Module 15: The Earth, My Butt, and Other Big, Round Things

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Book Summary: Fifteen-year-old Virginia Shreves is an average teenager in an above average family. She lives in a Manhattan penthouse with her psychologist mother and software executive father. Her older siblings are both thin, athletic, and smart. Her sister has just graduated from college and left for the Peace Corps, while her brother is a sophomore at Columbia. Meanwhile, Virginia is smart, into creative writing, and overweight. She constantly feels as though she doesn't fit into the family mold. Sophomore year is tough so far, as Virginia's best friend has moved to Washington state, Virginia has begun crash-dieting, and she has a weekly fool-around session with Froggy Welsh the Fourth, a sort-of friend from school, whom Virginia is sure only wants to be with her in secret. The biggest blow of all comes when Byron (her brother) is suspended from Columbia for date rape. Virginia can't stop thinking about what he did to the girl and how she is coping, while her family just wants to sweep it all under the rug. Finally, after a visit to Washington, some help from a teacher and a doctor, and a few kickboxing classes, Virginia learns to communicate better with her father, stand up to her mother and brother, and that her opinion of herself is really the only one that counts. In the end, she makes new friends, goes public with Froggy, and starts a web zine at school.

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

Impressions: I loved this book until I got near the end. I appreciated the realness of it, how it feels not to be what you think everyone wants you to be, finding yourself among the chaos and negativity, and the way the author didn't shy away from real life experiences, like teenagers fooling around, cursing, hurting themselves, etc. (even date rape), although these were not overdone and were important to the story not just included for shock value or to make the book seem edgy. The ending bothered me because it tied all the conflicts up too neatly, was way too optimistic and rosy, and was just too perfect too quickly. After a story that is dark, yet playful and hopeful at the same time, the after-school special ending was not what I wanted. I do think it was important for Virginia to come to grips with her body issues and find healthier ways to deal with her family, it was just too much. To me, it was like, "I'm 15 and I have all these problems, but I start standing up for myself, and then my life gets perfect." Standing up for oneself is a great lesson, but it doesn't mean everything is magically resolved and we can ride off into the sunset. Let's not kid ourselves or teenage girls. Also, the date rape thing was a little far-fetched. I realize this book was published in 2003, and date rape wasn't in the news as much then as it is now. But I'm still not sure Byron would have been allowed to return to Columbia after a few weeks, or that he wouldn't have been prosecuted by the law. That part of the story was a little glossed over for me. However, I did enjoy reading the book, and I think Virginia is a relatable, flawed role model in a story where the message is to love yourself, and everything will be okay.

Professional Review (from Horn Book Guide):
"When Virginia's brother, whom she worships, is found guilty of date rape, she finally begins to acknowledge her picture-perfect family's dysfunctions. An insecure girl desperate for the approval of her weight- and appearance-obsessed family, Virgina believably transforms into a confident young woman. Mackler does a fine job introducing girls to a very cool chick with a little meat on her bones."

"Mackler, Carolyn. The earth, my butt, and other big, round things [Review of the book, The earth, my butt, and other big, round things by C. Mackler". (2004). Horn Book Guide, 15(1), 112.

Library Uses: This is a great book for empowering girls. I would include it in a display or collection of books having to do with female empowerment, body image, overcoming eating disorders, or self confidence. Perhaps a collection of these types of books could be featured during Body Awareness Month (February) or, unofficially, the library could choose a period of time to focus on self-esteem and empowerment, where this book could be featured along with others, and the librarian could plan activities and guest speakers all focused on self-empowerment. I think the book would also be a great pick for a teen book club because it would open up discussion on body image, insecurities in general, and difficult family issues. It could open up discussion on date rape, which has been in a lot of headlines in the past couple of years, but I would not use this book specifically for that purpose (I would choose another to target that topic) because I do not believe the consequences for the date rape in this story are realistic (from the outside world, not the rich family - plenty of rich families would probably do just what the Shreves did). However, maybe that's a topic for discussion too: what are and what should be the consequences for such a crime?

Module 14: Cowboy Up!

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Book Summary: This book tells the story of the experience of the rodeo. The experience is given through the eyes of a spectator and through the eyes of a competitor, at different times. It specifically discusses the Navajo rodeo, but not so specifically that the information doesn't apply to most rodeos. It begins with the empty stadium, then describes the excitement of a variety of events, including bronco riding, barrel racing, calf tying, and team roping, among others. Each page has an italicized blurb that serves as the announcer speaking, a poem describing the event or experience, and an informational paragraph or two explaining the event and how competitors train for it. The intermission is even described, complete with midway snacks and vendors. At the end of the book, the reader returns to the empty stadium, this time at sunset. Beautiful color photographs of the rodeo and of western landscapes illustrate the book.

APA Reference:
Flood, B. (2013). Cowboy up! Ride the Navajo rodeo. Honesdale, Pennsylvania: Wordsong.

Impressions: The poetry in this book is only average, in my opinion, but kids might like it. It's short, lighthearted, and captures the senses and feelings of the rodeo, both from the points of view of participants and spectators. To me, what stands out about this book are the informational paragraphs and photographs. I actually learned a lot about the rodeo from this book, and it is nice that it is versatile enough to be used as part of a poetry or nonfiction unit. I also thought it was interesting that, as a reader, you catch a glimpse of the Navajo culture, but it's not heavily done. It really is a book about the rodeo, and I could recognize most of the events and features from the few Fort Worth rodeos I've attended.

Professional Review (from Library Media Connection):
"Wow! After reading this book I feel like I just spent a day at the rodeo. I may actually plan a trip to see one live. Through narrative poetry and prose, the author takes the reader to the rodeo. The poetry would be amazing for any lesson where examples are needed to show how to describe something or show emotions. As if the poetry did not tell the entire story, it is supported by more in-depth prose. The photographs help support the text as well. Not being familiar with the rodeo, I checked with a real rodeo champ and he said that the book is accurate. Stacy Rosenthal, Ed.D., Librarian, Council Rock High School, Holland, Pennsylvania."

Rosenthal, S. (2013). Cowboy up! [Review of the book, Cowboy Up! Ride the Navajo 
rodeo by B. Flood]. Library Media Connection, 32(2), 92.

Library uses: I worked in Fort Worth ISD, and the stock show and rodeo are a really big deal each winter. We even had a "Stock Show Day," which is a teacher work day where kids have free stock show tickets. Some grade levels also get to take tours as field trips. This book would be a great one to get kids excited about it, and to explain the different animals, what types of things they will see/saw (depending on if it's read before or after visiting the stock show), and the different events of the rodeo. The book could be read in the library prior to visiting, and students could write and/or draw about what they hoped to see. After the trip, students could write or draw about what they actually saw and how it compared to the book. They could even create their own picture books or collages, with or without their own poetry or prose, about their stock show experience, inspired by Cowboy Up!.

Module 13: Cardboard

Image retrieved from Amazon.com

Book Summary: The book begins by showing us Cam's dad, Mike, being denied yet another job opportunity, letting us know that he has been out of work for awhile, and things are tough. We also learn that Cam's birthday is tomorrow, and his dad has nothing but a pocket full of change to buy him a present. As he is leaving the job interview, he sees a man selling toys, but all he can afford is a cardboard box. The man selling it tells him he must follow two rules: bring back any scraps and do not ask for more cardboard. Cam is happy to receive the box, because he and his dad can build things from the cardboard. They build a life size cardboard boxer and name him Bill. Overnight, Bill comes to life and becomes a close friend. The next day, Bill is mowing the lawn when Marcus, an evil neighborhood kid, comes over and throws water on Bill, causing him to start disintegrating. Mike quickly makes a cardboard maker out of the leftover cardboard (that he didn't take back to the toy seller, violating rule number one), generates new cardboard, and builds Bill new legs. Later, Marcus comes back over and pretends to apologize and become friends with Cam, but really steals the cardboard maker when Cam isn't looking. Marcus creates a whole cardboard kingdom, with the idea that he will be the king, but the kingdom gets out of control, and his cardboard monsters create a cardboard Marcus to serve instead of serving the real Marcus. The monsters destroy Marcus's house, and soon Cam, Marcus, Bill, and Mike are fighting to stop the cardboard from spreading and to save themselves from the evil kingdom. Eventually, Cam helps Marcus see that he was really being a bully out of his own insecurities, and Bill sacrifices himself by wetting all the cardboard, including himself. Also, Marcus's rich parents hire Mike to rebuild their house, Mike learns to move on from his wife's death and go out with a nice neighbor, and Cam and Marcus become real friends. A real man named Bill also comes along and begins working with Mike.

APA Reference:
TenNapel, D. (2012). Cardboard. New York: Graphix.

Impressions: I am new to the world of graphic novels, and this is the third I'd ever read. I really enjoyed the creativity of it (as I am learning graphic novels can be way outside the box, with their abilities to show the reader exactly what the author wants them to see) and the way TenNapel used something so simple, making crafts out of cardboard, to comment on a much deeper issue that a lot of kids can probably relate to: the death of a parent (Cam's mom), a parent being out of work (Mike), or, in Marcus's case, dealing with personal insecurities. The book has plenty of action, and I think it would be a great choice to appeal to boys who like action and/or comics, but with this book they still get a real, substantial plot. I, as a reader who doesn't need a lot of action, sort of got lost in all of the cardboard fighting, but there was enough story there that I still thoroughly enjoyed the book. I also appreciated the optimistic ending and the idea that people can change.

Professional Review (from School Library Journal):
"Gr 4-6 Cam's unemployed father can only afford a cardboard box for his son's birthday present. However, this cardboard is special; it animates itself. A cardboard boxer becomes a man called Bill, a magic cardboard machine actually spits out new pieces of magic cardboard, and a figure of Cam's dead mother chastises his father for not moving on. This cardboard powerfully projects the thoughts and desires of its users and becomes dangerous when Cam's wealthy, spoiled neighbor, Marcus, uses it to create an army of monsters. Rich colors printed on glossy pages, along with dramatic cuts between panels, give the comic a cinematic feel, and the illustrations' sharp angles and sinewy lines are striking. This action-filled adventure is not only highly entertaining, but also contains provocative points about the power of imagination. The ending, in which a reformed Marcus has shed his goth stylings and Cam's father has found a job and a girlfriend, is a little too tidy, but this is a thoughtful and gripping read. - Lisa Goldstein, Brooklyn Public Library, NY."

Goldstein, L. (2012). Cardboard (Book : TenNapel) [Review of the book, Cardboard by D. TenNapel]. School Library Journal, 58(9), 172.

Library Uses: This book would be great inspiration for a library activity in which students have the freedom to make whatever they want out of cardboard scraps, as long as it can be used for good. Some parameters would have to be defined, such as giving the students a few example ideas (a cardboard recycler, for example). Students would have to design and create their invention, as well as explain how it is used for a good purpose (as opposed to an evil purpose, like Marcus did in the story), how it is helpful, and how to use it/how it works.

Module 12: Steve Jobs: The Man Who Thought Different

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Book Summary: This book tells the story of Steve Jobs' life and achievements, in typical biography fashion, except that it tells his story in the frame of his speech at the Stanford 2005 graduation. The book is organized, like his speech, in three stories: "The journey is the reward"; "Real artists ship"; and "And one more thing..." The author begins with Steve at the podium, but the book quickly goes into the story of his birth and adoption, taking note of his birth mother insisting that he go to college-educated parents, and upon finding out that the Jobs weren't, making them promise to send Steve to college. Ironically, of course, Steve dropped out of college after one semester. The book also highlights Steve's fierce love for his adoptive parents. Blumenthal tells stories of Steve, a precocious but often bored and mischievous kid morphing into a teenager with an intense interest in electronics, though he was never really an engineer. He went on to small liberal arts college in Oregon, where he dropped out because he felt he was learning more outside of class, and it wasn't worth the enormous amount of money his parents were spending. He spent time working at an apple orchard, where the name for Apple Computer eventually came from. The author does a good job of connecting the events in Steve's life, highlighting connections between seemingly innocuous events, such as how Steve auditing a calligraphy class would later help him in the development of the Macintosh. Steve started Apple with his friend Steve Wozniak, a brilliant engineer. The two had success with the Apple II personal computer for many years. However, because Steve was so intense, often to the detriment of his working relationships, he was eventually fired from Apple in the mid-80s. He went on to form Next, another computer company that didn't do very well, but its technology would later help Steve revive the failing Apple company. He also bought Pixar, which also wasn't doing very well, but his financial support made the making of Toy Story possible. In the 1990s, he was able to return to Apple, and the fun, colorful iMac was born. Steve stayed at Apple through the end of his career, and his vision was responsible for many revolutionary inventions, including the iPod and iPhone. Unfortunately, he was eventually diagnosed with pancreatic cancer, and after living with it for eight years, he passed away in 2011. Blumenthal paints a portrait of him as an exceptional, extraordinary, complicated, flawed person.

APA reference: 
Blumenthal, K. (2012). Steve Jobs: The man who thought different. New York: Feiwel and Friends.

Impressions: Blumenthal does a fantastic job of highlighting the intricacies and quirks of Steve Jobs. As a reader, I was calling him a jerk one minute and marveling at his vision the next. The inclusion of details like Steve thinking he didn't need to bathe because he only ate fruit, and then smelling up the office, were a nice touch to show just how eccentric he was. Also, although this book is a biography telling about Steve and his life, there is quite a bit of STEM information included as well. Blumenthal does a good job of explaining the technical computer parts so that a layman can understand. I particularly enjoyed her sidebar explaining how Pixar used algebra and geometry to create digital animation. I think this book would be a great read for students who have always grown up with computers and massive amounts of technology to learn where it all came from and how it came about. I also liked how, despite his rock star status (which is clearly conveyed in the book as well), the book is also just a story of a man - the connections between events, his triumphs, his disappointments, and everything in between.

Professional review (from Kirkus Reviews):
"Ad admiring though not entirely adulatory view of our era's greatest technology celebrity, rightly dubbed (by U2's Bono) 'the hardware software Elvis.' Blumenthal weaves her portrait on the thematic frame used by Jobs himself in his autobiographical 2005 Stanford commencement address. She 'connects the dots' that led him from his adoption as an infant through his 'phone phreaking' days to a spectacular rise and just as meteoric fall from corporate grace in the 1980s. Following a decade of diminished fortunes and largely self-inflicted complications in personal relationships, he returned to Apple for a spectacular second act that also turned out to be his final one. Despite getting bogged down occasionally in detail, the author tells a cohesive tale, infused with dry wit ('He considered going into politics, but he had never actually voted, which would have been a drawback'). The book is thoroughly researched and clear on the subject's foibles as well as his genius. A perceptive, well-wrought picture of an iconic figure well worth admiring--from a distance. (endnotes, photos, time line) (Biography. 11-14)."

Steve Jobs: The man who thought different [Review of the book, Steve Jobs: The man who thought different by K. Blumenthal]. (2012). Kirkus Reviews, 80(4), 386-387.

Library uses: This book could easily be used for a unit on biographies, or historical figures, but I'm thinking outside the box. I would like to use this book, and the technological information in it, to support a science or math class. Specifically, the information about Pixar could be used as part of a project for students to use math to create something. This could be part of a makerspace activity, where students are read an excerpt of the book and given materials to create something and record the mathematical formulas they used. Afterward, students could even hold a sort of mock-conference, like the ones Steve spoke at and went to for Apple, where they present their creations to each other. I think this book could really inspire students to create, and to continue creating throughout their lives.

Module 11: Night Flight

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Book Summary: This book tells the story of Amelia Earhart's first solo trans-Atlantic flight through poetic language (not poetry, just very expressive language) and full-color paintings. It begins with the time and date of her takeoff (May 20, 1932 at 7:12 p.m.), highlighting her nerves and excitement. Throughout the story, Amelia's feelings of uncertainty, adventure, and courage are accentuated. The pictures help tell the story as well. Little details about Amelia's life and personality are interspersed throughout the book, painting her as an adventurous pioneer who loved to try new things, such as ride horses bareback. The story describes her view from the air as she crossed the Atlantic alone, discussing what her thoughts were like and how and why she strove to be seen as equal in a man's world, doing what were traditionally thought of as masculine things. Soon, she encounters a storm, and the author tells Amelia's hair-raising experience getting through it, detail by detail. As Amelia narrowly escapes an accidental ocean landing, we stay with her as she perseveres through the wee hours of the morning, finally spots the Irish coastline, and chooses an open pasture to land in, much to the surprise of the farmer, and exits the plane, jubilant and triumphant. An afterword gives a brief biography of Amelia, as well as a bibliography and quotes from Amelia.

APA Reference:
Burleigh, R. (2011). Night flight: Amelia Earhart crosses the Atlantic. W. Minor (ill. ). New York: Simon & Schuster Books for Young Readers.

Impressions: I thought this book was a captivating, beautifully written and painted way to tell the story of Amelia Earhart's first solo flight across the Atlantic, not only for her, but for any woman. I also thought it was great to read a triumphant story about Earhart, because so often all anyone remembers about her was that she disappeared in the middle of the Pacific. I also thought it was great how the author included tons of information about Amelia being daring and being a feminist without beating readers over the head with it, or even mentioning it outright, allowing Amelia to lead by example even posthumously. What struck me most about this book, other than the inspirational story of such a strong woman, was the language used to tell her story, which was so far removed from the dry, textbook-style language so often found in informational books. I think this book would be a great one to use for lessons on sensory language.

Professional Review (from Horn Book Guide):
"Burleigh's vivid free-verse account of Earhart's 1932 flight from Newfoundland to Northern Ireland, the first-ever solo transantlantic flight by a woman, settles into the cockpit and describes what the legendary pilot might have seen and felt during that long, tense, and exhilarating trip. Minor's paintings heighten the immediacy, depicting Earhart's blazing red Vega in both long shots and close-ups. Websites. Bio."

Heppermann, C.M. (2011). Burleigh, Robert: Night flight: Amelia Earhart crosses the Atlantic [Review of the book, Night flight: Amelia Earhart crosses the Atlantic by R. Burleigh]. Horn Book Guide, 22(2), 466.

Library Uses: This could be a great book to use for Women's History Month. It could easily be read aloud in the library, and then students could research other historical women and either write or paint/draw about them. Student products could be displayed in the library and throughout the school building in celebration of women's history. An extension of this activity could be students researching and presenting about ways women can be strong today, and perhaps even acting on some of these ideas (writing letters to elected representatives, volunteering in the community, etc.).

Module 10: Breathing Room

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Book Summary: The book begins as Evvy, the protagonist, is taken to TB sanatorium in Minnesota by her father. She is coughing ferociously and has trouble making it up the steps. Upon arrival, Evvy and her father are barely allowed to say goodbye to each other before Evvy is wheeled away by a harsh nurse. None of the nurses or doctors who give Evvy her preliminary exam have much of a bedside manner. Evvy is taken to the room she will share with three other girls: Dena, who knows the most about TB and is cynical about the whole process; Pearl, who is overly optimistic, loves movie stars, and talks about how she will be home in time for homecoming; and Beverly, the oldest, who is kind and motherly. For several weeks, Evvy is not even allowed to sit up and is not given her mail. After awhile, a new roommate, Sarah, arrives, and she and Evvy become close friends. However, Sarah is sicker than Evvy and eventually undergoes an operation to remove one of her ribs (thought to allow the lung to heal). Meanwhile, Beverly gets better and is discharged, but Pearl suffers a hemorrhage and dies from it after being granted a day out with her brother and receiving a letter from her best friend's mother asking her to cease contact. Because Sarah has been taken to a private room to recover, Evvy becomes close with Dena, and the two sneak out to visit their beloved Nurse Gunderson, also a TB patient, in the adult ward. Evvy secretly visits Sarah on Christmas day as well, and is caught by the kind Dr. Keith, who doesn't punish her. After some time, Evvy is granted activity privileges, Dena ages up to the adult ward, and Sarah moves back into the shared room. Late one night, Dr. Keith wakes up Evvy and Sarah and rushes them to the adult ward, where they arrive just in time to hold Dena's hand while she dies (the TB has spread to her brain). A short time later, Evvy's TB is declared no longer active, and she is released to go home.

APA Reference:
Hayles, M. (2012). Breathing room. New York: Henry Holt.

Impressions: I really enjoyed this book. It gave a lot of information about a topic that most people have vaguely heard of and made it more clear through a human story. The book remained optimistic while not masking or sugarcoating the facts that many people admitted to TB sanatoriums in the early 20th century died. It also gave a lot of information about the medical procedures they used back then and how bizarre they seem now without actually commenting on them until the nonfiction information at the end of the book (in other words, the author did a good job of treating them like they were perfectly normal and safe within the fictional story). I also appreciated the information at the end about real sanatoriums in the U.S. There was also a good bit of detail given about the impact the beginning of World War II had on these patients, adding to their humanity. Overall, this was an interesting, engaging, and informative read that I think is great for anyone middle school age or older.

Professional Review (from Horn Book Guide):
"In 1940, thirteen-year-old Evvy Hoffmeister is sent to Loon Lake Sanatorium to recover from tuberculosis. Evvy's natural inquisitiveness gradually overcomes her fear and isolation, creating an evenly paced story in which she learns about people and herself against the backdrop of sanatorium life. Hayles succeeds admirably in showing, rather than telling, Evvy's character and growth."

Baker-Gibbs, A. (2012). Hayles, Marsha: Breathing room [Review of the book, Breathing room by M. Hayles]. Horn Book Guide, 23(2), 69.

Library Uses: This book, and others like it, could be introduced as a companion to a science or health class studying communicable diseases, or, of course, to a history class studying this time period. Sometimes, it's difficult to find ways for the library to support the science curriculum, so using fiction books to give a human element to something like the spread of bacteria could be a good choice to keep students interested. After reading this book (or other fiction stories that deal with disease), students could research the disease using informational texts and historical texts from the time period, and create informational reports, presentations, or visual materials to educate others about the disease, including its science and history.

Module 9: The Silence of Murder

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Book Summary: The book opens in the courtroom, and the murder has already been committed. The narrator and protagonist, Hope, is testifying on behalf of the defense, her brother Jeremy. Jeremy has been accused of murdering Coach Johnson, a beloved baseball coach in the small Ohio town of Grain. Jeremy is a special needs teenager who hasn't spoken since he was nine years old. He is the only suspect in the case because he was seen leaving the crime scene with a bloody bat, proven to be the murder weapon. Hope, who knows her brother better than anyone else, is determined to prove his innocence. With the help of her best friend T.J. and a new friend/love interest, Chase (who also happens to the sheriff's son), she begins investigating who else could have killed Coach. T.J. and Chase are both on the baseball team, so they knew Coach well and have access to things like team rosters. The three teens poke around the barn where the murder took place and look into the possibility that Coach's wife, who has cancer but is not as sick as she lets on, killed her husband for insurance money. Meanwhile, Hope and Jeremy's mother, who is somewhat abusive and a drunk, is sort of an unknown in the case because she insists that Jeremy did it but should be found guilty by reason of insanity. Jeremy, as part of his autism, collects glass jars, and no one knows why. The night before the closing arguments, Hope accidentally breaks one and discovers that Jeremy has been using the jars to collect "air" from important moments in his life. She helps the defense attorney give the closing argument by opening and reading from three jars from the morning of the murder for the first time in front of the jury. It is revealed that Coach was actually Jeremy's father, which he learned that morning, and when he went into the barn he found Coach's body and saw Chase running away. Chase then, in front of the whole courtroom, admits to accidentally killing Coach with the bat when he went to see Coach to show him how well he could bat (Chase was angry that he wasn't going to pitch in the big game because Coach thought he couldn't hit well enough against their arch rival). Jeremy is acquitted, begins talking again, Hope goes on to college with T.J., and Chase goes to prison.

APA Reference:
Mackall, D.D. (2011). The silence of murder. New York: Alfred A. Knopf.

Impressions: I thought this book was engaging, but the mystery could have been better set up. The clues that Chase was the real killer were there, but it was a disappointment more than an a-ha. For much of the book, I was thinking that T.J. was the murderer, and while I understand that the author probably planted those clues to throw off the reader, she made Chase a little too likable, and while I didn't find it exactly hard to believe that he was the murderer, the way it all went down was just a little bit of a let down. When Chase confesses, he loses all sympathy from the other characters, and I think that bothered me more than anything else. No one seems to care that deep down, Chase is a good person and that the murder was an accident. Coach wasn't murdered in cold blood. I understand that for Hope, it was more about the fact that he would've potentially let Jeremy go to prison for him, but I'm not even sure he would have. Anyway, the book was good, not great. However, I think that for a young teen audience, perhaps middle school age, this book is appropriate and well-suited. The problem solving opportunities are there, the plot twists are there, and I don't think teens would find it too predictable or formulaic. The element of Jeremy being a selective mute with autism also adds an element of interest not necessarily found in typical murder mysteries.

Professional Review (from Booklist):
"Grades 8-12. 'I have never even once thought that there was something 'wrong' with my brother,' says 17-year-old Hope Long, but few people share her view. Jeremy, 18, is selectively mute, autistic, and on trial for the murder of a beloved local coach. Wherever their irresponsible alcoholic mother has taken them, Hope has always been Jeremy's advocate, but now, in order to save Jeremy from execution, she must testify to his insanity. Convinced of her brother's innocence, Hope sets out to discover the real murderer. Her investigation leads to the loss of her only friend, a forbidden romance with the sheriff's son, family secrets, and a journey of self-discovery. Hope's first-person narrative pulls readers immediately into the story as she works her way through clues and false leads to the truth. The well-plotted mystery is intriguing, and Hope's determined efforts to solve it have an authentic feel. Secondary characters are a tad one-dimensional, but Hope's compelling voice and very real sense of danger propel the pace to a solution that will have readers talking."

Rutan, L. (2011). The silence of murder [Review of the book, The silence of murder by D.D. Mackall]. Booklist, 108(3), 88.

Library Uses: This book could be used as part of a unit/lesson on the wrongfully accused, and/or of people with mental challenges who are accused of crimes. After reading this book, students could be asked to research real cases of mentally challenged individuals who have been wrongfully accused, or of people in general who were wrongfully accused. Students could go on investigations themselves into these cases and put together multimedia presentations or other projects to teach their classmates about the different instances where this has happened. Furthermore, after doing this research, they could propose ways to prevent this from happening in the future, and perhaps even take some sort of action such as writing letters to Congressmen and women. All of this could be done in the library, using library resources such as databases, technology applications, books, and periodicals.

Module 8: The 5th Wave

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Book Summary: The book begins with Cassie wandering around in the woods with her M-16 and her brother's teddy bear. She kills a soldier in an abandoned convenience store, and it's unclear whether the soldier is really on her side, and even what the two sides are. The book sort of continues to do that, moving back and forward in time for awhile, until we learn about the alien invasion and the first four waves (wave one was killing the power all over the world, wave two was an earthquake/tsunami that devastated the coastlines, wave three was a virus that killed most of the rest of the population, and the fourth wave was the silencers among the living, shooting anyone they could find). The book also alternates between Cassie's story, as she tries to find and rescue her brother, Ben's (nicknamed Zombie) story as he is trained to be a soldier, and a couple of other insertions, including the point of view of a silencer and Cassie's little brother as he is taken into what we are led to believe is a refugee camp. It is later revealed that the refugee camp, a former military base, is really being run by the aliens and training humans to kill other survivors out in the world. Meanwhile, Cassie is taken in by a young man who rescues her from the frozen forest after being shot, and we learn that he is actually a silencer who has fallen in love with her. He reveals the story of the aliens, who came to Earth because they needed a new, inhabitable planet, and implanted themselves into certain humans because they had to leave their own bodies behind. He helps Cassie infiltrate the base, and he ultimately destroys it. Cassie finds her brother at the same time Ben, who has gone rogue with his squadron after learning what the base really is, has gone back to rescue him (they met earlier in training at the base). The three of them get out just in time, are picked up by the rest of the squadron, and get away. The books ends right after they make it to safety...or, what is safety for now.

APA Reference:
Yancey, R. (2013). The 5th wave. New York: G.P. Putnam's Sons Books for Young Readers.

Impressions: I loved this book and am excited to continue the series. There are so many sci-fi/dystopian young adult books and series coming out these days that they've become almost contrived and even formulaic, but I thought this story was a fresh take on the genre and could be enjoyed by readers of all ages. There was a love story, but it wasn't overdone and didn't overshadow the central storyline, which I hate. I also thought it was interesting how the book begins near the end of the fourth wave, and we learn about the first four waves through the reflections and flashbacks of the characters. If the author had tried to begin the series with the first wave, the story would not have moved as well, and the central themes may have been lost. I was also really impressed by the way the story kept the reader guessing, as far as who the good guys really were. I suspected that Commander Vosch was not good, of course, after the massacre at Cassie's refugee camp, but Ben's trust and faith in him made me question if it was Cassie who really didn't know what was going on. The way the book forces the reader to put the pieces together until the very end was well done and enjoyable.

Professional Review (from Horn Book Guide):
"Cassie, sixteen, prepares herself for the fifth wave of aliens, the final takeover, fearing that she may be all that's left of humanity. She's alone until she meets 'very good-looking' Evan Walker, and together they must figure out how to fight back. Yancey vividly portrays Cassie's existential crisis in a broken world: how to live, and why to live, and what to care about."

Yancey, Rick The 5th wave [Review of the book, The 5th wave by R. Yancey]. (2013). Horn Book Guide, 24(2), 137.

Library Uses: I think this would be an awesome book to use as an introduction to a lesson/unit on survival skills. Visitors could be brought in to give lessons or demonstrations on survival, living off the land, and/or primitive camping. Students could share their ideas or do projects on what they would do in the event of an alien apocalypse. This book could also be used to partner with science classes to explore what, if any, real science there is in the book. Of course, the aliens' technology is purely made up, but the "eye" used to decimate entire areas of land, the tracking devices, and the "Wonderland" program used to see humans' memories could all be jumping off points to learn about real technology in these fields, artificial intelligence, robots, advances in technology, etc.

Module 7: Out of My Mind

Image retrieved from Amazon.com

Book Summary: The book begins with Melody, the main character, explaining that she knows thousands of words but has never spoken. Much of the beginning of the book is Melody explaining her first few years of life and describing her day to day life and how she adapts to her world. For example, her neighbor, Mrs. V, teaches her to recognize hundred of written words and creates a tray she can use to point to common words and names she uses. Melody is in a special education classroom at a local elementary school, and when she is in fifth grade, the school starts an inclusion program where the special ed students take a few classes with the regular program students. Because Melody is not cognitively impaired, she attends most academic classes with the rest of the fifth grade. She makes a friend, Rose, and most of the students are nice to her and accepting, but there are a couple of mean girls. On a trip to the aquarium, it is revealed that Rose is a little conflicted, maybe even embarrassed, about her friendship with Melody. Over the holidays, Melody gets a Medi-Talker, which allows her to type what she wants to say with her thumbs, and the machine will say it out loud. This is a huge breakthrough, but it still doesn't solve all of Melody's problems. As one of the smartest kids in fifth grade, she tries out for a quiz team, and gets the highest score, much to the surprise of the other students and even the teacher. After a lot of practice and the local competition, the team makes the national competition. When Melody and her family arrive at the airport, they discover her flight is canceled, and the team has left her behind without telling her they made an earlier flight. The next day, Melody's little sister has a close call when their mother hits her with the car accidentally, and by the time the team returns from D.C., Melody has found her voice and is able to confront them, accept herself, and stop seeking their approval.

APA Reference:
Draper, S. (2010). Out of my mind. New York: Atheneum Books for Young Readers.

Impressions: I was initially intrigued by the marketing of this book; the description on the cover focuses on Melody being an older child who has never spoken, so I had to know why. Was it some kind of trauma? Then, of course we learn early that it is severe cerebral palsy, and while I was fascinated by the background information and learning how Melody lives, I still wasn't sure the book was going to grip me; would there be any actual plot or was it just a lot of information about living with a debilitating disability? I was pleasantly surprised to find that I could not put the book down. Draper's ability to make the reader empathize with someone in Melody's situation in a completely new way is remarkable. I particularly enjoyed how even when Melody made strides, it was still so evident how hard her life was. She made a friend, but there were limitations. She accomplished being part of the quiz team, and even the teacher left her behind. The story was overall positive and hopeful, but it didn't shy away from the complications and heartache, which I think is what made it so powerful.

Professional Review (from Kirkus Reviews):
"Melody, diagnosed with cerebral palsy, cannot walk or talk. Despite her parents' best efforts, the outside world has defined her by her condition. Melody's life changes when inclusion classrooms are introduced in her school, and she interacts with children other than those in her special-needs unit. To these children, Melody is 'other,' and they are mostly uncomfortable with her sounds and jerky movements. Normal problems of school friendships are magnified. Preparation for a trivia competition and acquisition of a computer that lets her communicate her thoughts reveal Melody's intelligence to the world. Melody is an entirely complete character, who gives a compelling view from inside her mind. Draper never shies away from the difficulties Melody and her family face. Descriptions of both Melody's challenges--'Going to the bathroom at school just plain sucks'--and the insensitivities of some are unflinching and realistic. Realistically, Melody's resilient spirit cannot keep her from experiencing heartbreak and disappointment even after she has demonstrated her intellect. This book is rich in detail of both the essential normalcy and the difficulties of a young person with cerebral palsy."

Out of my mind [Review of the book, Out of my mind by S. Draper]. (2010). Kirkus Reviews, 78(4), 142.

Library Uses: This book could be used as part of a unit in which children learn about people who live differently. If possible, a guest with a disability could visit the library and talk to students about their challenges and how they navigate the world. Students could prepare questions ahead of time. Also, because the book begins and ends with the opening to Melody's autobiography assignment, the book could be used as a gateway to students writing their own autobiographies, or reading nonfiction autobiographies by real people. Another idea might be to introduce having some sort of inclusion program in the library where regular program students could help special education students choose and check out library books, allowing the regular program students to get to know and gain perspective on students with disabilities, hopefully breaking down stereotypes.

Module 6: Boot & Shoe

Image retrieved from Amazon.com

Book Summary: Boot and Shoe are brothers (dogs) who live together and share everything, except that during the day, Boot stays on the back porch, and Shoe prefers the front porch. One day, a squirrel comes along and entices both dogs to come off their porches and chase it. The dogs chase the squirrel until they each fall down, exhausted. When they awaken, Boot finds himself on the front porch, and Shoe is on the back porch. They are confused and sad because the other is not on the porch with them, in his usual spot. They look all around the other's porch for their brother, but he is nowhere to be found. They decide they will wait for the other one, and not leave their porch. This means they miss dinner, and at bedtime, they stay on the porches, cold, instead of getting into their warm bed. They even walk around the house at the same time, but can't find the other because he is looking for them on the other side. After waiting up all night, each dog is crying on the porch when they have to relieve themselves. Lo and behold, they find each other at the tree! They are so happy and tired, they go to bed even though it's morning.

APA Reference:

Frazee, M. (2012). Boot & Shoe. New York: Beach Lane Books.

Impressions: I thought this story was so cute! As a dog lover, I felt so heartbroken for Boot and Shoe when they were so sad and confused. I enjoyed watching them chase the squirrel and spend so much time trying to find each other. I thought the illustrations played a big part in my enjoyment of the book because their sad puppy faces were so realistic (while still cartoonish), and Frazee did a great job of capturing the essence of dogs and how they look when they are feeling different emotions or trying to puzzle something out. I think kids of all ages (and even adults) can appreciate this book and find it entertaining. It would also be a great choice for an inexperienced reader, because of its short sentences, and it has a lot of lessons about spatial awareness woven in. For example, when Boot and Shoe are looking for each other, there is a lot of repetition about where and how they are looking, using different prepositions, each with an illustration so this book could be used to teach prepositions and/or spatial awareness.

Professional Review (from Horn Book Guide):

"Dogs Boot and Shoe share a lot of things, but Boot prefers the back porch and Shoe, the front. A squirrel gets both dogs riled up enough to give chase; each ends up on the wrong porch--and decides to wait for the other. The sprightly lines of Frazee's black pencil and gouache illustrations add to the humor of this nimble tale of misplaced assumptions."

Frazee, Marla. Boot & Shoe [Review of the book Boot & Shoe, by M. Frazee]. (2013). Horn Book              Guide, 24(1), 9. 

Library Uses: I think this book could be used as part of a fun pet-themed lesson for younger students. Students could be told ahead of time to bring pictures of their pets and could tell each other about silly things their pets have done. This could be segued into a discussion about misconceptions and how we deal with misunderstandings. Students could come up with an alternate version of the story in which Boot and Shoe make different choices and don't have to spend the night all alone. 

Module 5: Trombone Shorty

Image retrieved from goodreads.com

Book Summary: This book is the autobiography of Troy "Trombone Shorty" Andrews, told as a children's book. It details Troy's childhood in New Orleans, playing pretend music with his friends, and New Orleans is highlighted as a big part of the culture displayed in the book and what shaped Troy as a person, including all the parades and festivals that influenced his music tastes. The book tells the story of how Troy, who always loved music, became a musician and got his nickname; when he began playing an old, beat up trombone he found, the trombone was bigger than he was. His brother called him "Trombone Shorty!" and the name stuck. He practiced incessantly, and when his mom took him to the New Orleans Jazz Festival, he brought his trombone and was called up on stage to play with Bo Diddley. After that, Troy formed his own band, the 5 O'Clock Band, and as an adult, his band is Trombone Shorty & Orleans Avenue. He tours all over the world. An author's note at the end of the book retells the biography in paragraph form and includes photos from Troy's childhood, while the main part of the book includes vivid illustrations by Bryan Collier, a Caldecott winner. 

APA Reference:

Andrews, T. (2015). Trombone Shorty. New York: Abrams Books for Young Readers.

Impressions: I thought this book told the story of a musician's life in an original and engaging way that appeals to young readers and adults alike. The illustrations are striking, colorful, and enhance the telling of the story, really bringing the reader into Troy's world. I liked the incorporation of New Orleans culture; the repetition of "Where y'at?" kept the familial sense of community going throughout the story. I think this book is a great choice for minority, particularly predominantly African American schools (although other races would still obviously enjoy it) because it shows a young man (who is still only 30 years old) from a tough neighborhood who practiced really hard at something he loved and became really successful. So often when you ask kids about important black figures they know about Rosa Parks, Martin Luther King, Jr., or Barack Obama, but they don't always know about people living right now who were just like them who they can look up to. I think Troy Andrews is a particularly good choice because in addition to his accomplishments and philanthropic work, he looks young and cool, and his path in life seems realistically attainable for the average kid who wants to work hard. 

Professional Review (from Booklist):

"Grades 3-5. In this contemporary autobiography, Andrews pays tribute to the New Orleans neighborhood of Treme and the culture and community that propelled him into becoming the Grammy Award-nominated musician he is today. Like other stories of artistic achievement, this is one of determination and passion. Young Troy, nicknamed Trombone Shorty, by his brother, forms a band with his friends using homemade instruments, until one day Troy finds a real trombone to call his own. But this story breaks from the motif of individualism to recognize that family, community, mentors, and friends are always part of life's journey. It reminds young readers--particularly boys of color--that they can follow their dreams and lean on people who will nurture and guide them. Andrews' journey is perfectly complemented by Collier's illustrations. Sharp panels of color and image, perspective that dips and soars, and layers of mixed-media collage unite to feel like renditions of brass band music itself. The author's note fills in the gaps in the story and reaffirms the importance of people and place. A portion of the proceeds from the sale of the book will benefit the Trombone Shorty Foundation."

Chaudhri, A. (2015). Trombone Shorty [Review of the book Trombone Shorty, by T. Andrews]. Booklist, 111(14), 62. 

Library Uses: This book could be a great addition to a Black History Month series in which students learn about contemporary black figures. I would set parameters of the series so that included figures would have to be living and working right now, and I would do my best to choose some lesser known people. Students could learn about one or two people each week when they come to the library during Black History Month, and after reading the book and learning about the person, they could create something inspired by that person, such as a piece of art or a poem. There could be an extension activity in which students choose which person inspired them the most, why, and stated what they want to be or do when they get older, and how this person, such as Troy Andrews, showed them ways they can achieve their dreams. 

Module 4: Miss Hickory

Image retrieved from goodreads.com

Book Summary: Miss Hickory is a doll made of twigs with a hickory nut head. She lives in a corn cob house outside Great-granny Brown's house in rural New Hampshire. She learns from her friends, Crow and Mr. T. Willard Brown, the barn cat, that Great-granny Brown is closing her house, the Old Place, for the winter, and the family has gone to Boston. This means Miss Hickory will not be spending winter on the warm kitchen counter, as she is accustomed, and will have to find a new home and a way to survive. Dejected, Miss Hickory basically gives up and shuts down until Crow finds her a new home in a nest Robin has abandoned, nestled in an apple tree where she will be warm and dry. She learns to adapt to her new reality, making her nest a home, fashioning winter clothes out of materials from the forest, and foraging for food to freeze. However, she keeps finding herself missing out on things, such as the Christmas parade in the barn, because of her "hard head." In the end, Squirrel, of whom she has been afraid all along, eats the head right off her body, but she does not die. On the contrary, her body finds that she knows her apple tree so well that she can climb up high into the tree and take root on a branch, becoming part of the tree. Then, we learn that she was a scion all along, and by taking root on the tree, she makes the old, gnarled tree vibrant again. 

APA Reference: 

Bailey, C.S. (1946). Miss hickory. New York: Viking Penguin.

Impressions: At first, I did not think I was going to like this book because I thought it would be boring and a slow read. However, I found myself quite enchanted by this peculiar little story about an odd sort of doll living in the woods. As I read, I could see Bailey's love of nature, confirmed in the author information on the book jacket, shining through. The story, in my opinion, really serves to teach young readers about nature. Much of the story centers around explaining what different animals do during each seasons, how to prepare for and survive the winter, and other various aspects of country life. For instance, I did not know what a scion was until I read this book. I am not sure whether this book holds up to current children. I imagine those who really love to read and will read anything, or those who love nature, might still like it, but there is not a lot of action, and the story definitely has an old feeling. I think if a reader can appreciate it for what it is, a simple story of the natural world, its magic is still there. 

Professional Review: 

"The adventures of a country doll made of an apple-wood twig, with a hickory nut for a head. The story is told with humor and with an appreciation of the countryside and the seasons. Miss Hickory remains at all times exactly what she is, a doll, yet becomes for the reader a very rich and memorable personality." -- Booklist

Miss Hickory [Review of the book Miss Hickory, by C.S. Bailey]. (1946). Booklist, 43(5), 74. 

Library Uses: This book could be used for lessons about nature. Excerpts could be read during different seasons, followed by a nature walk in which students look for and/or record elements of that season outside, after reading about them in Miss Hickory. An extension of this activity would be for students to do further research on changes during the seasons, or how animals behave during each season, in the local area (since Texas is very different from New Hampshire), and make real observations based on those findings.

Module 3: So You Want to Be President?

Image retrieved from childrensbookalmanac.com

Book Summary: This book summarizes various aspects of being President of the United States, such as features of the White House, perks, drawbacks, duties, all while interweaving history and background of past presidents throughout the information. The book is full of fun anecdotes about different presidents. It talks about which presidents were frugal and which filled the White House with expensive knickknacks; it also discusses presidents' hobbies, including a funny story about a reporter stealing John Quincy Adams' clothes while he was skinny dipping in the Potomac. This book is full of interesting facts and presents a ton of American history in a fun, easy to read way. 

APA Reference: 

St. George, J. (2000). So you want to be president? New York: Philomel Books. 

Impressions: I thought this one was of the most unique books I've read so far. It was a fascinating read, even for an adult, and I learned a lot of interesting information about presidents and the presidency that I didn't previously know. I think children would also like it and find it interesting and fun to read. It's presents the information in a fast-paced way, and a reader doesn't have to read it cover to cover or even in chronological order; you can skip around and still learn a lot and enjoy the book. It won the Caldecott medal, so obviously it has great illustrations, done by David Small, and one reason I chose this book to write about this week was how well the illustrations complement the book. They are done in caricature style, and look like political cartoons you would see in a newspaper or magazine. They embellish the anecdotes in the text; for example, on the page that talks about Warren Harding being handsome, he is depicted as the winner of a "Presidential Beauty Contest" in a king's robe with a crown and scepter, waving to a crowd of adoring fans.  A reader could easily flip through this book just looking at the illustrations and completely appreciate it, and, more than that, the pictures would make someone want to read the text to find out what the illustrations are referring to. 

Professional Review: 

"Curious tidbits of personal information and national history combine with humorously drawn caricatures to give this tongue-in-cheek picture book a quirky appeal. 'There are good things about being President and there are bad things about being President.' So begins a walk through a brief history of facts, successes, oddities, and mishaps. For example, most readers won't know that William Howard Taft weighed over 300 pounds and ordered a specially made bathtub. Small's drawing of a naked Taft being lowered into a water-filled tub by means of a crane should help them remember. Another spread depicts a men's shop where Andrew Johnson (a tailor) fits Ronald Reagan (an actor) for a suit while Harry Truman (a haberdasher) stands behind the counter. While the text exposes the human side of the individuals, the office of the presidency is ultimately treated with respect and dignity. A list of presidents with terms of office, birthplace, date of birth and death, and a one-sentence summary of their accomplishments is provided. This title will add spark to any study of this popular subject."--Alicia Eames, New York City Public Schools. 

Eames, A. (2000). St. George, Judith: So you want to be president? [Review of the book So you want 

     to be president?, by J. St. George]. School Library Journal, 46(8), 206-207.

Library Uses: This book could be used as introduction to unit or activity about U.S. presidents. The librarian could read the book, or excerpts from the book, to groups of students. Then, the students could choose a president to research and create a project about (which would also be a good way to teach/enhance research skills). This could be done around President's Day, and the projects could be displayed around the school. Art classes could even be involved, and students could create caricatures of their chosen presidents, inspired by the book's illustrations, to accompany the displays. 

Module 2: Harriet the Spy

Image retrieved from Amazon.com

Book Summary: From the beginning, we learn that Harriet is a precocious, observant child who likes to know people's stories and who has many questions about the world. She has two best friends, Sport and Janie, and she is very attached to her nurse, Ole Golly, who has lived with Harriet since she was born. Harriet has a spy route that she travels everyday after school where she spies neighbors she finds interesting undetected and takes notes on them, as well as her classmates and family members, in her notebook. Ole Golly leaves to get married and moves away, and Harriet is devastated. Not too much later, Harriet's classmates find her notebook and discover some mean things she has written about them, thinking no one would ever see them. The classmates band together against Harriet, and Harriet finds herself at war with literally everyone else in the sixth grade. Meanwhile, her parents and teachers try to keep her from writing in light of all that is happening. After a letter from Ole Golly and a trip to see a psychiatrist, Harriet's parents and teachers find a way for her to channel her talent by writing for the school paper, and Harriet's real friends come back to her after a carefully drafted and sincere apology.

APA Reference: 

Fitzhugh, L. (2000). Harriet the spy. New York: Delacorte Press. 

(original copyright date 1964)

Impressions: I thought this was a wonderfully original, complex story about a girl growing up and entering adolescence without being overtly a coming of age story. It dealt with loss, finding one's way, finding one's true friends, and how to deal with difficult situations and how to relate to others all through a refreshingly true-to-life story. I particularly enjoyed how the message of the book was not what I thought it was going to be. I thought, somewhere in the middle of the story, that Harriet was going to learn not to write her every candid thought for fear of hurting someone's feelings, but the lesson was much more about navigating the complexities of relationships. The real moral of the story, in my opinion, was about finding one's place in the world and learning to say goodbye. The spy element of it also really added to Harriet (and by extension, the reader) learning about how people move through their everyday lives and deal with their feelings and the things that happen to them. I was overwhelmed by the genius of this book.

Professional Review:  

"The character of Harriet M. Welsch, aspiring writer and neighborhood spy, remains as original as she was when this novel was first published, helping to usher in a new age of modern realistic fiction. Though never out of print, the novel now has a different publisher, still containing Fitzhugh's own black-and-white illustrations, and stands as a testament to the author's unique creative vision."

Fitzhugh, Louise: Harriet the spy [Review of the book Harriet the spy, by L. Fitzhugh].                 (2001). The Horn Book Guide, 12(2), 305. 

Library Uses: This book could be used for a library challenge in which, after reading the book, students keep notebooks or journals where they take notes and write down observations about people and things they see in their everyday lives. These notes could be turned into stories, like Harriet does in the book, and the stories could be published at school, displayed in the library, or used as part of a contest (write so many and receive a reward, etc.).

Module 1: The Fantastic Flying Books of Mr. Morris Lessmore

Image retrieved from simonandschuster.com

Book Summary: Mr. Morris Lessmore loved to read. He wrote a book about his life as it was happening until one day he blew away and the words got scattered. He saw a lady being pulled by flying books, and when Morris's book wouldn't fly, she sent him a book that led him to building where books lived. Morris ended up spending his life with the books, reading them, caring for them, and sharing them with others. He continued to write his own story, and when he grew old, the books took care of him until he decided it was time to go. The books flew him away, and he turned young again. He left his own book behind, and a little girl wandered into the book building. Morris's book flew up to her, and she began to read. The story implies that the cycle begins again. 

APA Reference:

Joyce, W. (2012). The fantastic flying books of Mr. Morris Lessmore. New York: Atheneum 

     Books for Young Readers.

Impressions: I absolutely loved this book. What struck me first about it were the illustrations. They are so vivid, imaginative, and unlike anything I had ever seen. The use of black and white transitioning to color when Morris gets taken away by the books really enhanced the story. I also loved the idea of a man who loved words and books literally being taken on a fantastic adventure by books. I thought it was interesting that the story never says Morris is taken to a library, just a home for books, and also that even though he loves reading and living with the books, he isn't a recluse. He shares his love with the world. The ending plays to the reader's emotions; even though Morris's life is over, his legacy continues through another (and we can assume the lady who first gave him the flying book preceded him at the books' home). Overall, I thought it was a touching, inventive story without being overdone. I would be excited to see the short film it is based on. 

Professional Review:

"Grades 1-3. First it was an Academy Award–winning animated short. Then it was an intuitively interactive iPad story app. And now it’s a regular old book, which is fitting given that the story is all about the lasting power of books to transport and nourish the soul. Our hero is a bibliophile modeled after legendary children’s-literature advocate William Morris (in spirit) and Buster Keaton (in looks), whose gray-colored world is colorized when he sees a woman fly past, pulled by 'a festive squadron of flying books.' One such book leads him to take custodianship of a house full of rambunctious stories. As the years pass, he writes one of his own, which in turn inspires a young girl after he is gone. The message-heavy narrative is lifted by Joyce’s superb artwork, presenting nostalgic, picket-fence scenes with a modeled, dimensional feel built on the animation but given a lustrous polish for the printed page. Perhaps most fascinating, the movie, app, and book taken together present an entirely kid-friendly opportunity to talk about the interplay between content and format. HIGH-DEMAND BACKSTORY: The movie and app iterations of this work have attracted gobs of acclaim and attention for the book to capitalize on."

Chipman, I. (2012). The fantastic flying books of Mr. Morris Lessmore [Review of the book

The fantastic flying books of Mr. Morris Lessmore, by W. Joyce]. Booklist, 108(21), 70.

Library Use: This would be a great book to read before having kids do a project where they create a "flying book" inspired by one of their favorite books. They could create illustrations and their own summaries and/or reviews on construction paper, fold them into book shapes, and the librarian could hang them on strings from the library ceiling.