o Suggested Grade Level: 5th grade. This chapter book is quite lengthy, so it is unlikely that it would hold the attention span of younger readers. It also contains some themes associated with the Holocaust that can be painful to deal with, and therefore should be reserved for more mature students.
o Summary: Someone Named Eva is the story of Milada, a blonde-haired, blue-eyed youth from Czechoslovakia. One night, in the summer of 1942, Milada awakes to a loud knock at the door. Nazis have come to arrest her family and the whole town of Lidice. Milada, her baby sister, her mother and her “Babichka” are separated from her brother and father and taken to several different holding facilities. It is there that Milada is separated from her remaining family and taken, along with other blonde-haired, blue-eyed youths, to a Lebensborn center in Poland. There she is taught how to be a perfect daughter of Germany, and is eventually adopted by a German family. Through the confusion and turmoil, Milada remembers what her Babichka told her, “remember who you are, Milada,” and eventually Milada returns home.
o Classroom skills and strategies
§ This is a case in which historical fiction can be used to teach actual historical content. While the characters in this story are fictional, the story itself is largely based on real places and events. This book would go well with a social studies unit on the Holocaust.
§ This book can be used to open discussion about sensitive topics associated with the holocaust. Children can be taught to value their differences. Students should know that one particular physical characteristic is not better than any other.
o ESOL strategies/applications
§ Compare and Contrast: If this book is indeed paired with a social studies unit on the Holocaust, students could compare and contrast details in the book with those that actually happened during the Holocaust. A Venn diagram would be a good tool for this particular strategy.
§ Reading logs: Students could be asked to keep reading logs, and journal after ever two chapters or so. Because this story does contain some mature themes, it might be helpful to let the students reflect on them. Whole sentences would not necessarily be required, and students would be given the option to draw or write; however they want to express themselves.
o Read aloud: Pages 17-18.
o Personal opinion: I enjoyed reading this book. Often times, stories about the Holocaust are told from a Jewish person’s point of view. While their stories are incredibly important, I believe that it is also important to know about others who suffered during Hitler’s reign. According to the Author’s notes, while Milada and her family were fictional characters, it is true that the whole town of Lidice was arrested. When the men were separated from the women, they were taken to a farm and were shot. Women and those children who were not selected for “Germanization” were sent to work camps. Of the 500 citizens of Lidice, 160 survived. I never knew about Lidice until I read this book. I’m glad that I know about it now.
· Eleven written by Patricia Reilly Giff
o Suggested Grade Level: 4th-5th grade. This chapter book is fairly long and has smaller print than other books for young readers. It may therefore be better suited for 5th grader, although I believe that advanced 4th graders could handle it at well. The content is appropriate for grades 4 and up.
o Summary: Sam MacKenzie is an eleven-year-old boy who lives with his grandfather, Mack. Sam’s unconventional family, which also consists of his good friends Onji and Anima, is all he’s ever known, and he loves it. That is until the day he finds something that makes him think that he might not really be a part of it. Unable to read the clues that he’s found, Sam befriends the new girl in school, and together they embark on a quest to find out who Sam really is. His dreams hint at a past he can’t fully remember, a past always interwoven with the number eleven. In the end, Mack tells Sam about his unsettling past and how they came to be a family. Sam is no longer afraid of the number eleven. In fact, that year, his eleventh year, but have been the best one yet.
o Classroom skills and strategies:
§ This book could be used to teach children to appreciate their unique talents. Sam was not a great reader, but he was a very talented craftsman. Caroline couldn’t make things out of clay like her mom could, but she was a good writer. It is important that children understand that they are all talented in their own way.
§ This book could also be used to help children overcome their fears. Sam was afraid of the number eleven, but it eventually came to be a very special number to him. Mack was afraid of the water, but eventually he overcame his fear and he and Sam spent every summer on the water after that.
o ESOL strategies/applications
§ Use student’s experiences: The characters in this book are realistic and relatable. Teachers could ask questions to draw connections between their students and the characters. For example, they could ask their students what their special talents are, what area they feel they could improve in, what goals they have, etc.
§ Illustrations: While illustrations are not included in the book, Sam’s dreams provide a lot of imagery. Teachers could ask their students to illustrate Sam’s dreams themselves and then explain their drawings.
o Read aloud: Page 165.
o Personal opinion: I honestly did not know what to expect when I started reading this book. The cover, title, and the back cover alluded to a mystery novel. While Sam’s identity is, at one point, a mystery, this book is more of a coming-of-age tale. It was a heart-warming story that I couldn’t put down. I really enjoyed reading this book.
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