subject is evident in the afterword describing the allegations against Joe and his teammates (a scandal that ended their careers). A page of the hitter's major league and World Series statistics concludes the book. This title is in the same league as David A. Adler's fine Lou Gehrig (1997) and Peter Golenbock's important Teammates (1990,both Harcourt). --Trevelyn E. Jones, Editor; Luann Toth, Senior Editor; Marlene Charnizon, Asst. Book Review Ed.; Daryl Grabarek, Contributing Editor; Jeanne Larkins, Assistant Editor and Wendy Lukehart, Washington DC Public Library

Library Usage
I could see this book being used in a study of the Black Sox scandal, or of sports biographies.  It is a beautifully illustrated book, and could be part of a illustrator study.

Module 6 - Al Capone Does My Shirts

THE DREAMER

Bibliographic Information

•           Choldenko, G. (2004). Al Capone does my shirts. New York: G.P. Putnam's Sons.

Summary
It's 1935, and Moose Flanagan moves with his family to live on Alcatraz Island just off the coast of San Francisco.  Moose's father has taken a job at the prison to help pay for special education for Moose's sister Natalie, who is almost totally taken care of by Moose.  In the middle of adjusting to his new school and missing his old friends and baseball buddies, Moose meets Piper, the beautiful daughter of the warden, who wants to start a moneymaking business by convincing the other kids that Al Capone is on laundry duty in the prison and will be washing their laundry for a small fee.  Moose goes along with the plan, and finds success in the business and with new friends, but Natalie's autism gets worse.  Moose and Piper slip Capone a note asking for his help to get Natalie into a prestigious school, which mysteriously comes true.

My Impressions
I chose this book because I like the time period, and thought the idea behind the plot was excellent.  It reminded me of an "Little Rascals" plan to make money, especially in imagining life during that period and the work kids had to do for their families and for a small amount of money.  The book is assembled like a journal, with the dates of events recorded at the beginning of each chapter.  I liked that aspect of writing because it may encourage some kids to begin to keep a journal.

Reviews
Gray, B. (2004). Al Capone Does My Shirts. [Review of Al Capone does my shirts, by G. Choldenko]. School Library Journal, 50(9), 76.

In this skillfully told novel by Gennifer Choldenko (Putnam, 2004), 12 -year-old Moose Flanagan and his family move to Alcatraz Island in 1935, where his father gets a job in the prison which housed such noted criminals as Al Capone and Machine Gun Kelly. Moose's older sister, Natalie, is severely autistic and his mother has been obsessed with getting her "cured." She has been sent to a variety of schools and bizarre hospitals, none of which have helped, and their last hope is getting her into a school in San Francisco. Moose is given almost complete responsibility for his sister. Meanwhile, Moose is coping with his new school, living in an isolated and strange place, and the warden's daughter, Piper, who always has a new money-making scheme. Juggling Natalie's daily moods, school work, yearning for Piper, and worry over his folks, Moose tries to please everyone. His greatest fear is that somehow he has caused Natalie's problem. Listeners learn a lot about Alcatraz and what it was like for children to grow up on the Island. There is a lengthy author's note with extensive information that adds to the fictional tale. Johnny Heller does a masterful job conveying both Moose's anger towards and concern for Natalie. His timing is perfect, he voices all the characters with great versatility, and he makes Moose come to life. This is a fascinating book superbly narrated. --B. Allison Gray, John Jermain Memorial Library, Sag Harbor, NY

Library Usage
The book can be used as a study of the Great Depression as a historical period, or even for a discussion/model of the Alcatraz prison and its construction.  I don't know if I would make a big deal out of Al Capone or some of the other inmates at the prison, or bring up organized crime, but this book does very well as a circulating item for moderate chapter book readers.

Module 5 - Thomas and the Dragon Queen

THOMAS AND THE DRAGON QUEEN

Bibliographic Information

• Crum, S., & Wildish, L. (2010). Thomas and the dragon queen. New York: Knopf.

Summary
The brave twelve-year-old Thomas is asked to escort a knight back to the castle and begins training to become a knight.  Thomas is the smallest knight in the kingdom but works very hard at his training.  When a princess is captured by the Dragon Queen, and the small group of regular knights are away, the king asks Thomas to rescue her.  Thomas questions himself and his abilities on his mission, and wonders if he can succeed where others have failed.  He discovers that dragons can talk, and that things at the dragon castle are not what he expected.

My Impressions
Thomas and the Dragon Queen was a very nice spin on the traditional knight versus dragon ethos that I documented in one of my first blog entries in discussing Saint George and the Dragon.  Readers will identify with Thomas, who is given far too much adult responsibility but responds positively to the challenges of being a knight.  He has to make accommodations as students would do in his situation, like ride a donkey instead of a horse because he is too short.  He also learns some valuable lessons in dealing with the king, the princess, the Dragon Queen and others who all expect a great deal from him.  I found great life lessons mixed with humor in this story.

Reviews
Phelan, C. (2010). Thomas and the Dragon Queen. [Review of Thomas and the dragon queen, by S. Crum, & L. Wildish]. Booklist, 106(21), 61-64.

The son of a leathersmith, 12-year-old Thomas dreams of knighthood, a remote prospect for a small boy who spends his days minding his eight younger siblings. A chance encounter leads him to the castle, where he
trains as a squire and becomes a knight when a champion is needed to rescue Princess Eleanor from a dragon. He shows courage and resourcefulness during his difficult journey and defeats a legendary monster, though he loses nearly all of his possessions. In the dragon's lair, he discovers that neither his quest nor his peril nor his strength is what he expected. Although the many likable characters are not fully developed, they serve the story well, dramatizing that the qualities, objects, and positions that seem most valuable are not always the most important ones. Black-and-white illustrations capture the tone of the storytelling. A refreshing antidote to the tired fractured-fairy-tale genre, this good-hearted chapter book delivers an adventure that many young readers will enjoy. A fine choice for those early elementary-school students seeking longer chapter books. --Carolyn Phelan

Library Usage
This is a fun and easy-to-read chapter book that is fantasy-based for those who are entering third grade chapter book reading level or above.  It would be so much fun to have a study of knights and knighthood, or of family crests or folklore that could include this book.  Better yet, students could build a dragon and dragon lair of their own.

Module 5 - Miraculous Journey of Edward Tulane

THE MIRACULOUS JOURNEY OF EDWARD TULANE
Bibliographic Information

•           DiCamillo, K., & Ibatoulline, B. (2006). The miraculous journey of Edward Tulane. Cambridge, Mass: Candlewick Press.

Summary
Edward Tulane is the first of many names given to a rabbit made of china and fur who is treated well and almost spoiled by his first owner, a little girl named Abilene.  The rabbit is a gift from her grandmother, but the rabbit is lost on a vacation, caught by a fisherman and his identity changed.  So begins a series of passages in the existence of the once uppity toy from one owner to another, each time with a new name, a new role to play and new adventures.  He eventually is broken, sold, and purchased by a very familiar woman and daughter.

My Impressions
I loved it.  I kept it and rechecked it just to re-read some portions of it.  I have seen similar stories like this about a coin passed from one owner to another, or had always wondered where belongings sometimes end up when they are lost.  The book is heartwarming from beginning to happy ending.  It is a very sweet story to those of us who have ever lost a beloved toy or hat or other valuable.  I plan to do a book trailer for this title embedded in another entry in this blog.

Reviews
Lempke, S. (2006). The Miraculous Journey of Edward Tulane. [Review of The miraculous journey of Edward Tulane, by K. DiCamillo and B. Ibatoulline]. Horn Book Magazine, 82(2), 184-185.

Edward Tulane is a china rabbit with real rabbit-fur ears and tail, a sumptuous wardrobe, and a pampered life with Abilene Tulane, the little girl who loves him. Her devotion isn’t returned. Edward’s heart is as
chilly as his china body until his fortune changes and he spends some time in the muck at the bottom of the ocean. He passes through several hands over the years, found first by an elderly fisherman and his wife.
With them, he learns to listen and to remember the stories they whisper to him, and his heart for the first time begins to wake up. Edward’s journey continues—he spends time in a garbage dump, travels around with
a hobo and his dog, and lives with several others, learning to love those who love him. DiCamillo writes tenderly and lyrically but with restraint, keeping a tight focus on Edward’s experience and gradual
awakening. The book is physically beautiful as well, with cream-colored pages and a generous number of illustrations. Ibatoulline’s appropriately old-fashioned sepia-toned drawings and full-color plates, which
possess the same poignant quality as DiCamillo’s prose, ground the fanciful story in a realistic setting. Although Edward (like the Velveteen Rabbit his story can’t help but bring to mind) is the worse for wear, a
happy ending awaits him.  --Susan Dove Lempke

Library Usage
This would be a great book for older elementary or even middle school students to create a map of Edward's travels, or to take a particular episode from his travels and expand on the story, create more illustrations, or even artwork to represent the journey.  There is a movie of this book being developed, so the release of the movie might be a good time to create a comparison study of book to film.

Module 4 - I Am Not Joey Pigza

 I AM NOT JOEY PIGZA

Bibliographic Information

•           Gantos, J. (2007). I am not Joey Pigza. New York: Farrar, Strauss, & Giroux.

Summary
Joey Pigza is having issues fitting in to school and comes home one day to find that his estranged father has changed his name, and everyone in the family, because he has won a cash prize in the lottery.  His family reunites tentatively to see the diner and shack his father has purchased to repair and run in a new town.  As Joey struggles with his own identity and worth through adolescence his father continues to make poor choices like a "re-wedding" ceremony to Joey's mother and spending Joey's savings at a sports bar.  The real meaning of family does appear near the end of the book, but the ramifications are far from over.

My Impressions
What a great adventure!  I really enjoyed reading I Am Not Joey Pigza because of the life Joey leads that seems to be the dream of most kids.  His father keeps him out of school to run the diner, goes to a sports bar, sees his parents get back together and so much more seems to fulfill the wants of lots of students I have talked with.  This is a good book for students getting into older chapter books who want to read about someone that has the same problems they have, but worse.  It is also a good introduction to fiction since there is so much humor in the book.

Reviews
Booth, H. (2008). I Am Not Joey Pigza. [Review of I Am Not Joey Pigza, by J. Gantos]. Booklist, 104(14), 74.

With the return of his good-for-nothing dad, Joey Pigza embarks on a new batch of adventures in this fourth title in the popular Pigza series. Joey’s dad, whose new business venture is a bee-themed diner, renames everyone in the family (their surname is now Heinz), including the dogs. Joey (now called Freddy) struggles with his dad’s return and wonders if he can forgive him for the past. As creator of the hyperactive Joey character, Gantos brings empathy and understanding to his reading, fleshing out Joey rather than making him seem like a caricature. Joey’s antics could easily lend themselves to an overly dramatic portrayal—after all, he jumps off a roof, gets into paintball wars with his dad, and dodges a truant officer—but Gantos tells the story more subtly, in a manner that illuminates and respects Joey’s viewpoint. These episodes don’t spring
forth from left field; they make sense in Joey’s mind. Similarly, Joey’s internal struggles, such as trying to forgive his father, understanding the importance of taking his medication, or accepting his mother’s pregnancy and wondering what kind of brother he will be, seem all the more poignant through Gantos’ compassionate and sometimes humorous reading. Pigza fans will love this outstanding audio. --Heather Booth

Library Usage
This is a good book to read as a chapter book for older elementary students, or to recommend to a student that needs to get into fiction books for curriculum.  There is lots of humor and because the hero is a boy it appeals to some boys to check out.  I think it is a great circulation fiction for those needing or wanting to read something new in fiction.

Module 4 - Astonishing Adventures of Fanboy and Goth Girl

THE ASTONISHING ADVENTURES OF FANBOY AND GOTH GIRL

Bibliographic Information

•           Lyga, B. (2006). The astonishing adventures of Fanboy & Goth Girl. Boston: Houghton Mifflin.

Summary
Fanboy is the school geek who reads lots of comics (perhaps a substitute for Lyga himself?) who is trying to find where he fits in as his few friends abandon him, his family is broken and angry, and he begins to lose himself in the world of comics.  He believes he is alone when he realizes the dream of every teenage comics fan - he meets a girl who loves comics too, is just as lonely and broken as him but is far rougher around the edges.  There is a lot of language used by Goth Girl, so this book is totally inappropriate for anyone below strong middle school readers and up.  Fanboy has lots of choices to make, for better or worse.

My Impressions
The Astonishing Adventures of Fanboy and Goth Girl got my attention with the cute title.  Sounded like a takeoff on an Indiana Jones movie or something.  The book is by Barry Lyga, whom I have not read anything before.  Lyga read and wrote comics most of his life, and it shows in this book. Like the main character in The Dreamer, Fanboy is another character who lives in a state of altered reality where comics are more appealing to him than real life.  Goth Girl seems to be almost like a comic, since she is so defined that she offends the readers belief that she might actually exist.  She is like a dream/nightmare for him, in that she is his first crush that is real, but is so rough and dark.  Neither one is a good role model for kids, but the story is engaging and enjoyable.

Reviews
Korson, S. (2007). The Astonishing Adventures of Fanboy and Goth Girl. [Review of The astonishing adventures of Fanboy and Goth Girl, by B. Lyga]. Library Media Connection, 25(7), 81.

This novel will strike a timely chord with any student who feels bullied or ostracized. 15-year-old Fanboy is a comic book infatuated genius who lives with his divorced and pregnant mother and the “step-fascist.” The
only good thing going for him is the graphic novel he is creating. When classmates pick on him for no apparent reason, he creates “The List,” and daydreams of a school shooting. It is not until he meets Kyra, a.k.a. Goth Girl, that he starts to learn how to act around others. The loneliness and pain are captured so vividly that his daydreams become understandable, which contrasts well to his discovery that he isn’t so
hated and that other people have needs, too. Kyra’s intense issues added to the novel, and the lack of bloodshed was a pleasant surprise. It was disappointing to this reviewer when Kyra and Fanboy blackmailed the assistant principal, and “The List” was never addressed. However, the believability of the characters and the topic will be a sure hit with readers and definitely provide food for thought. Librarians should be aware of strong language. Recommended. --Spencer Korson, Media Specialist, Bullock Creek High School &
Middle School, Midland, Michigan

Library Usage

Finding a usage outside of regular circulation for this book would be a challenge.  The language is so graphic and offensive that reading it aloud is out of the question.  Perhaps it could be selectively used to discuss losing one's self in a story, or even to create a comic that represents a student using an online tool like ComicMaster.org.uk where students can create an appropriate graphic novel with action, text, special effects and music.

Module 3 - The Dreamer

THE DREAMER

Bibliographic Information

•           Munoz Ryan, P., & Sis, P. (2010). The Dreamer. New York: Scholastic Books.

Summary
A young boy named Neftali daydreams about seemingly random items akin to Walter Mitty or J. Alfred Prufrock.  He sees beauty in the details of nature, and sketches and writes of his discoveries in detail.  He is teased by children at school and bullied by his father, who compares Neftali's dreams and drawings to his mother's influence.  Neftali's father wants him to become a doctor and let go of all the dreams he treasures.  Neftali endures the indifference and torments to become celebrated poet Pablo Neruda.

My Impressions
The Dreamer is a book that many starry-eyed children will appreciate regardless of the setting in South America or the Latin heritage of the characters.  It is a beautifully illustrated story that allows us to see the world in the beauty and detail that Neftali sees in the simple things.  Dreamer won the Pura Belpre medal winner in 2011 for a narrative book, which is awarded in both a narrative category and an illustration category for outstanding usage of Latin characters, events or influences.

Reviews
Long, J. (2010). The Dreamer. [Review of the book The Dreamer, by P. Munoz Ryan & P.Sis]. Horn Book Magazine, 86(2), 70-71.

As Neftalí Reyes enters university, his wrathful father forbids wasting time on his useless “hobby”: writing. So he fashions a pseudonym: “Pablo” from Paolo, in an Italian poem; “Neruda” after a Czech writer. The name fits like a suit: “Th e lapels were the width that he liked. Th e color was soft enough not to off end,
but bright enough to be remembered. Th e name was not only a perfect solution, it was a perfect fit.” Perfect indeed, like the union that resulted in this novel: the subject, poet Pablo Neruda (1904–73), the Chilean Nobel Prize winner; Ryan, the author who re-creates Neruda’s spirit and sensibility; and Sís, the Czech-born
illustrator whose escape from oppression (see Th e Wall, rev. 9/07) so hauntingly resembles Neruda’s struggle for creative freedom.In Ryan’s perceptive reconstruction of the poet’s early years, Neftalí, at eight, is already at loggerheads with an autocratic father who prohibits all creative activities, even reading. Fortunately the boy is unquenchable—a lover of words, books, and ideas; a collector of the small, lovely objects that will always figure in his imagination. The forest yields natural treasures—a pinecone he trades for a toy sheep, a lifelong talisman. At the beach (where Father forces him into the terrifying waves) are shells and a sympathetic librarian who offers him a hideaway for reading. There he feeds a pair of swans who are later shot by a hunter—a tragedy that symbolizes his own frustrations and sorrows while also bonding him more closely with his loving stepmother and sister. The passing years nourish mind and heart with telling incidents: a girl Neftalí admires recognizes his hand in the love letters a bully forces him to write; with a beloved uncle, he defends indigenous Chileans. Poetic interludes, inspired by Neruda’s Book of Questions,
heighten each event’s significance: at the swans’ death (“Which is sharper? Th e hatchet that cuts down dreams? / Or the scythe that clears a path for another?”); after Father burns Neftalí’s papers (“Where is the heaven of lost stories?”); on becoming Pablo Neruda (“Does a metamorphosis / begin from the outside
in? / Or from the inside out?”).  Sís’s introspective, emotion-charged drawings spring naturally from this lyrical account of a difficult childhood. Many of his quiet compositions are surreal visions: tiny, frightened children peer up from the ocean waves that dapple their implacable father’s outlined form; a child, vulnerably naked, rides a winged pen that resembles a swan in flight. Such imagery adds a dimension of magical realism to a text in which Neftalí’s imaginative inner world is so often confronted with a harsher external reality, even while it is nurtured by kindness and natural beauty. Conflicts, injustice, and a promised future make the story compelling; Sís deepens it with dozens of provocative images. Neatly crafted vignettes presage each chapter’s events; visual imagery extends Ryan’s poems on open spreads of sea and sky; paths beckon and exquisite details reflect the dreamer’s maturing imagination, clothing this masterful tribute in art that fits it as ineluctably as Neruda’s new name suited his purpose. An author’s note and several of Neruda’s The Dreamer poems are appended. --Joanna Rudge Long

Library Usage
A wonderful combination of biography study, picture book and Latin authorship can be used in several ways in the library.  The colorful artwork will mesmerize during a storytime reading with young children.  Older students will find interest in the dreamy descriptions and tough parenting story line, but also in the focus on Latino-created and Latino-subject biography.  This book fits many great lesson categories for use in the library.

Module 3 - The Dark-Thirty

THE DARK-THIRTY: SOUTHERN TALES OF THE SUPERNATURAL
Bibliographic Information

•           McKissack, P., & Pinkney, J. B. (1992). The dark-thirty: Southern tales of the supernatural. New York: Knopf.

Summary
McKissack provides the reader with ten ghost stories set in different time periods in American history that focus on the legends and tales of African-Americans.  One may read between the lines of some of the tales to see the effects of slavery and oppression on the lives of the characters, but the stories are still chilling to readers.  The stories have different influences, from slave meetings to African legends to the mysterious time mentioned in the title.

My Impressions
The Dark-Thirty reads like a group of stories being told around a campfire.  There are stories of ghosts and creatures that haunt the woods of the Southeastern U.S. that are meant to terrify and create a sense of shared experiences. One blog mentioned that the book is less about the ghost stories than it is about the fear inside the author during times of Segregation and the stories she heard about the evils of slavery.  I did not choose to see slave owners as the goblins as some might, but the stories were spooky and I very much enjoyed reading this book.  This book won both a Newbery Medal and a Coretta Scott King Medal for Outstanding African American contributions to childrens' books as authors or illustrators in 1993.

Reviews
McPherson, K. (1993). The Dark-Thirty (Book). [Review of The Dark-Thirty: Southern Tales of the Supernatural, by P. McKissack and J.B. Pinkney]. School Library Journal, 39(1), 21.

Ten original stories, all with a foundation in African-American history or culture. Some are straight ghost stories, many of which are wonderfully spooky and all of which have well-woven narratives. There is a tale from slavery times; a story set among the Brotherhood of Sleeping Car Porters; and one from the 1940s segregated South, in which a black man's ghost brings revenge upon the white klansman who murdered him. Strong characterizations are superbly drawn in a few words. The atmosphere of each selection is skillfully developed and sustained to the very end. Pinkney's stark scratch-board illustrations evoke an eerie mood, which heightens the suspense of each tale. This is a stellar collection for both public and school libraries looking for absorbing books to hook young readers. Storytellers also will find it a goldmine. --Kay McPherson, Central Atlanta-Fulton Public Library, GA

Library Usage
Students in middle and upper elementary grades love scary stories, and this collection is a perfect series to tell during Black History Month in February, or around Halloween.  There are a few colloquialisms in the speech of some of the characters, so the smart librarian must handle that with care but the stories are very enjoyable.  It might also be good to use this collection as a jumping off point to help students compose their own ghost stories.

Module 2 - Golem

GOLEM
Bibliographic Information

•           Wisniewski, D., Salsbery, L., & Clarion Books (New York). (1996). Golem. New York: Clarion Books.

Summary
In Medieval Prague, a rabbi creates a creature from clay to defend and attack oppressors of the Jewish citizens.  The creature is immense in size, extremely powerful, and invincible but gains self-awareness over time and questions its own existence.  The rabbi calls the golem into action by writing a word in Hebrew on its forehead, and makes it rest by erasing a portion of the word.  After righting the wrongs done to many Jewish citizens, the creature is returned to clay against its will by the rabbi.

My Impressions
Golem is a legend of Jewish heritage and this story of the creature is told and illustrated by David Wisniewski.  The golem is a creature made of clay brought to life by a mystical religious power, in this case to protect defenseless Jews in Prague in the 16th century.  The legend had a reported influence on Mary Shelley in writing Frankenstein, and the stories share similarities.  The golem is created from the ground, brought to life by lightning, speaks and reasons, has childlike qualities, is immensely strong and makes those who see it fearful.  I loved this story because is has a few chilling moments, and some heartwarming moments.  Golem won the Caldecott award in 1997.

Reviews
Field, A. (2004) Golem. [Review of the book Golem by D. Wisniewski]. Book Links, 13(5), 27.
Though often viewed as a Frankenstein-like character rather than a true superhero, the immense clay giant Golem, who is brought to life through a rabbi's spell, uses super strength and righteous vengeance to destroy a mob attacking Jews in the ghetto.  The fiery images in Wisniewski's cut-paper illustrations vividly reflect the terror of violent persecution and the rage of Golem.  A lengthy endnote [sic] offers detailed information on the origin of the Golem in Jewish history and theology. --Ann Field, Saint Patrick's School, Washington D.C.

Library Usage
This book would be a great choice for easy genre study representing horror or fantasy, as well as serve for a great resource on multicultural legends.  It would also be a great read near Halloween, and students could take modeling clay or computer drafting programs to create their own golem!

Module 2 - Saint George and the Dragon

SAINT GEORGE AND THE DRAGON
Bibliographic Information

•           Hodges, M., Hyman, T. S., & Spenser, E. (1984). Saint George and the dragon: A golden legend. Boston: Little, Brown.

Summary
George and Princess Una are hunting a ferocious dragon that terrorizes the kingdom.  The dragon surprises them on the journey, and a battle ensues that lasts for three days.  Swords flash and fire is breathed in a dramatic description, and George is victorious.  The King and Queen are delighted to see the Princess again, and declare George a hero for his victory to save the kingdom.  He and Una are married and live happily ever after.

My Impressions
The reason I like to (and should) include the illustrator in these discussions is because picture books are as much art as they are reading.  The Caldecott awards are given to excellent examples of illustrated picture books, so the author and the illustrator deserve equal credit for the award.  Saint George  is a legend from England with which I have limited familiarity.  I knew it was a story about a knight that killed a dragon, but that was the end of my understanding.  The story in this retelling seems to begin in the middle of the plot, kind of how Star Wars thrusts you into the story from the very beginning.  The characters are archetypal Medieval royalty and knights who are either aloof or fearless.  The illustrations are lovely and paint the mood of each page very well.  Even the English mist on the moors during the hunt were illustrated.  It was a great read, and would be appropriate for 2nd or 3rd grade and up.  Saint George and the Dragon won the Caldecott award in 1985.

Reviews
Del Negro, J. M. (1985). Saint George and the Dragon (Book). [Review of Saint George and the Dragon by M. Hodges, T.S. Hyman & E. Spenser]. School Library Journal, 31(5), 76.
Hodges capably retells the legend of St. George and the Dragon, a popular and well-known fragment from Spenser's Fairie Queen.  She has made it a coherent, palatable story suitable for a wide range of ages.  The action is fast-paced and immediate--George, the Red Cross Knight, sent questing by the Queen of Fairies, accompanies the princess Una back to her father';s kingdom to slay the dragon that besets it or to die in the attempt.  After the traditional three attempts he succeeds, and everyone lives happily ever after.  This retelling is more than adequate, and Hyman's illustrations are uniquely suited to the outrageously romantic and appealing legend.  Fairies and unicorns interwine [sic] with cross-emblazoned shields and red-winged angels in the borders.  The paintings are richly colored, lush, detailed and dramatic.  Hyman's dragon is appropriately ferocious; her hero is appropriately brave; and her princess--bless her--is a redhead, not a blond.  This is a beautifully crafted book, a fine combination of author and illustrator. -- Janice M. Del Negro, Chicago Public Library

Library Usage
Since it is a picture book, it could be used for a story time with a finger puppet show of the action, or it would make a great book trailer to show images of dragons and knights and British myths and folklore.  I could also be included in a genre study of folklore with Robin Hood, King Arthur, and William Tell.

Module 1 - The Little Engine That Could

THE LITTLE ENGINE THAT COULD

Bibliographic Information

•           Piper, W., Sanderson, R., & Bragg, M. C. (1976). The little engine that could. New York: Platt & Munk.

Summary
A train of toys and supplies must make a daily trek over hills and mountains to a small city so the boys and girls that live there will have food and toys.  Unfortunately, the engine breaks down just before climbing the final hill for the station.  Other engines travel by, but give excuses on why they cannot or will not help the train climb the hill.  Finally a little engine used only in the switchyard comes to the rescue of the train with the phrase "I think I can, I think I can."

My Impressions
Very cute and sweet book.  The reading level and story development is much more involved than I remember from the Little Golden Book version of this story I read as a child.  It reads very much like the Parable of the Good Samaritan, and has a similar theme.  Children love trains, and love to read the signature phrases of this book in a train-like rhythm for class participation.

Reviews
Lewis, M. (1976). The Little Engine That Could (Book Review). [Review of The little engine that could, by W. Piper, R. Sanderson, & M. C. Bragg]. School Library Journal, 23(1), 104.

This Golden Anniversary edition of an old favorite has been enlarged to 10 1/4" x 12 1/4" size, end-papered in an overall pattern of little blue engines, and re-illustrated with pallid, cluttered neo-twenties illustrations framed in geometric borders.  They've also hoked it up with a duck in a bonnet who appears somewhere on each page, the shiny new engine, and done a token integration of the children"on the other side of the mountain."  The fussy coyness of this update has unnecessarily tampered with the bright directness of the original: the new panoramic top-of-the-mountain scene, for example, con't compare with the breathless drama of the picture of the kind little blue engine backed by the gorgeous sunrise.  Although the text has remained the same, the original perfection of sturdy shape and simplicity has been lost.  Too bad.  --Marjorie Lewis, Scarsdale Public Library, N.Y.

Library Usage
I like to introduce classics to young readers at story time, so this is an early in the year story time read for me to my classes.  I also like to point out to them and other readers the use of rhythm in the text so that the onomatopoeic effect is more easily identified.

Module 1 - Freight Train

FREGHT TRAIN

Bibliographic Information

•           Crews, D., & Greenwillow Books. (1978). Freight train. New York: Greenwillow Books.

Summary
A freight train gets loaded with cars of different sizes, colors, and functions.  We travel with the train through tunnels, trestles and stations on its way to the depot.  Lots of rhythm words and color descriptions.  A classic.

My Impressions
I plan to use this book in my Story Time lesson later in the semester.  Kids from Pre-K to early 1st grade love this book because they can see the colors well, and it is a good reinforcement of their knowledge of colors and how trains are put together.  I don't let a year go by without reading this to the library classes at least once.

Reviews
DeVinney, G. N. (1978). Freight Train/Rain (Book Review). [Review of Freight train, by D. Crews]. School Library Journal, 25(2), 131.

Two simple concept books for very young children.  One is notable; the other disappointing.  True to their respective subjects, Train passes by almost too quickly.  We want to see more.  Study each car.  Rain tarries and we are not sorry to see it end.  The difference is not in the writing; both texts are basic and unelaborate.  The dissimilarity is in the choice of subject and in the style of illustration.  Freight trains happen to have more pizazz than rein unaccompanied by thunder, lightning, and wind.  Also, Crews regrettably chose to illustrate Rain by depicting the falling rain a la 1970s Bloomingdale's chic in slanting lines of RainRainRainRain across each pages.  The effect is alienating.  Happily, Crews did a fine job with Freight Train's illustrations which aptly convey the excitement of a train rushing by in a blur of color. --Gemma DeVinney, Undergraduate Library, State University of New York, Buffalo

Library Usage
Perfect story time book for early in the year, or anytime you have young students that need to see color and action in a book.  Classic read aloud.