Genre 6 - THE GRAVEYARD BOOK by Neil Gaiman

1. BIBLIOGRAPHY
Giaman, Neil. 2008. THE GRAVEYARD BOOK. New York: HarperCollins Publishers. ISBN 9780060530938

2. PLOT SUMMARY
On a dark night, a man, Jack, enters a house and kills a family only to discover the baby (and primary target) is gone. The curious child had wandered through the open door and across the street to the local graveyard. It is here that Nobody Owens is taken in, named, and cared for by a ghostly community. For the remainder of his childhood, Nobody—or Bod, as he is called—experiences the Freedom of the Graveyard where his new parents (the Owenses) and mysterious guardian (Silas) care for him. Through a series of episodic events Bod experiences life inside the safety of the graveyard gates and the dangers of the outside worlds (both human and ghoul). As the man, Jack, returns to finish his initial task, Bod comes into his own and eventually sets out for life in the world of the living.

3. CRITICAL ANALYSIS
A high fantasy novel, THE GRAVEYARD BOOK, intrigues readers as it gradually reveals Nobody Owens, Bod’s, story. Through a mixture of life and death, present and history, this world and others, the consistently contrasting stories and themes keep readers engaged in the book’s tale. Many readers, especially tweens and teens, can relate to many of the human emotions and desires of both Bod and Scarlett (i.e. wanting to go to school, wanting to experience freedom, wanting a phone, feeling friendship, trust, etc.), while older (even adult) readers may be able to empathize with the guarding nature of the graveyard’s inhabitants.

An inventively interesting and unique cast of characters make up the graveyard, and in each character is a bit of a history lesson and look at a different time and society. Even non-human characters (like the ghouls) present a bit of education through their chosen titles—i.e. the 33rd president and the Emperor of China. As each new graveyard character is introduced, Gaiman adds his own unique touch by sharing with readers the individual gravestone inscriptions. This aspect combined with the occasional black and white illustration by Dave McKean gives readers a brief visual insight into the world that Gaiman is trying to create. The author does an equally excellent job of crafting accents and dialects through his word choice and dialogue.

The timeless themes of good and evil and growing up are present throughout the book; and, while they are not presented in the traditional manner, they are still quite relevant and applicable to readers of all ages and interests. Gaiman does a stupendous job of creating a warmth and home within the darker setting of an ancient graveyard.

4. REVIEW EXCERPTS
Review in SCHOOL LIBRARY JOURNAL: “Gaiman has created a rich, surprising, and sometimes disturbing tale of dreams, ghouls, murderers, trickery, and family.”

Review in BOOKLIST: “This is an utterly captivating tale that is cleverly told through an entertaining cast of ghostly characters. There is plenty of darkness, but the novel’s ultimate message is strong and life affirming. Although marketed to the younger YA set, this is a rich story with broad appeal and is highly recommended for teens of all ages.”

5. CONNECTIONS
*Because such vivid descriptions are given about creatures and worlds that cannot be seen or visualized, have students create illustrations of specific characters or places (i.e. Ghulheim) as they picture them. Then have students share their illustrations with others to see how different individuals may have imagined the same thing.
*Have students predict what will happen to Bod out in the world of the living—briefly finish writing his story.
*What would Nobody Owens’ headstone say at the end of his life? Have students consider this, and then create their own unique headstones for Bod.

Genre 6 - RAPUNZEL'S REVENGE by Shannon and Dean Hale

1. BIBLIOGRAPHY
Hale, Shannon & Dean. 2008. RAPUNZEL’S REVENGE. New York: Bloomsbury. ISBN 15999070X

2. PLOT SUMMARY
Based on the classic story of Rapunzel, Shannon and Deal Hale bring Rapunzel to the Wild West in a graphic novel that depicts a quite capable young heroine with a bit of a temper, but an pure and loyal heart. After saving herself (a new twist) from her prison high up in a tree, Rapunzel ditches the egotistical prince and, instead, forms a friendship with Jack (from Jack and the Beanstalk). Through a series of favors for favors, Rapunzel and Jack make their way across some treacherous terrain with the ultimate goal of freeing Rapunzel’s true mother and teaching the evil witch (pretending to be her mother) a lesson.

3. CRITICAL ANALYSIS
In this new take on an old tale, the magic is still present. An evil witch with amazing growth power, tree prisons, magical beans, and lassoing braids all combine to create an adventure that is difficult to put down. In true graphic novel form, RAPUNZEL’S REVENGE is a nonlinear illustration of a determined heroine and her loyal friend and sidekick. Mixing the classic storyline with adaptations and new elements, the Hales craft a fresh new story that leaves the reader wondering what will happen next.

Characters that most readers are familiar with, take on new roles and new attitudes with hints of sarcasm and modern language. Trickery, jokes and fun, and friendship are all themes throughout the story which culminate to present the ultimate theme of good versus evil. This book appeals to both boys and girls with the female protagonist and an equally spunky male sidekick. The characters’ actions and motivations are understandable and most readers can empathize with the feelings that drive them.

Mixing the fantastical castle with the outside Wild West gives the book a bit of a more modern feel—this is accentuated with Rapunzel’s eventual denim and boots “get-up.” With each frame of the graphic novel, readers are sucked into the fictitious world and adventure that Rapunzel and Jack are a part of. This is a truly delightful and enjoyable tale, and one that is extremely difficult to put down.

4. REVIEW EXCERPTS
Starred review from SCHOOL LIBRARY JOURNAL: “While the witch's castle is straight out of a fairy tale, the nearby mining camps and rugged surrounding countryside are a throwback to the Wild West and make sense in the world that the authors and illustrator have crafted. The dialogue is witty, the story is an enticing departure from the original, and the illustrations are magically fun and expressive.”

From BOOKLIST: “This graphic novel retelling of the fairy-tale classic, set in a swashbuckling Wild West, puts action first and features some serious girl power in its spunky and strong heroine… Hale’s art matches the story well, yielding expressive characters and lending a wonderful sense of place to the fantasy landscape. Rich with humor and excitement, this is an alternate version of a classic that will become a fast favorite of young readers.”

5. CONNECTIONS
* Have students/readers try their own hand at adapting a well-known fairy tale into a more modern graphic representation.
*Compare and contrast RAPUNZEL’s REVENGE to that of the traditional fairy tale Rapunzel.
*Read in correlation with other Shannon Hale books and/or other versions of Rapunzel.

Genre 6 - THE FIRST PART LAST by Angela Johnson

1. BIBLIOGRAPHY
Johnson, Angela. 2003. THE FIRST PART LAST. New York: Simon Pulse. ISBN 0689849230

2. PLOT SUMMARY
THE FIRST PART LAST tells the dramatic story of Bobby, a sixteen year old boy growing up in New York City. With great friends and a beautiful girlfriend, Bobby does his best to live a normal teenage life, and he is quite successful until his girlfriend, Nia, gets pregnant. Forced to grow up all too quickly and raise a baby as a single father, Bobby quickly learns that life isn’t what it used to be and that his choices no longer affect himself alone. This brutally honest portrayal of life and difficult decisions warns readers of the seriousness of making “grown-up” decisions and the responsibility that follows.

3. CRITICAL ANALYSIS
The hallmark characteristic of contemporary realistic fiction—believability—shines through every page of THE FIRST PART LAST. The honesty of sixteen year old, Bobby’s, life and his personal feelings are at times hard to swallow, yet always relatable and easy to empathize with. Author, Angela Johnson, creates in Bobby, a well-developed character with a history, a present, and a future that play to the modern day teen. The decisions, actions, and consequences that Bobby must deal with are somewhat controversial issues in society, but that does not make them any less present in the lives of today’s teens.

Alternating between “then” and “now,” each chapter describes the moments leading up to Bobby’s new role as a father and the struggles that he experiences with that role. Gradually, readers learn the story of how the situation came to be—the choices Bobby and Nia made, the family adjustments, the heartbreaking outcome of the delivery, and dealing with the loss of a loved one while gaining a daughter. Johnson implements a unique style in the organization of the chapters, and it serves to propel the momentum of the novel forward.

While the topic for consideration is one that is highly controversial, Johnson in no way advocates for premarital intercourse or teenage parenthood. Instead, she presents a truth, an issue that is present in today’s society and is relevant to today’s teens. Depicting the unimaginable love a parent (even a sixteen year old) feels for their child in parallel with the selfishness of simultaneously being a child, Johnson fashions a warning to readers that emphasizes the seriousness of social decisions and the potential outcomes associated with them.

4. REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “Brief, poetic, and absolutely riveting, this gem of a novel tells the story of a young father struggling to raise an infant.”

Starred review in BOOKLIST: “… from the first page, readers feel the physical reality of Bobby's new world: what it's like to hold Feather on his stomach, smell her skin, touch her clenched fists, feel her shiver, and kiss the top of her curly head. Johnson makes poetry with the simplest words in short, spare sentences that teens will read again and again.”

5. CONNECTIONS
*Could be used in correlation with human development courses, health courses, and seminars regarding safe sex and abstinence. (This would, of course, depend on parental and institutional policies.)
*Discuss the various roles of families and how the nuclear family has adapted and changed throughout generations.
*Create a discussion panel or group of guest speakers/single parents to talk about the hardships of single parenting and having children at such a young age. It is important to give a realistic impression to teens about the circumstances surround the issue—do not glamorize.

Genre 5 - KIRA-KIRA by Cynthia Kadohata

1. BIBLIOGRAPHY
Kadohata, Cynthia. 2004. KIRA-KIRA. New York: Atheneum Books for Young Readers. ISBN 0689856393

2. PLOT SUMMARY
“Kira-kira” means glittering in Japanese, but it truly defines the theme of Cynthia Kadohata’s book. In 1950’s Georgia, the Takeshimas attempt to integrate into the small Japanese-American community while functioning in the larger, predominately white, community. Upon moving to their new home, Katie, Lynn, and Sam’s parents hope to provide a better life for their children and themselves, working long hours at a poultry production facility in order to buy the house they have longed for. It is not long after the family moves that the eldest daughter, Lynn, is diagnosed with lymphoma. As readers see the Takeshimas struggle to pay for the medical bills and a house, they also see life in a different time. This is a time where discrimination is still present on many more levels than just color, and the struggles of a Japanese-American family are all in the name of love and well-being. Told through the eyes of Katie, whose love and admiration for her sister are immeasurable, readers are inspired by the theme and moral that, even in the hardest of times, it is important to never lose sight of the “kira-kira.”

3. CRITICAL ANALYSIS
KIRA-KIRA shines light on what may seem an anomaly in 1950s Georgia. Few Japanese-Americans found themselves in the community that the Takeshimas moved to, but the story and the times are based on truth nonetheless. Kadohata brings to the forefront many social issues that were present at the time: Lynn warns Katie before starting school that she may be ignored or made to feel like an “ant” because she is Japanese, and readers see signs of color discrimination early on when the family is forced to a back hotel room and only order their food to-go because they do not know where in a restaurant they are supposed to sit. Kadohata further gives a poignant depiction of work conditions in Katie’s mother’s poultry factory, where women are forced to wear pads because there are no unscheduled bathroom breaks. Down to the details of hairstyle, clothing, and daily activities, the setting and time period are both reflective of history and thought-provoking.

The bonds described among characters, especially among Katie and Lynn, play to the hearts of those with siblings. The mothering of an older sister and the awe of a younger one are both identifiable roles and easy to relate to. The individual personalities of each character shines through the pages, and, by the end of the book, readers have come to know a quiet, hardworking father; a delicate yet capable mother; an intelligent, loving older sister; a younger brother trying just to keep up; and, Katie, a driven young girl with a love and dedication for her sister, but with a bit of a tendency toward trouble. The characters all play roles that are identifiable and relatable regardless of ethnicity or decade.

Kadohata crafts a story that, while heartbreaking, gives readers hope and the inspiration to look for the good in everything in life. Events in the book present themes of hard work, honesty, and family bonds, and they give hope to society as we see the emergence of racial tolerance. KIRA-KIRA is a truly “glittering” literary work.

4. REVIEW EXCERPTS
Review in KIRKUS REVIEW: “Katie loves and admires her older sister, Lynn, only to lose her in this story that reads like a memoir about a Japanese-American family in the 1950s. Built around the loss of Lynn to lymphoma, it belongs to Katie and stays true to her perspective. The supporting cast of extended family and friends also fits within Katie's vision of life.”

Review in SCHOOL LIBRARY JOURNAL: “Told from Katie's point of view and set in the 1950s, this beautifully written story tells of a girl struggling to find her own way in a family torn by illness and horrendous work conditions.”

5. CONNECTIONS
*Discuss with students what lymphoma is and how it is treated. While a definition is provided in the text, there is never a solid explanation and it may keep children wondering. Also, discuss how medicine and treatments have changed since the 1950s.
*Consider the various aspects of discrimination present in the 1950s south. Examples include:
• White v. colored people (where do the Japanese fit in?)
• Katie and her family being ignored by whites, and then helped by whites (Hank
Garvin)
• The labor conditions in the hatchery and the production facilities
• The presence of union activity
*Discuss the themes of family roles and how they may have been adapted and modified over time but are still present in homes today.

Genre 5 - NUMBER THE STARS by Lois Lowry

1. BIBLIOGRAPHY
Lowry, Lois. 1989. NUMBER THE STARS. New York: Dell Publishing. ISBN 0440801648

2. PLOT SUMMARY
NUMBER THE STARS chronicles the compelling story of one Danish family who (like many others) put their lives on the line to secure the freedom of their Jewish friends, neighbors, and countrymen. At a time when the Nazis were in high power and beginning the “relocation” of Danish Jews, young Annemarie Johansen learns that, sometimes, life is not what it seems, and bravery is a necessary trait in the trying times of WWII. Before the end of the book, Annemarie will put her own life directly in harm’s way as she races against all odds to deliver a small package that will ensure the safe arrival of her best friend and family in the freedom of Sweden.

3. CRITICAL ANALYSIS
Lois Lowry creates a truly poignant story inspired by authentic historical events of Nazi control and Danish Resistance in Denmark during WWII. She carefully crafts the Johansen and Rosen families, whose love, faith, citizenship, and good-nature contrast the harsh brashness and inhumane actions of the Nazi soldiers. In a time where stakes are high and danger is even higher, readers see the protective nature of parents, bonds of siblings, strength of friendship, and loss of a naive and innocent view of the world. The characters are realistic, and while many readers may not be able to relate personally to the story that unfolds, Lowry does an excellent job of presenting this historical time in words and events that are easy to grasp.

Descriptive depictions of apartment-life in Copenhagen and the countryside of Gilleleje create a setting that draws the reader into the pages. Lowry’s ability to detail even the smallest elements (i.e. butter, buttons on a coat, and a loose porch stair) lends itself to a vivid portrayal of the times. Documenting much of the story’s inspirations in her afterword, readers find that truth and authenticity drive the fictional story of Annemarie.

The consistent theme of bravery is present throughout the entire book from the first encounter with Nazi soldiers on the streets of Copenhagen to the final mission that Annemarie must carry out. Readers come to love and respect the Johansens and the Danish people for their unselfish willingness to help their fellow citizens escape religious persecution.

4. REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “The gripping story of a ten-year-old Danish girl and her family's courageous efforts to smuggle Jews out of their Nazi-occupied homeland to safety in Sweden. Readers are taken to the very heart of Annemarie's experience, and, through her eyes, come to understand the true meaning of bravery.”

From PUBLISHERS WEEKLY: “"The whole work is seamless, compelling, and memorable -- impossible to put down; difficult to forget."

5. CONNECTIONS
*If in the DFW metroplex, an excellent field trip to accompany the book is the Dallas Holocaust Museum. Though the book does not focus heavily on the Nazi movement and concentration camps, it is still good supplemental information for older groups of students that may mentally and emotionally grasp the contents of the museum.
*Discuss the true facts provided at the close of the book (i.e. the handkerchiefs, the Danish Resistance, and the German that gave the information to the Danish government about the “relocation” of Jews).

Genre 5 - THE GREEN GLASS SEA by Ellen Klages

1. BIBLIOGRAPHY
Klages, Ellen. 2006. THE GREEN GLASS SEA. New York: Viking. ISBN 0670061344

2. PLOT SUMMARY
THE GREEN GLASS SEA tells the story of life in Los Alamos, New Mexico, a town that, at the time, did not “technically” exist. However, it was in this town that readers come to know Dewey Kerrigan, a smart, young misfit that finds friends and family amidst the science and secrecy of daily life. Klages first introduces us to Dewey whose father is a scientist working out of the state, mother is long gone, and grandmother has suffered a stroke and can no longer care for her. Her father is one of the many esteemed scientists whose expertise is a commodity in high demand for developing the “gadget” that will surely end WWII. Dewey travels halfway across the country to join her father and settle into life on “the hill.” It is here that she would experience rejection, friendship, love, and loss, and it is here that she would find her second family. THE GREEN GLASS SEA paints a detailed portrayal, through the eyes of a young girl, of life in the top secret location of the Manhattan Project and a unique view of one of the darker periods in our world and nation’s history.

3. CRITICAL ANALYSIS
Klages does an excellent job of creating highly identifiable characters and settings in her book THE GREEN GLASS SEA. Both Dewey Kerrigan and Suze Gordon are representative of children and people that nearly any reader has come into contact with during their lifetime. Specifically, Klages developed characters that readers could relate to on many levels—emotional, physical, academic, etc. She depicts two young girls that are accurate portrayals of human nature. Throughout the events of the novel, Dewey and Suze experience their own individual conflicts, joys, and sorrow, and they also experience many of the daily struggles and battles that are timeless occurrences in many readers lives—the “only child” having to learn to accommodate another guest/family member, forging a friendship, and the loss of a parent, just to name a few.

The setting itself is vivid in each chapter. By the end of the book, readers may feel as if they, themselves, have been present on “the hill,” passing the motor pool or stopping by the PX for a burger. Even the smallest of details create an authentic setting for the story that takes place. From the green glass bottles of Coke to the comic books and clothing, the story teleports readers into the 1940’s with each detailed description. The final chapter and primary inspiration for the story and title, is one of the most descriptive in the book with its beautiful literary illustration which describes what the tested atomic bomb left behind in the desert sands.

The book tells of a time that truly changed our world and the way that we handle international relations. Though the book focuses solely on the creation of this massive weapon, children and adults today understand the serious repercussions of this “gadget” on many different levels. Through her novel, Klages sheds light on the scientists that developed the atomic bomb, the serious pressures they were under, the lack of control they had over their ultimate product, and the children and family life that occurred amidst it all.

4. REVIEW EXCERPTS
From SCHOOL LIBRARY JOURNAL: “Clear prose brings readers right into the unusual atmosphere of the secretive scientific community, seen through the eyes of kids and their families… Many readers will know as little about the true nature of the project as the girls do, so the gradual revelation of facts is especially effective, while those who already know about Los Alamos’s historical significance will experience the story in a different, but equally powerful way.”

From BOOKLIST: “The mystery and tension surrounding ‘war work’ and what Dewey knows only as ‘the gadget’ trickles down to the kids living in the Los Alamos compound, who often do without adult supervision… the characters are exceptionally well drawn, and the compelling, unusual setting makes a great tie-in for history classes.”
Starred review in BOOKLIST: Throughout, terrific design dramatizes the conflict between conformity and creative freedom..."

5. CONNECTIONS
*Follow up THE GREEN GLASS SEA with WHITE SANDS, RED MENACE—Klages’ sequel to the book.
*Use as supplemental study of the Manhattan Project and WWII with younger students that are just being introduced to the concepts.
*Discuss the implications of the bomb and how Mrs. Gordon’s concern is foreshadowing of many of the events that would occur as a result of atomic weapons (i.e. bombing of Hiroshima and Nagasaki, Cold War, etc.).

Genre 4 - WHAT TO DO ABOUT ALICE? by Barbara Kerley

1. BIBLIOGRAPHY
Kerley, Barbara. 2008. WHAT TO DO ABOUT ALICE?. New York: Scholastic. ISBN 0439922313

2. PLOT SUMMARY
Kerley documents the life of Alice Roosevelt, an ambitious, driven, and adventurous young girl with a mind of her own and a tendency to “drive her father crazy.” Written in brief, informative sentences, the author covers Alice’s personality, actions, ambitions, and her father’s role in her upbringing. The book is an entertaining account of a fun, life-loving individual as she grows from a small girl to an accomplished woman who makes her father proud. A true joy to read, regardless of age!

3. CRITICAL ANALYSIS
This picture book biography of young Alice Roosevelt invites readers into the pages with vivid illustrations and a warm look inside the life of President Roosevelt and his oldest daughter. Historical information is presented in a way that relates to readers and the relationships they may have with their own fathers and/or daughters. The author emphasizes key events in Alice’s life and her relationship with Teddy, which are later validated in a three-section author’s note with bibliographical information.

The book is organized as a story, flowing from page to page in the chronological order of Alice’s life. Though it does not lend itself to a reference style use, the biography does follow the traditional story-line format of the genre. The pages are not overflowing with words and information, making this an ideal book for read alouds and younger ages. Illustrator Edwin Fotheringham’s artwork fills the pages with color and interpretation of the stories and antics provided by Kerley’s text. Through an effective and inviting blend of art and text, readers ride the rollercoaster of life with young Miss Alice and her hunger for experiencing each day to the fullest, while “eating up the world.”

4. REVIEW EXCERPTS
Review in KIRKUS REVIEW: “Theodore Roosevelt’s irrepressible oldest child receives an appropriately vivacious appreciation in this superb picture book...”
Review in SCHOOL LIBRARY JOURNAL: “Kerley’s text gallops along with a vitality to match her subject’s antics, as the girl greets White House visitors accompanied by her pet snake, refuses to let leg braces cramp her style, dives fully clothed into a ship s swimming pool, and also earns her place in history as one of her father s trusted advisers.”

5. CONNECTIONS
*Follow up WHAT TO DO ABOUT ALICE? with Kerley’s other books about Mark Twain and Walt Whitman to emphasize the literary genre of biography to a younger audience.
*After reading WHAT TO DO ABOUT ALICE?, have students try their hand at creating biographies of their own (this could be done individually or in groups and could be modified based on grade level).
*Use book as a supplemental instructional material while studying Theodore Roosevelt. Even on the middle and high school level this would add an additional view point in which students may picture and understand the former president.