Newbery Award Book

·         The Tale of Despereaux written by Kate DiCamillo and illustrated by Timothy Basil Ering

o   Suggested Grade Level: 3^rd-4^th grade. This is a full chapter book with medium print and few pictures. While it has captivated readers of all ages, I believe that the content and vocabulary would be most appropriate for grades 3 and up.

o   Summary: The Tale of Despereaux is the magical story of a unique little mouse name Despereaux. Despereaux is not like other mice. Despereaux was born with big ears and his eyes wide open. He loves music and books, and doesn’t enjoy scurrying. However, to his family, his greatest offense and biggest mistake was falling deeply in love with a human princess name Pea. When a special meeting of the Mouse Council is called for, Despereaux is sentenced to death in the dungeon. However, all is not lost. In the dungeon Despereaux meets the jailor, Gregory, and tells him a story. Because of this, Gregory decides to save Desperaux. Unfortunately, now the princess is in trouble. She has been deceived by her own servant Miggory Sow, who  longs for someone to actually care about her. Even more sinister is the rat, Roscuro, whose own disgrace has led him to seek revenge on the Princess Pea and her father. Despereaux is called to summon up his courage and rescue the Princess. Will he succeed? I’m sorry, I cannot give the ending away. You must read it yourself.

o   Classroom skills and strategies:

§  This book could be used to teach students to appreciate their differences, and the differences of others. The students can use their differences to serve a greater purpose, just like Despereaux did.

§  This book could also be used to teach symbolic language. In this book, light and dark symbolize good and bad.

o   ESOL strategies/applications:

§  Reading logs: Students could be asked to choose one of the main characters (Despereaux, Pea, Roscuro, Mig) and write a diary entry from their perspective.

§  Compare and Contrast: Students could compare and contrast a number of elements in this book: Mig and Pea, Despereaux and Roscuro, Light and Darkeness, etc.

o   Read aloud: Pages 20-25.

o   Personal opinion: I will admit that after reading several of Ms. DiCamillo’s novels, I was not initially impressed with The Tale of Despereaux. However, after giving it another shot, I must say that I am completely taken with it. It is a truly encouraging story that will inspire readers of all ages. The illustrations done entirely in pencil are also quite impressive. Ms. DiCamillo adopts a “voice” in this novel that is fitting for the story she tells. I really enjoyed this book and look forward to reading more of her work.

Informational

·         Who Built The Pyramid? written by Meredith Hooper and illustrated by Robin Heighway-Bury

o   Suggest Grade Level: 2^nd grade. Even though this book is essentially a picture book, there are hard-to-read words in it, as well as some confusing content. This picture book would go along well with any unit on ancient Egypt, therefore I would not restrict in to 2^nd grade just because it is a picture. I would say that this book is appropriate for grades 2 and up.

o   Summary: Who Built The Pyramid? is an informational book about Senworsret’s Pyramid. It describes the roles played by each person who takes credit for the building of the Pyramid. Senwosret was the king of Egypt. He ordered that the pyramid be built to serve as his burial site. His chief minister, Montuhotep, oversaw the entire design of the pyramid. Imhotep, the high priest, decided where to build the pyramid and which direction it had to face. The quarry master, Senebu, gathered the stones that were used to build the pyramid. The foreman of the gangs, Ameny, led laborers deep underground to cut out the place that would eventually be the burial room of the king. Nakht was a laborer that set the stones in place. Wah carried water from the canal to the workers. The stonemason, Nesumontu, cut and shaped the stones that made up the pyramid so they fit together just right. Inyotef the sculptor carved the final and all important capstone. The son of the King, Amenemhat buried his father beneath the pyramid. Finally, Sasobek, the tomb robber, robbed the tombs and took everything he could find from the King’s chamber.

o   Classroom skills and strategies:

§  This book could be used when teaching a unit on Ancient Egypt. More specifically, it would go along well with a lesson on pyramids.

§  This book could also be used to teach students about roles in their school, community or nation. The pyramid would never have been built if everyone, save the tomb robber, hadn’t worked together. The same can be said for many things that are accomplished in daily life.

o   ESOL strategies/ applications:

§  Illustrations: The illustrations in the book take up the entire page. Students could write descriptions of each person in their own words and use the illustrations to help them.

§  Venn Diagram: Venn Diagrams could be used to compare and contrast two or more of the people described in this book.

o   Read aloud: The whole thing (it really is that good).

o   Personal opinion: This book has been one of my favorites so far. The illustrations are awesome, and the entire book is very informative. I especially enjoyed all of the supplemental material provided in the back of the book. This material further explains the building and eventual robbery of Senwosret’s tomb. The beginning of the book contains all of the pronunciations of the names used in the book, which I think is very helpful. The story itself is written in almost a Gospel Hymn type of rhythm. I absolutely LOVE this book.

Biography

·         George Washington: Our First President  written by garnet Jackson and illustrated by Cornelius van Wright and Ying-Hwa Hu

o   Suggested Grade Level: 1^st grade. This book contains short but full sentences. The vocabulary is not too difficult, nor is the story too long. The illustrations take up the entire page and support the text very well.

o   Summary: George Washington is the biographical tale of our first president. The book begins with President Washington’s birth and follows him into childhood. President Washington was often described as a smart and honest youth. As a child, he loved animals and being a leader. When he was only sixteen years old, he began to work as a surveyor. By the time President Washington was twenty years old, he was a major in the Virginia army. He fought in the French and Indian war in 1754, and was promoted to Colonel. He married his wife, Martha, in 1759. President Washington went on to be a prominent figure in the Revolutionary War and was once again promoted, this time to General. President Washington became our nation’s first president in 1789. He served for eight years and then retired. He lived out the rest of his days with his wife, family and friends surrounding him.

o   Classroom skills and strategies:

§  This book could be used to teach a lesson on the life and presidency of President George Washington.

§  This book could also aid in creating a timeline of colonial and revolutionary America. It provides the dates of several important events including the French and Indian War and the Revolutionary War.

o   ESOL strategies/applications:

§  Illustrations: This book contains full page illustrations that support the text. Students could summarize the book in their own words using the illustrations to help them.

§  Reading Logs: Students could use the dates in the book to write a journal entry about that time period. For example, the student could date an entry some time in 1754 and write about how they would feel if they or perhaps their father or brother were fighting in the French and Indian War.

o   Read aloud: Pages 21-29.

o   Personal opinion: George Washington is a biography that presents an idealized version of President George Washington, and very little else. Details of war are not shared, nor are the tough times American’s faced during this time period. However, I believe that this biography is perfectly appropriate for the grade level that it is aimed toward.

Pura Belpre Award

·      Harvesting Hope: The Story of Cesar Chavez written by Kathleen Krull and illustrated by Yuyi Morales

o   Suggested Grade Level: 1^st-2^nd grade. This is a picture book containing a lot of words. It would be most suitable for advanced 1^st graders and 2^nd graders.

o   Summary: Harvesting Hope is the true story of Cesar Chavez, a Hispanic American who fought for the rights of migrant farm workers in the United States. Cesar grew up happily on his family’s ranch in Arizona. However, tragedy hit in 1937. The ranch dried up and the family was forced to move to California to look for work. Cesar was picked on in the schools in California, so he dropped out in eighth grade and began to work full time in the fields. In his early twenties, Cesar decided to dedicate his life to fighting for change in the fields. He spoke with workers and persuaded them to join “La Causa” or The Cause. Cesar then organized a march from Delano to Sacramento. At the end of the march, the National Farm Workers Association was born. In the end, Cesar won his battle, and he did so without violence.

o   Classroom skills and strategies:

§  This book can be used to introduce the biography genre to young readers.

§  This book can also be used to introduce the concept of peacefully standing up for what you believe in. Cesar accomplished quite a bit for farm workers, and he did so without violence. It is important that students understand they can accomplish goals just as big as Cesar’s without violence.

o   ESOL strategies/applications

§  Use students’ experiences: This book, while not entirely bilingual, does contain several phrases in Spanish. This could prove to be especially helpful for those ELL’s who speak Spanish.

§  Identify main ideas and vocabulary: This story introduces several vocabulary words associated with workers and unions. It would be helpful to define these words, along with the Spanish phrases, and place them on a word wall.

o   Read aloud: The whole book.

o   Personal opinion: I really enjoyed reading about Cesar Chavez. I’ve always been able to recognize his name, but I’ve never known exactly why he was so well known. I learned something new in a way that not only interested me, but in a way that will also interest my students. I believe that young readers will not only enjoy this encouraging story, but will also enjoy the beautiful illustrations in this book.

Coretta Scott King Award

·      Bud, Not Buddy written by Christopher Paul Curtis

o   Suggested Grade Level 5^th grade. This is a very long and fairly advanced book. It would definitely not hold the attention of young readers, and while some 4^th graders may be able to tackle it, I believe that it would be more appropriate for 5^th graders.

o   Summary: Bud Caldwell is a young African American boy “on the lam” during the Great Depression. Bud has lived in “the home” ever since his mother died. After being placed with a horrible family, Bud decides to head west to find work. All he carries with him is a suitcase filled with his prized possessions. When plans to head west fall through, Bud decides to head to Grand Rapids to find the man who he believes is his father. However, Herman E. Calloway wants nothing to do with Bud.  Bud is not discouraged, however, and quickly falls into a routine with Herman and his band. Through a series of events, Bud discovers the Herman is, in reality, his grandfather. In the end, Bud finally feels like he belongs somewhere, like he is home.

o   Classroom skills and strategies:

§  Bud, Not Buddy is a historical fiction book that can be used to teach historical content. It would go well with a unit on the Great Depression.

§  This book can also be used to address the issue of race before the Civil Rights movement in 1964. Teachers can use this book to teach the importance of non-discrimination.

o   ESOL strategies/applications:

§  Reading logs: This book would work perfectly with keeping a reading log. Students can react to the various legs of Bud’s journey. Full sentences may not be required. Students can choose to draw or write in their reading logs.

§  Indentify main ideas and vocabulary: Because this is a historical fiction book, certain vocabulary words may be unfamiliar to the students. Pointing out these words and putting them on a word wall, or something like that, may extend students’ comprehension of the story.

o   Read aloud: Page 78.

o   Personal opinion: I really enjoyed Bud, Not Buddy. The language made me feel like I was right there in the 1930’s with all of the characters. The dialogue was just so true to the time period that you couldn’t help but feel like Bud was speaking right to you. This is definitely a book I will share with my students.

Historical Fiction

·      Phoebe the Spy written by Judith Berry Griffin

o   Suggested Grade Level: 3^rd grade. This is a very short book that is not even divided into chapters. It’s length and vocabulary would suggest that it may be beyond the comprehension of a 2^nd grader, but would be perfectly appropriate for a 3^rd grader.

o   Summary: This historical fiction book tells the story of Phoebe, a young African American girl whose father sends her to be a spy in General George Washington’s house. While acting as his housekeeper, Phoebe must watch carefully for an unknown killer. In the end, Phoebe saves General Washington, who then goes on to lead the American Army to victory in the Revolutionary War.

o   Classroom skills and strategies:

§  This is an example of how historical fiction can be used to teach actual historical content. As a teacher, I would specifically hone in on the details about George Washington and his role in the Revolutionary War.

§  This text can be used to teach children about different patterns of speech. The way people talked in Revolutionary America differs greatly from the way we talk now.

o   ESOL strategies/applications

§  Compare and Contrast: If this text were to be paired with a Revolutionary War unit, students could compare the information in this text with what they are learning in the unit.

§  Predict, observe, explain: Because Phoebe the Spy is somewhat of a “who dunnit,” students could make predictions about who the killer is. They could explain their predictions, and then compare and contrast them with the actual outcome.

o   Read aloud: Page 46.

o   Personal opinion: I enjoyed this book for it’s historical content. It was told from a different perspective than I am normally exposed to, which I greatly appreciated. I did not particularly care for the author’s writing style, but I think that children will really enjoy it.

Realistic Fiction

·      Because of Winn-Dixie written by Kate DiCamillo

o   Suggested Grade Level: 4^th grade. This book is a longer chapter book, almost 200 pages. Therefore, it may not hold the attention of younger students. Also, some of the themes in this book are a little mature, making in more appropriate for grades four and up.

o   Summary: Because of Winn-Dixie is the story of India Opal Buloni, a ten year old whose preacher father has just moved them Naomi, Florida. Opal was feeling lonely in a new town. Not only did she miss her friends, but she missed the mother she never knew. However, all of that loneliness disappears when she finds Winn-Dixie. Winn-Dixie immediately captures Opals heart, and it isn’t long before he captures the preacher’s heart as well. Along with Winn-Dixie, Opal finds true friends in the town librarian, the town witch, and the town loner. When they decide to all get together, Opal feels as if life couldn’t be better. That is until Winn-Dixie runs away during a storm. Happily, Winn-Dixie is recovered. The story ends with Opal finally letting go of her mother and all of her loneliness, and truly embracing life in Naomi.

o   Classroom skills and strategies:

§  Because of Winn-Dixie can be used to teach the age-old adage “don’t judge a book by its cover.” Several of the characters, particularly Gloria Dump, are judged based on how the live or how they behave. Teachers can use this book to teach students that judging people is wrong.

§  This book can also be used to teach children to look for patterns in speech. For example, Franny Block repeats the phrase “yes ma’am” over and over again.

o   ESOL strategies/applications

§  Role-play: There are situations in Because of Winn-Dixie that could be acted out in the classroom. I think it would be particularly helpful to act out the interactions between Opal and Dunlap and Stevie, and ask the students how the situation could have been better handled.

§  Use students’ experiences: The character of Opal is very relatable. Many students know how it feels to be the new kid in town. Drawing connections to Opal may help the students to comprehend the story on a deeper level.

o   Read aloud: Pages 87-89.

o   Personal opinion: After reading Mercy Watson Goes for a Ride, I knew that Kate DiCamillo was going to be one of my favorite authors. Because of Winn-Dixie did not disappoint. I am a dog lover to my core, so I was immediately taken in my Winn-Dixie. I too know how it feels to be new in town, and what its like to find friends in unusual places. I really enjoyed this book, and look forward to reading more of Miss DiCamillo’s work.