Babymouse the Musical

Holm, J & M. (2009).  Babymouse.  NY:  Random House. 

When the new student Henry Higgins encourages Babymouse to try out for the school musical, she finds herself the understudy for Feleica, the popular girl.  When Felicia gets sick with a hairball, Babymouse gets her big chance to shine, but unfortunately, things end up crashing and going wildly wrong.  This silly graphic novel is sure to catch the attention of younger students that are drawn to dramatic type cartoons and graphic novels.  The language is easy to read and the characters are funny.  There are witty songs (which younger students may not get) and the illustrations go a long way in adding to the humor of the story.  Here's an introduction to the character of Babymouse, https://www.youtube.com/watch?v=LPWcnSuYFoM .

Skullduggery Pleasant Playing with Fire

Landry, D. (2008).   Skulduggery Pleasant  NY:  HarperCollins.

Skullduggery Pleasant, a skeleton detective, and Valkyrie  Cain (a quiet Stephanie Edgley) have to stop Baron Vengeous, who plans to activate a Frankenstein type beast, the Groesquery.  After many chases and rescues, and many other scary characters involved, Valkyrie ends up killing the Grotesquery, but the end of the story leads the reader to believe there will be more action and saving needed in the future.  This story is filled with humorous dialogue and keeps the reader turning the pages because of the nonstop action.  The magic and fantasy of the book stay consistent and the reader can find themselves easily immersed in this good vs evil fantasy world.   Here is a book trailer for Playing with Fire, https://www.youtube.com/watch?v=eXAP0DTeeVg

Lunch Lady and the School Wide Scuffle

Krocoszka, J. (2014). Lunch lady and the school wide scuffle. NY: Random House. 

Lunch Lady, Betty, and the Breakfast Bunch have to save the school from the evil superintendent.  Lunch Lady and Betty are let go from the school because of budget cuts, but after sneaking back into the school, with some help from others that have been let go (The League of Librarians), the day is saved and the students vow to keep Lunch Lady's identity a secret.  Young readers will enjoy the silliness of this graphic novel.  Although the plot is silly, there are some truths mixed in that elementary students can relate to.  The pictures keep the action going.  Here is a book trailer for this silly and engaging graphic novel, https://www.youtube.com/watch?v=-NDV3lKIMUo . 

Diary of a Wimpy Kid

Kinney, J.  (2007).  Diary of a wimpy kid  NY:  Amulet Books.

Greg Heffley keeps a journal (not a diary!) of his first year in middle-school.  There are stories of trials and triumphs and mishaps as well as the common awkward moments one experiences in middle school.  The informal text truly reads like a journal, with hand drawn pictures included.  The reader can't help but laugh at the various antics in the book.  Readers can related to the characters of this book and the plot is easy to follow and engaging.  Here is a book trailer for the book, https://www.youtube.com/watch?v=D9DIx1VJRMs . 

A Big Guy Took My Ball

Willems, M. (2013). A big guy took my ball! NY: Hyperion.

Piggie's big ball is see seemingly taken by a "big guy," and Gerald attempts to seek justice by going after the "big guy,"  who ends up being a Whale that is lonely because nobody will play with him and his ball.  Piggie and Gerald befriend the whale as they invent a new game to play together.  The illustrations are simple but expressive.  The words are written in speech bubbles of varying size that match the emotions of the speaker.  This book could be well used in a pre-k/Kindergarten classroom to explore size (the different between big and small and how we perceive those sizes).  The simple phrases and text are also a nice tool to help emerging readers.

The Three Pigs

Wiesner, D. (2001).   The three pigs.  NY:  Clarion.

This book requires more than one read to take in all the elements that make it a fun and engaging story! It begins like the traditional tale but takes a twist when the pigs get "taken out of the story" and go on an adventure through other tales, eventually making their way back to their own story, with a few added characters and then, and then leave the story again and live happily ever after.  There is a TON going on in this book!  The illustrations play a huge role in helping the reader understand what exactly is happening.  It really does take multiple reads to catch all the details, which makes the book even more engaging.  Younger readers will need more guidance through the complication and change up of a conventional story but this is a great story to use to help students think critically and see how stories really can take a life of their own- there are no rules.

Balloons over Broadway

Sweet, M. (2011). Balloons over Broadway: The true story of the puppeteer of Macy's parade. NY: Houghton.

This creative biography informs the reader about the life of Tony Sarg began as a marionette maker in London,  eventually moving to New York and designed the first Thanksgiving Day Parade.  In the years following, Sarg figured out ways to make the parade better and better, so that everyone could see, and eventually came up with the iconic ideas for the big balloons we see in today's parades.  This intriguing informational book/Biography reads like an engaging narrative story, with problems and solutions.  The use of the scrapbook collage looking illustrations is also engaging for readers.  At the end of the book, there are also clear notes and works cited.  This is a wonderful resource to use when teaching literary non-fiction and how the genre doesn't have a set form.  It's also a great resource to use to show students how to cite work and give other's credit for information found when doing research.

It's a Book

 Smith, L. (2011).  It’s a book.  NY: Roaring Brook.

Through extremely simple text, a tech obsessed donkey asks a series of questions to a monkey, about a book.  Does it scroll?  Do you blog with it?  Can it text?  Tweet?  Eventually the donkey gives it a go and finds himself emerged in the book.  The simplicity of the book is engaging to young readers who will find the aloofness of the donkey funny.  The illustrations add to the book by showing the character's emotions.  The last line is geared toward an older crowd and could be humorous or offensive, depending on the crowd.  This book will engage the tech savvy kids.  This book could also  be used to teach compare/contrast.

Mirror Mirror

Singer, M.  (2010). Mirror, Mirror.  NY:  Dutton.

This is a collection of poems, inspired by fairy tales, that are creatively written forward and backward.  Each poem is based on a different classic fairytale from Cinderella to Beauty and the Beast.  Singers' original and creative style, coined "reverso," is engaging, unusual and intriguing.  Singer writes the poem one way and on the other side it is completely reversed, but still makes sense.  Singer explains that this invented form helps tell two points of view.  The artwork also enhances the poetry by how it is flipped as well.  This book is a wonderful tool to use in poetry units to show students how creative poetry can be, in addition to discussing different poetic devices such as line and use of punctuation.

Where the Wild Things Are

 Sendak, M. (1963).  Where the wild things are.  NY: HarperCollins.

When Max is sent to his room for misbehaving, he begins to imagine a different world and his bedroom is transformed into a fantasy world where the Wild Things are.  After Max tames the Wild things and biomes the king, he realizes he misses being where he is loved, and he sails back home to find his dinner waiting for him in his room.  Sendak creates a relatable character in Max, because every child has, at one time or another, been in trouble and sent to their rooms.  The rich quality of pictures in this book aid in telling the story.   When compared, the book and the movie are very different.  The book actually develops characters more than the book, whereas usually the books have more details.  Although the movie seems to use the same wild things as the book, Max's relationships with them are not the same- he doesn't have a close relationship with any of the wild things in Sendak's version.  In addition, Sendak's version is geared toward children and the movie is not totally aimed towards children.   

Bridge to Terabithia

Paterson, K. (1972). Bridge to Terabithia. NY: Crown.

Jess Aarons becomes unlikely friends with Leslie Burke, and the two build a strong friendship bond, together traversing the ups and downs of fifth grade, while still holding on to the kid like imagination when they escape to their made-up land of Terabithia.  Tragedy strikes with Leslie's  death, which leads to special bonding moments with Jess and his father and Jess and one of his younger sisters.  Although the story takes place over thirty years ago, Paterson develops the characters in such ways that young readers can still relate to them.  The theme of friendship is strong throughout the book.  The deep style of writing is one that may either seriously draw young readers in, or cause them to not finish the book.  The reality of young death is a tough subject, but Paterson does a nice job of depicting the different ways people may cope.  As with all movies and books, there a few discrepancies in the details.  The movie takes place in a more modern time than the book.  Of course, in the movie, Terabithia is animated, whereas that part is left up to the reader's imagination in the book.  Also, Leslie is clearly a girl in the movie, whereas in the book Jess can't tell what her gender is at first.  For the most part though, the movie stays pretty true to the book.  

We are the Ship

 Nelson, K. (2008).  We are the ship  NY:  Hyperion.

An unnamed narrator tells about the history of the Negro leagues in baseball, telling stories about famous baseball players who made it possible for players like Jackie Robinson to make history.  The overall story tells about baseball and its black players and tales of adversity and segregation.  The pictures in this book are incredible!  The realistic paintings suck readers in and really make you take your time to read the pages.  Although the story could be told without the pictures, they really add something to the writing.  This book could be used when studying segregation or famous people who made history by being trailblazers.

Rules

Lord, C. (2008).   Rules.  NY:  Scholastic.

12 year old Catherine struggles with heavy concern about what others think about her, as she goes through everyday life with a brother with autism.  Catherine also befriends a young paraplegic boy, Jason, who cannot verbally talk, but communicates via word board.  As Catherine's relationship with Jason grows from just being a "clinic" relationship, to one where her "friends" and outsiders can see, Catherine realizes that she's not actually bothered by what people think about her brother and Jason, but what they think about her, and she is forced to face this issue in order to salvage relationships.  Lord makes Catherine a believable character that many adolescents can relate to.  Lord's natural and believable style keeps the reader engaged.  This story is valuable in today's world, where every student knows about at least one child with autism.  This is a great tool to help students understand a little more about autism.

This Is Not My Hat

Klassen, J. (2012). This is not my hat. Boston, MA: Candlewick.

A small fish steals a hat from a large sleeping fish and goes on to explain why he won't be caught, while the illustrations hint otherwise.  In the end, the reader is cleverly and uniquely led to the conclusion that the little fish was wrong.  The illustrations are critical in this clever, simple, and entertaining story.  In the end, the reader is left to their own imagination by the use of wordless pages.  This book can be used in the classroom to again demonstrate how literature can be creative and fun.  Young students will enjoy the twist at the end.  

It's So Amazing

Harris, R. (1999).    It’s so amazing.  Boston, MA:  Candlewick Press.

This informational text addresses the topic of reproduction.  Through different forms of writing, from comic looking pages, to text boxes,  Harris explains reproduction from beginning to end, including everything in between.  The information is reliable and presented frankly in words and correctly in drawings.  Harris does a good job of being straight forward without being too silly or awkward for a topic that can be awkward for parents to discuss with their children.  This book lends itself to be used as a great tool for parents to use when discussing different topics of reproduction, be it sex or puberty or a new baby.  The illustrations are child friendly but don't leave anything out.

Rapunzel's Revenge

 Hale, S. (2008).   Rapunzel’s revenge.  NY:  Bloomsbury.

In this wild west fairy-tail version, Rapunzel is banished to a treehouse, after telling Gothel that she saw her real mother working in the mines.  Rapunel's hair grows long enough for her to escape, she meets Jack (seemingly from Jack and the Beanstalk) and eventually reunites with her mother, after saving her.  The colorful artwork is necessary for the movement of the story.  Readers are engaged through the pictures and the use of funny dialogue.  In the classroom, this book could be used to compare against other versions of the traditional tale.  Here is a trailer for the book, https://www.youtube.com/watch?v=Q4_Slu5J67M .

Rosa

Giovanni, N. (2005).  Rosa.  NY:  Holt.

Seamstress, Rosa Parks, refuses to give up her seat on the bus in segregated Montgomery, Alabama, which leads to the boycotting of busses by African-Americans, during the Civil Rights movement.  Rosa's courage inspired others to stand up for civil rights and led to historic events such as the Montgomery bus boycott, Dr. Martin Luther King Jr.'s speeches speaking against such injustice, and eventually the Supreme Court ruling segregation illegal.  Giovanni does a good job of developing Rosa to where the reader really feels for her and feels her frustration, while also keeping the plot engaging and not just listing out the facts.  The collage type pictures in this book are very creative and eye catching for the reader, including the fold out page towards the end of the book.  This book could be used during a biography units on famous people, and the Civil Rights movement.

Magic Windows

Garza, C.  L.  (1999).  Magic windows.  San Francisco, CA:  Children’s Book Press.

Carmen Lomas Garza describes the inspiration for her different papel picado (paper cut-outs), including a lot of memories from her childhood and family, as well as the Mexican-American culture.  The text is written in both english and spanish, which could be very appealing to spanish-bilingual students.  In addition, each page has a picture of the papel picado that Garza is referring to, for the reader to see.  The paper cut-outs are intriguing and fun to inspect for young readers.  This book could be used in the classroom when learning about cultures and it could also lend itself nicely in an art lesson.

The Graveyard Book

Gaiman, N. (2008).   The graveyard book.   NY:  HarperCollins.

After his family is murdered by "the man Jack," a baby ends up in a graveyard where he is adopted by the the Owens' (who are dead), becoming "Bod."  Bod has a series of adventures, learns how to read, write, and other skills such as "haunting" and "disapparting." Bod loves his graveyard family but as his guardian, Silas, says, "all the people here have had their lives, Bod, even if they were short ones.  Now it's your turn.  You need to live." and so he goes off into the world to live and meet people and take it all in.  The suspense of the book, and relatable Bod, keep the reader turning the pages for more.  There are a few illustrations through out the book that captivate the reader as well.  Here is a trailer for the book, https://www.youtube.com/watch?v=P_UUVwTaemk

The Legend of the Bluebonnet

dePaola, T. (1983).   The legend of the bluebonnet.   NY: Putnam.

The Comache people speak to the  Great Spirits and ask them what they can do in order to stop the drought that is causing famine and the death of their people.  When the spirits answer that the people have been selfish and must make a sacrifice of their most valued possessions, only She-Who-Is-Alone was selfless enough to sacrifice her only possession- a doll given to her by her family and her only article to remember them by, as she was an orphan.  Because of her sacrifice, the rains came and her people were saved and she becomes "One-Who-Dearly-Loved-Her-People.   To remember her sacrifice, every spring, bluebonnets cover the Texas land.  The main character stays true to traditional literature characters and is not complicated, but represents a goodness.  The theme of selflessness, love, and sacrifice are evident throughout the story and help the reader to like and want to relate to the main character.  Tomie DePaola does an excellent job of keeping cultural authenticity and not using stereotypes, often seen when describing Native American culture.  In addition, the water color artwork does a wonderful job of complimenting the story and telling it without words.  Here is a book trailer, https://www.youtube.com/watch?v=4gcGlxsTrqE.

Martina the Beautiful Cockroach

Deedy, C. A. (2007).   Martina the beautiful cockroach.  Atlanta, GA:  Peachtree.

The beautiful cockroach, Martina, now eligible for marriage, meets many different suiters who want her hand in marriage.  Her Cuban grandmother advises her that the best way to really know someone's true character is to spill coffee on their shoes and watch their reaction.  Various suiters come for Martina's hand (one comes in the hopes of making a meal) and one by one, Martina sends them off for their deplorable response to the spilling of the coffee, until she meets the mouse who wins her over.  The vibrant illustrations show the character's emotions well, and include different cuban products.  In Deedy's rendition, the reader is sure to like Martina and be repulsed by the other characters.  There is also an element of humor that might be lost on younger crowds but appreciated by older students.  The Cuban culture is seen through out the illustrations.  This book could be used in the classroom during traditional fiction units- especially to compare and contrast different versions.  

How They Croaked: the Awful Ends of the Awfully Famous

Bragg, G. (2011). How they croaked: The awful ends of the awfully famous. NY: Walker.

A collection of true stories covering the details of the death of famous people.  The book's conversational tone and gross facts catch the reader's attention.  In addition to the almost crudeness of facts, Bragg does a nice job of interwining details about the famous people's lives into the explanation of their deaths.  After each person's story, there are more fun facts to read about.  The tone of the book lightens the fact that this book is indeed about death.  Students will most likely find these stories of death humorous, yet intriguing.  The illustrations add to the tone of the book, as they are cartoons.  This book could be used in a unique way when studying famous people.

Spiders

Bishop, N. (2007).   Spiders.  NY: Scholastic. 

Through provision of real photographs and various general facts about spiders, the reader learns significant amounts of information about multiple kinds of spiders.  The photographs in this book are highly engaging!  In addition, although the facts are just given pretty straight forward, they are intriguing and keep the reader turning the pages for more.  This facts might even motivate curious students to conduct their own research about a specific spider.  The text is simple and the colors of the pages and varied fonts (as well as the facts themselves) hold the readers attention.  The photographs are very zoomed in and usually cover the entire page, including a fold out that shows the details of a flying spider.  This is a great resource for all elementary levels  because the photographs are sure to catch the attention of students and the facts will keep them reading for more.  A great tool for teaching about non-fiction features like an index, glossary, and captions, but there are no other non-fiction text features.  

The Watsons Go to Birmingha - 1963

Curtis, C. P. (1995).   The Watsons go to Birmingham, 1963.   NY:  Delacorte.

      10 year old Kenny Watson humorously narrates the happenings of life at school and with his family.  His family, the "weird Watsons," made up of Kenny, older brother Byron, little sister Joetta, and Momma, and Dad, take a trip to Momma's hometown of Birmingham, Alabama in 1963.  After returning home, Byron helps Kenny cope with the tragic truths of the segregated south.  Curtis does a wonderful job of making the characters believable and relatable.  In addition, the characters' dialogue is reflective of real life.  The plot is dynamic and the reader is not stuck on one part for too long.  Curtis keeps the details engaging as the story hits highs and lows.  The conversational style of writing makes this an appealing book to various audiences.  When comparing the book to the movie, the book spends more time on various anecdotes from Kenny, while the book has a larger focus, and added parts, about the Civil Rights Movement.  The movie had more scenes added depicting the Civil Rights Movement and lessons learned by the Watson's, than did the book.   

The Invention of Hugo Cabret

Selznick, B. (2007).  The invention of Hugo Cabret.  NY:  Scholastic.

Hugo, a 12 year old orphan, lives in the Paris train station, tending to the clocks.  Hugo is obsessed with getting an automaton (a robot that sits at a desk ready to write) to work (to "save his life").  By using a notebook from his father, he steals parts from the toy store in the train station, for the automaton.  Hugo gets caught by the toy store owner, an old man, and has to work off his debt for all the things he stole, meanwhile he learns the connection of the toy maker to the automaton and develops a relationship with him and his goddaughter (Isabelle).  Through more discovery and developed relationships, the book ends with Hugo becoming a magician.  The characters in this story are believable and relatable.  The pictures play a huge role in the plot, which makes this book even more intriguing.  The plot is full of coincidences and keeps the reader engaged.  It's not necessarily a graphic novel, but the story would not be the same without the illustrations and photographs.  Here is a trailer for the book, https://www.youtube.com/watch?v=k0r5io-wtGs .

Hitler Youth

Bartoletti, S.  (2005)  Hitler youth.  NY:  Scholastic

Using interviews with survivors, Hitler Youth, resisters, and bystanders, history is told about what it was like to be a teenager in Hitler Germany.  There are accounts from various people who followed Hitler, why, what they did, and what it was like.  The book also addressees what it was like for these youths, at the end of the war.  The book is filled with gripping photographs that are sure to intrigue curious students.  There are plenty of historical photos and wrenching facts to keep the reader turning the pages.  The organization of the book is attractive and readable.  The design definitely helps to communicate the history effectively. This book can be used during a study about the holocaust, in addition to being used to research people.  

Good Masters! Sweet Ladies!

Schlitz, L. A. (2007).  Good masters, sweet ladies.  Boston, MA: Candlewick.

This is a compilation of monologues and a few dialogues of characters from a Medieval village in 1255.  The character's stories intertwine to help explain facts about Medieval times, including the social system.  There are facts included in sidebars, for each monologue/dialogue, in addition to pages dedicated to explaining facts (these pages are title A Little Background" and are not written in a monologue/dialogue style).  The monologues are not all written in the same style so this book lends itself to the interest of readers that enjoy narrative style writing as well as poetry.  This book is interesting because it presents facts in a way that is unique.  Schlitz explains in the forward that she created the monologues and dialogues so that each student could have a part, since most reader's theaters and/or plays don't lend themselves to having a part for 17 people.  The idea of having your own individual part is alluring, and students will learn interesting facts without even realizing it.  The facts could lead the reader to do more research on the time period and the challenges, struggles, and history.  This collection of monologues and dialogues can be used in a classroom, as was the original purpose, during a study of Medieval times.  The book could also be used to study different styles of writing- narrative verses poetry.  

Out of My Mind

Draper, S.  (2010).  Out of my mind.  NY: Atheneum.

Melody Brooks is an eleven year old girl trapped in a paraplegic body and treated as a severely special needs child until her 5th grade year, when inclusion classes begin at her school and she receives her Medi-Talker Machine to help her communicate.  Eventually Melody's intelligence level is discovered by her teachers and classmates and she goes on to complete her own autobiography, which is the entire Out of My Mind story, as part of the 5th grade year-long project.  Draper does an outstanding job of creating realistic characters and a believable plot that readers are easily able to relate to.  Readers will find themselves relating to Melody in various ways.  The conversational style of writing is engaging for the target audience of this realistic fiction story.  Here is the link for a book trailer- https://www.youtube.com/watch?v=nCG6e2DifxY

The Underneath

Appelt, K. (2008).  The underneath.  NY: Simon and Schuster.

In the woods of East Texas, under the porch of a tilted old house belonging to the haggard and hate-filled Gar Face, a calico cat, her kittens- Puck and Sabine-, and a chained up hound dog- Ranger- survive and become an unlikely family.  When the calico and Puck are separated from Ranger and Sabine, the intertwining of nature takes the reader on a series of connections and twists and turns that only the power of love could make possible.  Through the personification of animals and nature, Appelt explores the powers of love and hate.  The reader can't help but feel the powerful love and sadness shared among characters.  Though there are multiple plots described throughout the book, Appelt ties them together seamlessly in the end.  The use of details and literary elements really make the setting visible for the reader as well.  This novel could be used to teach about a number of literary elements.  Theme is a big part of this story and a teacher could use multiple examples from this story to teach theme.  The language of this novel is also a great teaching tool- especially when discussing similes, metaphors, and details.   

Dear Mr. Henshaw

Clear, B.  (1983).  Dear Mr. Henshaw.  NY: Morrow.  

In second grade, Leigh Botts writes his favorite author, Boyd Henshaw.  As Leigh grows older, he continues to write Mr. Henshaw, sharing his hopes of becoming a writer, and, as per Henshaw’s advice, begins a diary where he writes about his family and school.  By the end of the book, both Leigh and his writing have grown.  Cleary wrote a timeless story, in which the characters and plot are slowly developed through the writing of letters.  The characters are relatable, and although the plot is not exciting and fast paced, it is one in which a number of readers can identify.  Cleary's style, in Dear Mr. Henshaw, is simple, yet appealing and gripping.  

Here is a link to a trailer for the book: https://www.youtube.com/watch?v=6A3Sa4gFGJA