Module 6- SLIS 5420

Shark Vs. Train
By Chris Barton

Barton, C. (2010). Shark vs. Train. New York, NY: Little, Brown.

Summary

Shark and Train are fierce competitors as they begin a contest that involves countless events, such as high-diving and carnival rides. This is a witty and humorous story with wonderful pictures depicting all the zany things that Shark and Train compete in to determine who is the best. There are some obvious choices for the winner, as well as some wacky, not-so-obvious ones. In the end, the contest must be continued later as the reader discovers that these were simply two toys being operated by some young boys having fun.

Impressions

This book is fun and colorful, and I can speak from personal experience that the children love it! This was chosen by my campus as the favorite book from the 2x2 list for this year. I enjoyed the humor, as did the students, and the sometimes-random contests that Shark and Train endured. This is one of those books that appeals to readers of all ages, which is a great attribute for a picture book.

Reviews

This clever picture book asks readers to ponder that age-old philosophical question: if a shark is pitted against a train, which would win? Well, it turns out that the answer depends on the contest. Barton's deadpan text—sparked with dialogue balloons that give the characters both personality and one-liners—is matched by Lichtenheld's spot-on visual humor.

Philpot, C.H. (2010). Shark vs. Train. Horn Book Magazine, 86(4), 85-86.

The cleverly chosen contests reflect the imaginative powers of kids while retaining the consistent logic that's also essential to play. The notion of a shark and a train trying to be quiet in a library is absurd, for example, but the reasons why neither would succeed make perfect sense. Energetic cartoon illustrations take full advantage of the visual possibilities. Creative use of page space and perspectives gives a fresh look to each new battle. This inspired pairing, executed with ingenuity and packed with action and humor, is a sure winner.

Engelfried, S. (2010). Shark vs. Train. School Library Journal, 56(4), 120.

Suggestions for Use

As you read the story aloud, discuss each “event” that Shark and Train are competing in and why the winner has an advantage. Then have students brainstorm to come up with ideas for two different competitors that we could use to create our own story of competition. After brainstorming and selecting two competitors from the list, have students create their own page of the book by choosing an event and drawing a picture to go with it (and adding words, if desired). Compile all the pages into one class “Versus” book.

Module 5- SLIS 5420

My People
by Langston Hughes, Photos by Charles R. Smith Jr.

Hughes, Langston. (2009). My people. New York, NY: Atheneum Books for Young Readers.

Summary

This book is a beautiful tribute to African Americans today. Smith has taken the poem written by Hughes many years ago and added wonderful sepia photographs of black people of all ages, showing their beauty, color, and character. Though there are few words in the book, it speaks its message with grace.

Impressions

I was quite enchanted with the photography done by Smith in this book. His use of light, while keeping the subjects against a black background, really showcases the people and makes their faces the true focus. The pictures were very well matched to the words of the poem, as well. This is a very creative and interesting book and I enjoyed reading it.

Reviews

In his first book using digital prints and the iris-printing process, photographer/poet/author Charles R. Smith Jr. uses sepia-toned photos that, when paired with the classic Langston Hughes poem "My People," create an intense and nuanced montage. "The images are printed on a watercolor paper," says Smith, who trained at the Brooks Institute of Photography. "This gives…a great richness and adds a little texture to the highlights." Permeated with a sense of pride and celebration, the book satisfies and enriches.

My People. (2009). Kirkus Reviews, 77(22), 6.

The book is a tribute to the poet and to the differences in appearance that make our species so amazing. The celebration of poetry and photography in the book create a piece of art that can be appreciated for its beauty alone and also for its educational value as a study in metaphor and rhythm. The possibilities for reading, understanding, and enjoying are endless with this book.

My People. (2009). Library Media Connection, 27(6), 88.

Suggestions for Use

This book would be an excellent choice to use in a poetry unit. Read the book first, then pull the words of the poem out and examine them separately, without the pictures. Discuss what kind of poetry Hughes has used and what his message was when writing this poem. Then go back and look at the story again and discuss the choices of photographs and subjects that were used for the book. Ask students if the photos and words work well together, or if they would maybe make different choices, and if so, what they might be.

Module 5- SLIS 5420

Goin' Someplace Special
by Patricia McKissack

McKissack, P. (2001). Goin' someplace special. New York, NY: Atheneum Books for Young Readers.

Summary

'Tricia Ann is ready to step out into the world on her own, and there's one place that she wants to go first. It's her favorite place to go, the library, or as she calls it, "someplace special". After assuring her grandmother she is ready to go alone, she must face the outside world, full of ignorance and hate towards blacks. The story takes place during the time of segregation-signs and attitudes everywhere threaten to make 'Tricia Ann give up her journey and go back home. But as she remembers the words of strenghth from her grandmother, she presses on until she reaches her goal, with her head held high.

Impressions

This is a wonderful representation of what life was like during the time of segregation. McKissack did a great job of creating the characters and giving them an accurate voice in the story, using language and the style of speaking that were known for that time period. 'Tricia Ann is a sweet and innocent representation of African American culture, and her sadness and confusion about the attitudes of society are relatable and palpable, even now. This book would be a wonderful choice when discussing civil rights and that time period.

Reviews

There are many books about a child's first trip alone, and many books about racism and the struggle for civil rights, but this book is about more than either: it is the story of a child facing a difficult time sustained by the support of the adults in her life. McKissack and Pinkney strike just the right balance in a picture book for young readers and listeners: informative without being preachy; hopeful without being sentimental.

Smith, R. (2001). Goin' Someplace Special. Horn Book Magazine, 77(6), 736-737.


In an eye-opening journey, McKissack takes the child through an experience based upon her own personal history and the multiple indignities of the period. She experiences a city bus ride and segregated parks, restaurants, hotels, and theaters and travels toward "Someplace Special." In the end, readers see that 'Tricia Ann's destination is the integrated public library, a haven for all in a historical era of courage and change.


Elam, M., Jones, T. E., Toth, L., Charnizon, M., Grabarek, D., & Larkins, J. (2001). Goin' Someplace Special (Book Review). School Library Journal, 47(9), 199.

Suggestions for Use

Before reading, have a brief discussion about segregation to be sure the students have an understanding of it. After reading, offer students the opportunity to tell you how they felt at different parts of the story. For example, How did you feel when you first met ‘Tricia Ann? How did you feel when she got on the bus? How did you feel when she was discovered in the hotel? How did you feel at the end when she reached the library? Ask students to think of a time when they felt defeated or knocked down and what caused them to feel that way, and how did they get past that feeling to be successful?

Module 4- SLIS 5420

The Summer of the Swans
by Betsy Byars

Byars, B. (1970). The summer of the swans. London: Puffin.

Summary

As Sara enters into her teenage years, she is confused and riddled with the same teenage angst that all girls encounter. Her feet are too big, her legs are too long, and she is now having to live with her bossy aunt after the death of her mother. However, this particular summer turns out to be more eye-opening that Sara could ever dream. After her younger brother, who has special needs, disappears one night in an attempt to view the swans that have flown to the lake nearby, Sara's world is turned upside down. As she searches for Charlie, she finds herself and comes to discover that things aren't always as they seem and that our problems aren't as big as we thought.

Impressions

I enjoyed reading this book and could easily relate to the feelings and emotions that Sara experienced. I feel this story's portrayal of a young person with a special needs sibling was also very poignant. Having no personal experience with this, I still was able to understand Sara's feelings and worry in relation to Charlie. It gave me a small glimpse of what it would be like to be responsible for someone who couldn't do things that most of us take for granted. It's a difficult concept to present, and I feel that Byars did well with her presentation of Charlie and his feelings and emotions.

Reviews

When her mentally retarded brother Charlie disappears, it's during the search for him that Sara begins to deal with her own emotions about family, friends, and the opposite sex. This story is very much about inner feelings, and although there is a search for a lost boy, the emotional struggles that Sara goes through are really at the heart of the tale.

Braun, L. W. (1996). Audiovisual review: Recordings. School Library Journal, 42(4), 89.

The author's writing was so descriptive I felt like I knew the characters and what they were feeling. I really think it's nice that you can enjoy a book and learn a lot from it too. Betsy Byars writes about real feelings that other girls are likely to also have. This book is filled with lots of emotions: happy, sad, surprising, disappointing, kind, sweet, and funny.

Review by Lauren Ferrando (2004) can be found at http://www.buildingrainbows.com/bookreview/reviewid/5131

Suggestions for Use

As a read-aloud for older students, this story could open up discussion about a topic that is rarely discussed-special needs. Though we can't really know the thoughts and exact feelings of special needs students, this book is a good starting point for teaching about the importance of respecting others and having compassion for those who aren't "normal" like us. As a librarian working at a campus with many special needs students, I see the importance of these issues, and reading a story like this one helps provide insight for the kids.

Module 4- SLIS 5420

From the Mixed-Up Files of Mrs. Basil E. Frankweiler

by E.L. Koningsburg

Koningsburg, E.L. (1967). From the mixed-up files of Mrs. Basil E. Frankweiler. New York, NY: Atheneum Books for Young Readers.

Summary

Claudia Kincaid is a precocious young girl who is bored with her normal life and has decided to run away from home, but she has decided that it won't be just to anywhere. She made plans to run away to the Metropolitan Museum of Art in New York City. After enlisting the help (and funds) of her younger brother, Jamie, they make a grand escape and begin an adventure together. At the museum, they soon discover a new piece of artwork that has intrigued the public and created a mystery surrounding its creator. Determined to unlock the secret of an angel statue rumored to be done by Michaelangelo, Claudia leads them on a quest for the truth, and finds answers to secrets about herself, as well.

Impressions

I remember reading this book as a child and loving it. Although I couldn't quite put my finger on what it was about the story that intrigued me so, as I read it again, I had the same warm feeling all over again. This story speaks to all who might read it, and I recommend it to any child or adult as a great read. Not only is the book entertaining and real, it reflects on how we are all just trying to find ourselves in life, and that sometimes we get answers to life's questions in places we never imagined we would.

Reviews

Claudia and her brother Jamie are still running around the Metropolitan Museum of Art's cavernous halls in the recently released 35th anniversary edition of E. L. Konigsburg's Newbery Medal-winning novel From the Mixed-Up Files of Mrs. Basil E. Frankweiler (Atheneum). The new edition includes an afterword by the author.

From the mixed-up files of Mrs. Basil E. Frankweiler. (1967). School Library Journal, 48(11), 32.

Claudia and her brother Jamie run away from home to the Metropolitan Museum of Art in New York City, where they find mystery, adventure, and intrigue. Konigsburg has a keen sense of the way kids think and an appreciation for the importance of secrets.

Weisman, K. (2006). 15 Classic Read Alouds. Book Links, 15(6), 9-11.

Suggestions for Use

This would be a great read-aloud for elementary grades 2-4, simply because it is relatable, funny, and keeps the interest of the audience. As you make your way through the story, stop and discuss different aspects of the plot, such as the relationship between brother and sister, how times have changed (specifically, the amount of money needed for things then and now), and what it would be like to stay in a place like the Met. You could also have students think about times they have wanted to run away from home, and where they would go if they did. I would definitely end that particular discussion with all the reasons they shouldn't run away from home, and remind them of how tough it would be to be on their own in a big city.

Module 3- SLIS 5420

Flotsam
by David Wiesner

Wiesner, David. (2006). Flotsam. New York, NY: Clarion Books.

Summary

A young boy and his family are visiting the beach, and as he explores his seaside findings, an old camera washes onto the shore. Intrigued, he takes the film out and has the pictures developed, only to discover an amazing secret that was locked within this camera. The amazing illustrations in this wordless book tell the story with amazing detail. Wiesner was awarded a Caldecott medal for his incredible work in Flotsam.

Impressions

I have never had a great deal of interest in wordless books, but this story captured my interest immediately. The wonderfully intricate details of the pictures told this story better than any words could! I can only imagine how much more a child would love this book than an adult. I applaud the creative genius needed to create such a magical story.

Reviews

In Wiesner's latest wordless book, a boy at the beach closely examines items washed up from the sea; when a wave brings forth an old camera, the boy's viewing takes a radical shift. He gets the film developed, allowing Wiesner's imagination great play. The meticulous and rich detail of the clue- and fancy-strewn watercolors makes this fantasy involving and convincing.
Sutton, R. (2006). Flotsam. Horn Book Magazine, 82(5), 571-572.

This wordless book's vivid watercolor paintings have a crisp realism that
anchors the elements of fantasy. Shifting perspectives,
from close-ups to landscape views, and a layout incorporating broad spreads and
boxed sequences, add drama and motion to the storytelling and echo tbe photographic theme.
Filled with inventive details and delightful twists, eacb snapshot is a tale waiting to be told.
The properties and attendant framing shapes of the magnifying glass, camera, and microscope focus on photographs from a camera found on the beach. The watercolor sequence moves around the world and back in time, revealing a child holding a picture of the subsequent child (and an underwater fantasy) in this Caldecott winner.
Fleishhacker, J. (2006). Flotsam. School Library Journal, 52(9), 186-187.

Suggestions for Use

Students will be challenged to come up with text to go along with the pictures. Begin lesson by “reading” the book to the students, allowing them time to see each page and take in the details. After reading, start at the beginning of the story and ask students to come up with possible text for each page, explaining that when there are words in a story, the pictures normally compliment the words. But in this book, we must work backwards and use the pictures to create the text. Go through several pages, even skip around a bit for the sake of time, and let the children give their ideas. Afterwards, go back and read the pages with the text supplied by the students. Discuss briefly whether they think the story is better with or without the words (gently steering the discussion towards without!). Reinforce to the students that words are not necessarily needed to make a great book.

Module 3-SLIS 5420

Sylvester and the Magic Pebble
by William Steig

Steig, William. (1969). Sylvester and the magic pebble. New York, NY: Simon and Schuster Books for Young Readers.

Summary

Sylvester lived a quiet, normal life with his family, until one day he found a very interesting pebble to add to his collection. He soon discovers that this is no ordinary pebble-it's a magic rock that grants wishes! Sylvester greatly enjoys his amazing find, until one day an unfortunate incident leaves him wishing he'd never wished at all. This is a touching story about being content with what we have, instead of always wishing for more.

Impressions

This book has been a favorite of mine since my childhood, and I was thrilled to read it again! I love the concept behind this story, that we should be satisfied with what we have in life and not always be wishing we had more. I love the illustrations in the book, which were honored with a Caldecott award in 1970. This book is what I consider a classic and will always be relevant and interesting to children.

Reviews

Through the story and illustrations Steig successfully conveys the themes of family, community, and magic woven throughout this book. Using the words “hopeless and helpless” Steig shows the scary feelings that Sylvester is experiencing in his predicament. Steig shows the despair and sadness Mr. and Mrs. Duncan feel when Sylvester is gone. The sense of community is wonderfully portrayed in the illustration showing all the dogs of Oatsdale searching for Sylvester. Cheerful watercolor illustrations relate the happy surroundings of the Duncan Family at the beginning of the book. The subtle changes in color show the passing seasons as Sylvester’s parents miss their only son.

Blog site: http://libraryloverleslie.wordpress.com/2011/06/15/sylvester-and-the-magic-pebble/

Sylvester the donkey disappears after a wish gone wrong, and a month long search convinces his parents that they will probably not ever see their son again. Months later, Sylvester's parents go to Strawberry Hill and, unbeknownst to them, sit on Sylvester (who has been turned into a rock). The story ends happily when the magic pebble is placed on top of the Sylvester rock.

McElmeel, S., & Mandell, P. (1989). Sylvester and the Magic Pebble. School Library Journal, 35(9), 73.


Suggestions for Use

This would be a great book to use for a discussion about feelings and emotions. Read the story aloud to a first or second grade class, then go back and name some emotions that different characters felt at various points in the story. Let the students provide the answers to questions such as: How did Sylvester feel when he found the magic pebble? (happy, excited) How did Sylvester feel when he saw the lion? (scared, afraid, terrified) How did the lion feel when Sylvester changed into a rock right in front of him? (confused, bewildered) How did Sylvester's parents feel when he didn't come home? (worried, frightened, scared) End with a discussion of how we all have these same emotions sometimes, and it's okay to feel them.