Reading Response Project

Krysti CottonLAE 3414

Summer B4 August 2009

Graphic Novel

The Adventures of Super Diaper BabyGraphic Novel

• Written and Illustrated by Dav Pilkey

• IntermediateAs an evil villain is trying to escapewith Captain Underpants’superhero formula, a baby is born.The baby ends up drinking theformula and Super Diaper Baby isborn. The villain tries one failedattempt after the other to reclaimthe formula. In the end, SuperDiaper Baby is triumphant.

In the ClassroomI would use this book to introducethe genre of graphic novelsbecause most students wouldbe unfamiliar with it. I would also use this book to grabthe attention of students,mostly boys, who dislikereading or cannot find a genrethey enjoy.

ESOLEasy to follow illustrations.Interactive steps for students tofollow and get more involved inthe story.

Nonfiction

Meet President Barack ObamaBiography

• Written by Laine Falk• Photographs• Primary/IntermediateAs a young boy, Barack Obamalived with his mother andgrandparents in Hawaii, wherehe was born. As a child hetraveled and lived in manyplaces but ended back inHawaii during high school,where he enjoyed playingbasketball. After college heworked as a teacher andlawyer. Now he lives in theWhite House with his wife andtwo daughters.

In the ClassroomThis can be used to introduce thePresident of the United Statesto those students who areunfamiliar with his background.Students can learn the differencebetween biographies andautobiographies based on pointOf view.

ESOLIf students are new to the US, theywill gain knowledge and areassisted with the photographs.Can also be used to introducevocabulary related to politics,government and the electionprocess.

I am Rose ParksAutobiography

• Written by Rosa Parks• Illustrated by Wil Clay• Primary/Intermediate

Rosa Parks begins by explainingsegregation and why she wasarrested. She then gets into herchildhood. She grew up inAlabama with her family and oftenwas teased for the color of herskin. She explains there was a

hugebus boycott, which sheparticipated in. This is when theSupreme Court stepped in andsaid segregation is wrong! Sheends her story by stating“I hope children today will grow upwithout hate.”

In the ClassroomThis book can be used to introducean extremely significant historicalfigure.Vocabulary in this book, such asboycott and segregation, can beintroduced and discussed.

ESOLIllustrations accompany most of

thetext can assist in comprehensionand translation.Students can read it after a socialstudies lesson, therefore applyingbackground knowledge.

FloridaInformational

• Written by Carmen Bredeson• Photo researcher Coraline

Anderson• PrimaryFlorida is described as a very sunnyand tropical place. The bookbegins by explaining thevarious beaches and wildlifethat can be seen in Florida.Next, various cities arespotlighted like Orlando andMiami. The book ends bydescribing various occupationspeople can work dependingon the region/city they live in.

In the ClassroomI would use this book to showexamples of various occupationsduring an introductorycommunity economics lesson.This can also be used to introduceunfamiliar wildlife and cities tothe students.

ESOLThis book uses real photographs.

Thishelps the student makeconnections with the text whilereading. This book can also serve as anintroduction to the communityfor a student who is from out ofthe state or country.

Great Snakes!Informational

• Written by Fay Robinson• Illustrated by Jean Day Zallinger• PrimaryThe story begins by counting offsnakes by two’s. They describetheir various marks, where theylive, about their skin and evenhow they are born. The story endswith counting by two’s again. Thebook includes a reference page.

In the ClassroomThis is a good book to offer boyswho are showing little interest inreading.Incorporates rhyming, countingand details to teach studentsabout various types of snakes.

ESOLStudents can use the imageglossary to find a specific type ofsnake.This book is full of detail-richillustrations.

Culturally Diverse

The Devil’s ArithmeticCulturally Diverse

• Written by Jane Yolen• Intermediate• Cadelcott Medal (1968, 1988) National Jewish Book Award

(1989)Hannah is bored and annoyedwith her family gatherings.Everyone pinches her cheeks andonly talks about the past.Mysteriously Hanna is sent into thepast where she is known asChaya. Her new family and friendsare placed into a concentrationcamp where Hannah gets a firsthand account of the devastation ofthe Holocaust. Before it’s too late,Hanna thankfully makes it home,where she has a new appreciationfor her family’s past.

In the ClassroomGreat as an extension to aHolocaust lesson.Can be compared andcontrasted to other texts, such asThe diary of Anne Frank.

ESOLCan be used as a read aloud inorder to define some of thevocabulary.Can incorporate the use ofgraphic organizers for compareand contrast of similar texts.

In My Family-En Mi FamiliaCulturally Diverse

• Written and Painted by Carmen Lomas Garza

• Intermediate• Pura Belpre Honor (1998)In this story, the author introducesher family and what traditional

foodthey like to eat. She then explainsvarious holiday traditions and alsothe folktales her family has passeddown from generation togeneration. She ends by explaininghow important gatherings andfiestas are.

In the ClassroomCan use this book to introducenew words, such as fiesta.Can use when learning aboutvarious cultures and countries,such as Mexico, especially if thereis a new Spanish-speaking studentin the classroom.

ESOLEvery page is translated in bothEnglish and Spanish.Can offer to a student to makereading less stressful. If they arenot yet comfortable to readentirely in English.

Fantasy

Johnny AppleseedTraditional Fantasy

• Retold by Steven Kellogg• Illustrated by Steven Kellogg• Primary/IntermediateJohnny grew up loving animals andnature. As a young boy hebegan planting apple seedswherever he traveled. Theseseeds developed into trees andsoon orchards were spreadacross all of Ohio. As a youngman he warned of thewar and troops who traveledbecause he had made friendswith both the Native Americansand the locals. He would sharewilderness stories and peoplewould pass them on to others.His stories lived on even afterhe passed away in 1845.

In the ClassroomCan be used as an introductionTo the War of 1812 and it’sgeography. Can be used to asan example of traditionalfantasy tales that can belinked to historical events andindividuals.

ESOLElaborate illustrations which canTell the story without the text.Can be used alongside variousversions of leveled stories aboutJohnny Appleseed, forIndependent reading.

Hansel and GretelTraditional Fantasy

• Written and Illustrated by James Marshall

• Primary/IntermediateHansel and Gretel’s evil mother,talk their loving father into leavingthem in the woods. ThankfullyHansel leaves behind a trail ofstones. The next time it happenshe leaves a trail of bread, only thebirds end up eating the pieces.After days of traveling in thewoods they come across a witch’shouse. She tries at have them fordinner but they distract her, stealher treasures and make anescape.

In the ClassroomCan be used as a prediction tool, toactivate background knowledge forthose students who have heard thisstory before. Used as an introduction totraditional fantasy genre.

ESOLThe illustrations can tell the storywithout the texts.Use this book and genre as a wayfor students to tell tales from theircultures, thus making personalconnections.

Why Mosquitoes Buzz in People’s EarsTraditional Fantasy

• Retold by Verna Aardema• Illustrated by Leo and Diane

Dillon• Intermediate• Caldecott (1976)A mosquito annoys an iguanawho places sticks in his ears. Thiscause quite a commotion whichunfortunately ends in an owletgetting killed. His mother owl is soupset she does not wake the sunin the morning. The animals get tothe bottom of who is to blame, butmosquito buzzes away before heis caught. Now he goes fromperson to person asking “ZEEE! Iseveryone still angry with me?”

In the ClassroomCan be used when discussingvarious cultures and countries. After reading students can createtheir own “Why..” books, in whichthey create an original tale.

ESOLVibrant colored images show

assistthe text to tell the story. Various types of text help todifferentiate which character isspeaking.

Imogene’s AntlersModern Fantasy

• Written by David Small• Illustrated by• PrimaryImogene wakes one morning tofind antlers on top of her head.Her mother faints and a doctor iscalled, but he cannot seem tofind a cure. Imogene and herantlers help with the choresincluding feeding the birds.Imogene falls asleep and whenshe wakes in the morning herantlers are gone, however, shehas grown peacock feathers!

In the ClassroomAfter reading, students can write

astory following the storyline in

thisbook. Can be used to compare andcontrast modern and traditionalfantasy.

ESOLDetailed drawings depict thestory. Can have students make up theirown stories to go along with thepictures in the book.

Fiction

ABC an Amazing Alphabet BookABC

• Written and Illustrated by Dr. Seuss

• PrimaryThis book goes through thealphabet and makes theletter/sound connection throughthe use of animals and

alliteration.

In the classroomThis book is an obvious choice

forintroduction to the alphabet. It can also be used forletter/sound recognition.

ESOL This book can be used for

studentslearning the alphabet.Can be a model for students tocreate their own alphabet book,which can be used when needed.

Chicka Chicka Boom BoomABC

• Written by Bill Martin, Jr. and John Archambault

• Illustrated by Lois Ehlert• PrimaryLittle ‘a’ goes up the tree and thealphabet follows. All of a suddenthe tree starts to tip and

everyonefalls down. Little by little theyunwind, turn right side up andhead back up the tree.

In the ClassroomIntroduction to the alphabet.Can be used when teachingbeginning letter sounds.

ESOLThe alphabet letters are in BOLDthroughout the story.Colorful pictures accompanystoryline.

Baby Bear, Baby Bear, What Do You See? Predictable

• Written by Bill Martin, Jr.• Illustrated by Eric Carle• PrimaryBaby Bear begins by seeing a fox,who sees a flying squirrel. The

storycontinues and the animals see astriped skunk and a mule deer.Finally, Mama Bear sees all of theother animals plus her Baby Bear.

In the ClassroomThis book introduces newvocabulary and animals, such asflying squirrel, prairie dog andmule deer.

Students can make their own

books choosing the new animals

they have been introduced to.

ESOLStudents will quickly catch

on tothe repetition of the story.The animal images arelabeled.

Chicka Chicka Boom Boom Predictable

• Written by Bill Martin, Jr. and John Archambault

• Illustrated by Lois Ehlert• PrimaryLittle ‘a’ goes up the tree and thealphabet follows. All of a suddenthe tree starts to tip and

everyonefalls down. Little by little theyunwind, turn right side up andhead back up the tree.

In the ClassroomIntroduction to the alphabet.Can be used when teachingbeginning letter sounds.

ESOLThe alphabet letters

are in BOLDthroughout the story.Colorful pictures

accompanystoryline.

Tonight on the TitanicHistorical Fiction

• Written by Mary Pope Osbourne

• Illustrated by Salvatore Murdocca

• Primary/IntermediateJack and Annie are called to

Magic Tree House. They find out they are going on an adventure on the Titanic. Jack and Annie have to race against time in order to save two children as the ship begins to sink. There are only a select number of life boats and luckily the children make it on safely.

In the ClassroomGreat to have in the classroom tointroduce chapter series tostudents.Good to introduce a historicalevent through relatablecharacters.

ESOLIncludes illustrations throughoutthe book to assist the story.Can be a stepping stone fromstorybooks to chapter books.

Hour of the OlympicsHistorical Fiction

• Written by Mary Pope Osbourne

• Illustrated by Salvatore Murdocca

• Primary/IntermediateJack and Annie receive a signand head for the Magic TreeHouse. Soon they find out they

aregoing to Greece. They are racingagainst time to witness acollection of sports events. Theylearn this event will be known asthe Olympics.

In the ClassroomGreat to have in the classroom tointroduce chapter series tostudents.Good to introduce a historicalevent through relatablecharacters.

ESOLIncludes illustrations throughoutthe book to assist the story.Can be a stepping stone fromstorybooks to chapter books.

Brown Bear, Brown Bear, What Do You See?Rhythm, Rhyme and Repetition

• Written by Bill Martin Jr.• Illustrated by Eric Carle• PrimaryBrown bird sees Red bird and thestory continues on. Purple cat

seesWhite dog and he sees a Teacher.The teacher sees children in theclassroom.

In the ClassroomTeachers can use this book toreestablish color names.Students can make their ownbooks choosing the animals andcolors to include.

ESOLStudents will quickly catch on tothe repetition of the story.The colors and animals arelabeled.

Baby Bear, Baby Bear, What Do You See? Rhythm, Rhyme and Repetition

• Written by Bill Martin, Jr.• Illustrated by Eric Carle• PrimaryBaby Bear begins by seeing a

fox,who sees a flying squirrel. The

storycontinues and the animals see astriped skunk and a mule deer.Finally, Mama Bear sees all of theother animals plus her Baby Bear.

In the ClassroomThis book introduces newvocabulary and animals, such asflying squirrel, prairie dog andmule deer.

Students can make their ownbooks choosing the new animalsthey have been introduced to.

ESOLStudents will quickly catch on tothe repetition of the story.The animal images arelabeled.

TuesdayWordless

• Illustrated by David Wiesner• Primary/Intermediate• Caldecott Medal (1992)Frogs start in a pond and as nightapproaches they go on anadventure.Using their lily pads, the frogs travelthrough the streets, into the homesof sleeping families and end back inTheir pond.

In the classroomIntroduce students to a new way oftelling a story. Through the use ofpictures alone, have the students

tellan interesting story they have madeup.

Have the students write their own

Words to the wordless book as alanguage arts activity.

ESOLThis is helpful because the

studentHas no words to read and they

willNot feel pressured or stressed

withthe book.Full of rich images that each

studentcan interpret individually.

Junie B. Jones and the Stupid Smelly BusBeginning Chapter Series

• Written by Barbara Park• Illustrated by Denise Brunkus• PrimaryJunie B. Jones is excited aboutkindergarten but she is not excitedabout riding the stupid smelly bus.Meanies pour chocolate milk onyour head on the bus so afterschool Junie B. hides. She hides inthe supply closet, in the library andeven in the nurse’s office. FinallyJunie is found by the school janitorand she receives a stern talking tofrom her mom, teacher and theprincipal.

In the ClassroomThis is a great book to read forincoming kindergartners.Can be used to introduce chapterseries to students.

ESOLGood to use for an introduction tochapter books. Still incorporates illustrationsthroughout the book to assist thestory.

Junie B. Jones Loves Handsome WarrenBeginning Chapter Series

• Written by Barbara Park• Illustrated by Denise Brunkus• PrimaryJunie B. loves playing beforeschool with her best friends Lucilleand Grace. One morning she seesLucille talking to the mosthandsome boy and decides hewill be her new boyfriend. Afterarguments among the girls, shefinally meets Warren. He thinksJunie B. is a nutball! She trieseverything to impress him, butsoon realizes all she needs to do isbe herself, and nobody else!

In the ClassroomCan use this book as inintroduction to chapter books.Relatable story that students

canenjoy.

ESOLGood to use for an introductionto chapter books. Stillincorporates illustrationsthroughout the book to assist

thestory.

FlippedContemporary Realistic Fiction

• Written by Wendelin Van Draanen

• IntermediateBryce and Juliana met when theywere in second grade. For her itwas love at first sight, for him it

wasNOT! As they get older, Juli is aknow-it-all and Bryce is onlyconcerned with basketball andhanging out with his best friend.After various confrontations Bryceends up having a change ofheart.

In the ClassroomStudents will be able to relate tothe language and dialogueused in the story.Can incorporate a discussion andan activity about point of view.

ESOLCan partner read, one partnertakes Bryce’s part and one takesJuliana’s part.The class can create VennDiagram comparing events fromBryce’s and Juliana’s

perspective.

Junie B. Jones and the Stupid Smelly BusContemporary Realistic Fiction

• Written by Barbara Park• Illustrated by Denise Brunkus• PrimaryJunie B. Jones is excited aboutkindergarten but she is not excitedabout riding the stupid smelly bus.Meanies pour chocolate milk onyour head on the bus so afterschool Junie B. hides. She hides inthe supply closet, in the library andeven in the nurse’s office. FinallyJunie is found by the school janitorand she receives a stern talking tofrom her mom, teacher and theprincipal.

In the ClassroomThis is a great book to read forincoming kindergartners.Can be used to introduce chapterseries to students.

ESOLGood to use for an introduction tochapter books. Still incorporates illustrationsthroughout the book to assist thestory.

Award Winners

SwimmyCaldecott Award

• Written and Illustrated by Leo Lionni

• Primary

Swimmy is the only black fish in hisred family. Sadly, his family iseaten by a large fish. Swimmytravels throughout the entire sea,where he meets all types of fish.He eventually meets a school offish who are red just like his family.They are hiding because they areafraid of the larger fish. Swimmydevises a plan to swim together inthe shape of one large red fish,where he is the eye. Together theyscare the large fish away!

In the ClassroomThis book shows various seacreatures, that students can learnabout.As an extension, have students writewho else Swimmy might see as hetravels.

ESOLBeautifully crafted images to assisttext. Students may be able to relate tothe unique character who lives ina new place with new people.

FredrickCaldecott Award

• Written and Illustrated by Leo Lionni

• Primary/Intermediate• Caldecott AwardAs the other mice are gatheringfood in preparation for winter,Fredrick is gathering colors, wordsand sunshine. The others think hejust being lazy. In the middle ofwinter the food runs low and thecold sets in. Fredrick is there tooffer sunshine and colors andeven impressive words andpoems. The other mice realize

thatis just what they need.

In the ClassroomThis book introduces new,advanced vocabulary.Can be used as a follow up whenlearning about animals and theirhabitats.

ESOLDetailed illustrations depict

exactlywhat the text reads. Teachers can define some of thetougher vocabulary beforereading the story.

Dear Mr. HenshawNewbery Award

• Written by Beverly Cleary• Illustrated by Paul O. Zelinsky• Newbery Award Winner (1984)

All Leigh has ever dreamed of isbecoming a famous author. Hewants to write just like his

favoriteauthor Boyd Henshaw. After histeach assigns a letter-writingactivity, Mr. Henshaw and Leighbecome pen pals. Leigh has arough time with his travelingfather, lost dog and stolenlunches.

In the ClassroomAfter reading this book, studentscan correspond with pen pals. Students can discuss their favoriteauthor and books.

ESOLIllustrations assist the text whileReading.After reading activities caninclude writing prompts which willincrease fluency and speakingabilities.

The Tale of DespereauxNewbery Award

• Written by Kate DiCamillo• Illustrated by Timothy Basil

Ering• Intermediate• Newbery (2004)

Despereaux is unlike any othermouse. He hears and smellsthings others cannot. He evenloves humans, one in particular.He then goes on quite theadventure down in thedungeon full of rats. He has tosave the princess before it’s toolate. In the end, Despereauxturns out to be one heroicmouse.

In the ClassroomCan be used to compareand contrast with the movieversion.Can be used to discuss

pointof view because the story istold from three differentcharacters.

ESOLScenes are picturedthroughout the book toassist the text.Teacher can use it as a readaloud to ensurecomprehension.

A Wreath for Emmett TillCoretta Scott King Award

• Written by Marilyn Nelson• Illustrated by Philippe Lardy• Intermediate• Coretta Scott King Award (2006)This book is a collection of poems.They depict the life and death ofa young boy, Emmet Till. He wasgrowing up in a racist world whichwas full of hate, sadly he waskilled. This collection incorporatesthe author’s poems as well asShakespeare's poems.

In the ClassroomCan be used to show varioustypes and styles of poetry.Students can see another way towrite a person’s biography, andcan compile a collection ofpoems describing their own life.

ESOLTeachers can assign a few poemsat a time, therefore not strainingthe reader.Every poem is presented with avery descriptive image.

Mister SeahorseLaura Ingalls Wilder Award

• Written by Eric Carle• Illustrated by Eric Carle• Primary• Laura Ingalls Wilder Award

(2003) Mrs. Seahorse has laid her eggs and Mister Seahorse is taking care of them until they hatch. He travels and sees various fathers of the ocean who are also carrying their own eggs. His eggs hatch and he has a group of little seahorse babies.

In the ClassroomWhile learning about animals andtheir offspring, this book can

teachabout various male animals thatcarry their young.Can serve as a writing prompt: Ifyou were Mister Seahorse, whowould you see on our journey?

ESOLThe illustrations detail each

animaland assist the story.Introduce new vocabularyconnected with the illustrations.

Poetry

Alphabet Break

I'm learning all my ABC's,I'm good at D, E, F and G's. I've mastered H and I andJ, and memorized the letterK. I've studied L, M, N and Obut now I really have to go. Before I learn one more, yousee, I really must get up to P.

-Kenn Nesbitt

• Element: rhyme, pun

• Primary

Noise Day

• Element: rhyme, onomatopoeia• Primary/Intermediate

Let’s have one day for girls and boysesWhen you can make the grandest noises.

Screech, scream, clang a bell,Sneeze– – hiccup– – whistle– – shout,

Laugh until your lungs wear out,Toot a whistle, kick a can,

Bang a spoon against a pan,Sing, yodel, bellow, hum,Blow a horn, beat a drum,

Rattle a window, slam a door,Scrape a rake across the floor, Use a drill,

drive a nail,Turn the hose on the garbage pail,Shout Yahoo– – Hurrah– – Hooray,

Turn up the music all the way,Try and bounce your bowling ball,

Ride a skateboard up the wall,Chomp your food with a smack

and a slurp,Chew– – chomp– – hiccup– –

burp.One day a year do all of these,The rest of the days– – be quiet

please.

-Shel Silverstein

The Homework Machine

The Homework Machine, oh the Homework Machine,

Most perfect contraption that's ever been seen.

Just put in your homework, then drop in a dime,

Snap on the switch, and in ten seconds' time,

Your homework comes out, quick and clean as can be.

Here it is--"nine plus four?" and the answer is "three."

Three? Oh me . . .

I guess it's not as perfect  As I thought it would be.

  -Shel Silverstein

• Element: rhyme• Intermediate

Purple Orangutans

• Element: rhyme, alliteration, image, personification

• Primary/Intermediate

Purple orangutans hurtle through space,Silvery unicorns gallop in place,

Onions run races with noodles and spoons, Monkeys emerge from enormous cocoons.

Turtles wear sweaters, and pickles wear wigs,

Talking tomatoes give lectures to pigs, Peanut-size elephants flutter their wings, Cantaloupes dance as a pineapple sings.

Bison ride bicycles, tiger fly kites, Pelicans flicker their myriad lights, Feathery fishes float high in the air, Radishes wash their luxurious hair.

Rabbits and parrots play tag in the stars, Marshmallows march in the meadows of

Mars… These are a few of the wonders I find

In the magic museum I keep in my mind.

-Jack Prelutskey

Today is not a good dayToday is not a good day.

I woke up sick in bed.My stomach has a stabbing pain

that’s spreading to my head.My knees are weak and achy.

My eyes are full of flu.I fear I may contaminate;

I have a fever too.I cannot see.

I cannot breathe. I cannot read or write.

My eyes are shut.My nose is blocked.

I’m not a pretty sight.I cannot lift a fingeror move a tired toe.

My throat is hot and scratchy.The answer’s simply NO . . .I cannot go to school today;

I’m awfully sorry too,this had to happen on the day

my book report was due.

-Rebecca Kai Dotlich

• Element: rhyme• Intermediate

I Dreamed I was Riding a Zebra

• Element: rhyme, image

• Primary/Intermediate

I dreamed I was riding a zebrawith curly pink hair on his head

and when I woke up in themorning that zebra was there inmy bed. I rode into school on myzebra. It caused all the teachersto scream. But then I was slightly

embarrassed to find it was still just

a dream. I woke up again in mybedroom, and saw with relief and

a laugh I don't have a pinkheaded zebra. I guess I'll just ride

the giraffe.

-Kenn Nesbitt

Keep a Poem in Your Pocket

Keep a poem in your pocket  and a picture in your head 

and you'll never feel lonely atnight when you're in bed.

The little poem will sing to you  the little picture bring to you 

a dozen dreams to dance to you  at night when you're in bed. 

So– Keep a picture in your pocket 

and a poem in your head  and you'll never be lonely at

night when you're in bed

-Beatrice Schenk de Regniers

• Element: rhyme• Intermediate

What I’ve Learned at School

• Element: rhyme, image• Intermediate

At school I’ve learned a lot of thingsI really like to do,

like running in the hallwayand eating gobs of glue.

I’ve learned I’m good at making pencilsdangle from my nose.

I’ve learned to hum and pop my gum.I practice, and it shows.

I’ve learned I like to cut in lineand love to cut the cheese.

I’ve learned to fake a burp, a cough,and even fake a sneeze. You’d think with

all this learning I’d be doing well inschool, but everything I learn to do

appears to break a rule.

-By Robert Pottle

Isaac Newton

Sir Isaac Newton sure wassmart,

beneath the apple tree.When one fell off and hit his

head,he said, “Wow, gravity.”For Newton was a genius

and not a common slouch.A genius cries “Gravity!”

Most others just say “ouch!”

by Calvin Miller

• Element: rhyme, onomatopoeia• Primary/Intermediate

Under the Bed

• Element: rhyme, image

• Primary

There’s a terrible greenMonster who lives beneath mybed. I hear his long white teeth

click. He’s waiting to be fed.I shiver underneath my sheetsand squeeze my eyes up tight.

Maybe if I lie real stillhe won’t eat me tonight…

He taps me on the shoulder.I don’t know what to do.

He looks at me and says, “I’mscared! Can I get in with you?”

-By Penny Trzynka