(sims) bucknam.children database

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Children’s Literature Database


Jennifer (Sims) Bucknam

University of Colorado at Denver

LLC 5790

Instructors Yacano and Lackey

_____________________________________________________________________________ Primary Grades

_____________________________________________________________________________

Jennifer Bucknam LLC 5790 Children's Lit: Summer, 2010




Primary Books: Traditional Tales/Folktales _______________________ ______________________________________________________ 1. The Gingerbread Baby by Jan Brett

Citation:

Brett, J. (1999). Gingerbread Baby . New York: Putnam Juvenile.

Summary:In similar fashion to the popular “Gingerbread Man” book, Gingerbread Baby by Jan Brett puts a new spin on an old tale. As the Gingerbread Baby runsaway from home, he meets new and different characters than those in someof the other versions. Although he doesn’t repeat himself like otherGingerbread characters, the story is very similar in many ways to the others;a large group of people is chasing him by the end of the story. Instead of being caught by a wily fox, this book has a different ending: the character

Matti thinks of a unique way to catch the Gingerbread Baby.

Awards/Reviews:

Children's Gallery Award, 2000-2001 ; Nominee; Grades K-2; U.S.A Colorado Children's Book Award, 2001 ; Nominee; Colorado ABC Children's Booksellers Choices Award, 2000 Winner Picture Books

U.S.A Children's Gallery Award, 2001 Winner U.S.A

Reviews:

School Library Journal

5/1/2001

Video Librarian 5/1/2001

Horn Book Guide 4/1/2000

Booklist11/15/1999

Kirkus Review 11/1/1999

Library Journal 11/1/1999

Publisher's Weekly 9/20/1999

(Mackin, 2010)

Curriculum Connection: This would be a good tale for students to be able to retell and act out. Thisbook is good for students who need repetitive phrases in reading and forthose students who are beginning readers. This tale can also be used to





compare the differences between the stories “The Gingerbread Man” and“The Gingerbread Boy.” Students could listen online to varying versions of the Gingerbread Man from differing cultures and backgrounds to compare.

AASL Standards (in conjunction with the above curriculum connection):

4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.8 Use creative and artistic formats to express personal learning. 4.2.4 Show an appreciation for literature by electing to read for pleasureand expressing an interest in various literary genres.

_____________________________________________________________________________ _ 2. Just a Minute by Yuyi Morales

Citation:

Morales, Y. (2003). Just a Minute!: A Trickster Tale and Counting Book (PuraBelpre Medal Book Illustrator (Awards)). San Francisco: Chronicle Books.

Summary:Upon opening her door, Grandma Beetle is surprised to see Senor Calavera,(a skeleton man) who is there to pick her up and take her with him. Insteadof immediately following the skeleton man, Grandma Beetle begins to do thedifferent chores to get done before leaving and stating: “just a minute, Ineed to...” As she goes about from one chore to another, her tasks increasein number (1 thing, 2 things, 3 things, etc.) while Senor Calavera starts to

become impatient. She continues her tasks until her grandchildren comeover in the evening for her Birthday party. When she has finished kissing hergrandchildren goodbye, Grandma Beetle is finally ready to go. When sheturns to tell Senor Calavera that she is ready, she realizes something: he hasleft, but has left a note stating that he looks forward to the return for herbirthday party next year.

Awards/Reviews:

Americas Award for Children's and Young Adult Literature, 2003 WinnerU.S.

Bay Area Book Reviewers Association Awards, 2004 NomineeChildren's Literature U.S.

California Book Awards, 2003 Silver Medal Juvenile U.S. Golden Kite Award, 2004 Honor Picture Book Illustration U.S. Latino Book Awards, 2004 Winner Best Children's Picture Book-English

U.S.





Parents' Choice Award, 2003 Approved Picture Book U.S. Pura Belpre Award, 2004 Winner Illustrator U.S. Tomas Rivera Mexican-American Children's Book Award, 2003 Winner

U.S.

Book Lists: Best Children's Books of the Year, 2004 ; Bank Street College of

Education; United States Notable Books for a Global Society, 2004 ; Special Interest Group of the

International Reading Association; United States Notable Children's Books, 2004 ; American Library Association-ALSC;

United States

Reviews:

Booklist3/1/2008

VideoLibrarian

1/1/2008

(Mackin, 2010)

Curriculum Connection: This book is such an interesting read as it contains a lot of differentimportant learning elements within it. This book is a counting book, with theuse of both English and Spanish to count from 1-10. This book would beuseful in different math lessons, as the grandma adds tasks; students could

add some different items together. This could also be used in language arts with older students, as GrandmaBeetle tricked Senor Calavera, students could learn about other stories andtales of trickery.

AASL Standards:By reading a book with a different culture represented, the following AASLstandards are applied:

2.3.2 Consider diverse and global perspectives in drawing conclusions. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.4.4 Interpret new information based on cultural and social context.

Personal Connection:





I think that this would be good book to introduce to a student’s personalcollection as it contains a lot of different elements. I think it would be goodfor students who are interested in learning Spanish, as English and Spanishare both used in this counting book. I think that with the counting, it wouldbe good for younger students who enjoy books with things in sequential

order, and I think that since it contains elements of folklore within it, manystudents who enjoy traditional tales (especially those of other cultures)would appreciate it.

_____________________________________________________________________________ _ 3. King Bidgood’s in the Bathtub by: Audrey Woods

Citation:

Wood, A. (1993). King Bidgood's in the Bathtub. New York: Scholastic.

Or with additional CD:

Wood, A. (2005). King Bidgood's in the Bathtub: Book and Musical CD(Caldecott Honor Books) (Rei/Com ed.). New York: Harcourt Children's Books.

Summary: This is about a king who doesn’t want to get out of the bathtub! He enjoyshis bath so much, that instead of leaving his soapy kingdom, he starts to pullall of his court in with him! Once the tub begins to fill with people, an unlikely

character is the only one who can figure out how to get him out of the tub.

Awards:

Colorado Children's Book Award, 1987 Winner Colorado Randolph Caldecott Medal, 1986 Honor Book U.S.A

Reviews:

Booklist 9/1/1986


11/1/1985

(Mackin, 2010)

Curriculum Connection: This book could be connected in the curriculum in a number of ways. Thestudents could do a “re-telling” of the story by acting, or by using a web 2.0





tool. This book could also connect with science lessons as students couldlearn about water and do numerous activities incorporating water andbubbles.

AASL Standards (In conjunction with above curriculum connections):

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process.(Connecting books with science)

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings (studentsusing a web 2.0 tool)

4.1.8 Use creative and artistic formats to express personal learning.(Students re-telling the events of the story)

_____________________________________________________________________________ _ 4. Once upon a Cool Motorcycle Dude by: KevinO’Malley

Citation:

O'Malley, K. (2005). Once Upon a Cool Motorcycle Dude. New York: WalkerBooks for Young Readers.

Summary:

This is a classic tale of how boys and girls think a lot differently from oneanother. When two students are told to tell a story to the class, each has togive a different perspective on how they think that the tale should go. Of course the boy wants the cool motorcycle dude to be the hero, and the girlwants a princess in the tale who is strong and able (and can fight her ownbattles). By the end of the book, the two characters have finally learned a bitof how to collaborate and in such; make an interesting story with a happyending.

Awards:

Colorado Children's Book Award, 2010; Nominee; Picture Books; CO. Black-Eyed Susan Book Award, 2007 Winner Picture Book MD Buckeye Children's Book Award, 2007 Winner Grades K-2 OH Louisiana Young Readers' Choice Award, 2008 Winner Grades 3-5 LA. Monarch Award: Illinois' K-3 Children's Choice Award, 2009 Winner

Grades K-3 IL.





North Carolina Children's Book Award, 2007 Winner Picture Book NC. Washington Children's Choice Picture Book Award, 2008 Winner WA.

Book Lists:

Book Sense Kid's Picks, Fall 2005 ; American Booksellers Association; Children's Choices, 2006; International Reading Association; U.S. Teachers' Choices, 2006; International Reading Association; U.S.

Reviews:

Horn Book Guide10/1/2005

Booklist3/15/2005

Publisher'sWeekly

2/21/2005

(Mackin, 2010)

Curriculum Connection:I think that this book would be a fun book for any educator to use in anumber of ways. I think it could be used primarily with language art lessons,in either introducing the concept of traditional tales, or even in writinglessons for students. If wanting students to work in collaboration in writing astory together, this book would be a good example.


1.1.9 Collaborate with others to broaden and deepen understanding.3.2.3 Demonstrate teamwork by working productively with others.3.3.5 Contribute to the exchange of ideas within and beyond the learningcommunity.

______________________________ _______________________________________________

Primary Books: Poetry Books

_____________________________________________________________________________ 5. Math Appeal by Greg Tang

Citation:

Tang, G. (2003). Math Appeal (Mind-Stretching Math Riddles). New York:





Scholastic Press.

Summary:What better way to get into math than by reading riddles and poems? Full of bright colored pages and riddles on all kinds of subjects, Math Appeal

provides an opportunity for students to gain interest in counting, adding, andeven beginning multiplication.

Awards:

Book Lists: Best Children's Books of the Year, 2004 ; Bank Street College of

Education; U.S. Children's Catalog, Eighteenth Edition, Supplement, 2004 ; H.W.

Wilson; U.S. Children's Catalog, Nineteenth Edition, 2006 ; H.W. Wilson; U.S.

Reviews:



3/1/2003

Booklist 2/15/2003

School Library

Journal

2/1/2003


Kirkus Review12/15/2002

(Mackin, 2010)

Kirkus (Kirkus Reviews, December 15, 2002 (Vol. 70, No. 24))Discovering patterns in groups of objects to discover their total number is Tang's forte, and here he is as engaging as ever, even when his examplesdon't necessarily make intuitive-or, for that matter, common-sense. Eachtwo-page spread provides the reader with a dazzlingly colored image of a

number of objects-honeycomb cells, jalapeño peppers, ladybug spots-and alittle rhyming ditty that sets the scene and provides a hint on how to solvethe addition problem. Most often the reader is asked to discern some patternto make the sum more manageable or how to use subtraction to makefinding the sum easier, as when adding rows of starfish with gaps in theirranks: "How many starfish are in view? / This is all you have to do. / Insteadof counting one by one, / Just subtract and you'll be done." (An answers andJennifer Bucknam LLC 5790 Children's Lit: Summer, 2010




explanations page is included.) Tang's counterintuitive examples are lesssuccessful, as in counting raindrops in a rainbow by counting them within thearc of each color group rather than in the more obvious, and simpler, straightlines passing through the arc. Nonetheless, it is another take on how to getthe job done-it's all in the seeing. Best of all, Tang makes play out of math

and the problem-solving riddles keep math-suspicious minds from wanderingand maybe even from clogging. 2003, Scholastic, $16.95. Category: Picturebook. Ages 7 to 10. © 2002 Kirkus Reviews/VNU eMedia, Inc. All rightsreserved. (Mackin, 2010)

Curriculum Connection:A creative way to engage students in math instruction, Math Appeal wouldbe useful to help make math more engaging and enjoyable as students listento poems and riddles with math problems in them. This could also be used inconjunction with a poetry unit. If students were learning poetry, this wouldbe a good way to make the unit multi-disciplinary.

AASL Standards:When using a book to help improve math instruction, these are the followingAASL standards that could be followed:

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.3.4.1 Assess the processes by which learning was achieved in order torevise strategies and learn more effectively in the future.

_____________________________________________________________________________ _ 6. The Spider and the Fly by Mary Howitt

Citation:

Diterlizzi, T., & Howitt, M. (2002). The Spider and the Fly (1st ed.). New York: Simon & Schuster Children's Publishing.

Summary:As the original author Mary Howitt stated: this book is “A Cautionary Tale.”Beware the wily, cunning spider, or he’ll have you for his lunch! Which one





could say, is the main premise of the story. The naïve fly enters the spider’shouse in a cautious way. Wary of his words and “sweet nothings” sheexcuses herself from his presence. After her departure, he continues tosummon her with sweet words. As she begins to trust his words of kindness,she comes back to him and he snatches her up!

Awards:

American Booksellers Book Sense Book of the Year (ABBY) Award, 2003Finalist Illustrated Children's Book U.S.

Borders Original Voices Award, 2003 Finalist Picture Book U.S. Randolph Caldecott Medal, 2003 Honor Book U.S. White Ravens Award, 2003 Winner United States U.S.

Book Lists: Children's Literature Choice List, 2002; Children's Literature; U.S. Notable Children's Books, 2003; American Library Association-ALSC;

U.S. School Library Journal Best Books, 2002; Cahners; U.S.

Reviews:



9/1/2002



Publisher's Weekly7/1/2002

(Mackin, 2010)

Curriculum Connection: This storybook poem could be used in a lot of different lessons within theclassroom. It could be used when learning about insects, as it links old

English poetry with science. It could also be used for a poetry unit inlanguage arts, as it is mainly an old English poem that the book is basedupon. When studying poetry, students could take from the example of thisbook and use an online tool in trying to find similar insect poems or otherpoems with subject matter that would be good for a book. The students then





could use web 2.0 tools and try to make those poems into a presentation toshare.

AASL Standards (in conjunction with the above curriculum connection ideas):

1.2.2 Demonstrate confidence and self-direction b y making independent choices in the selection of resources and information1.3.3 Follow ethical and legal guidelines in gathering and using information.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

_____________________________________________________________________________ _ 7. Where the Sidewalk Ends By ShelSilverstein

Citation:

Silverstein, S. (1974). Where the Sidewalk Ends - The Poems and Drawings of Shel Silverstein. New York: Harper And Row.

Summary: This book is a collection of poems written by Shel Silverstein. Full of numerous characters, subjects and ideas, this book shows that poetry cantruly be silly, and about anything.

Awards:

Book Lists:

Not Just for Children Anymore!, 2001 ; Children's Book Council; U.S. Educators' Top 100 Children's Books, 2007 ; NEA Survey; U.S.

Recommended Literature: Kindergarten through Grade Twelve, 2002 ;California Department of Education; CA.

Books to Read Aloud to Children of All Ages, 2003; Bank Street Collegeof Education; U.S.

Educators' Top 100 Children's Books, 2007; NEA Survey; U.S. Keep Smiling! 2001 ; Bank Street College of Education; U.S. Suggested Books for the Boys and Girls Club of America List, 2001;

ALSC American Library Association; U.S.

Reviews:

Publisher's 3/8/200





Weekly 4(Mackin, 2010)

Curriculum Connection: This book is so enjoyable that a number of the poems within it could

probably be used in a number of curriculum content areas. In thinking of thebook as a whole however, I think that it would best be used within a poetryunit. In teaching students different forms of poetry, I think that this bookwould be useful for helping students to see that poetry can truly be aboutanything! Plus, the Shel Silverstein website is engaging as well.

AASL Standards: The following standards relate to any activities or plans when using a poetrybook that contains diverse subjects:

4.1.1 Read, view, and listen for pleasure and personal growth.

4.1.5 Connect ideas to own interests and previous knowledge and experience. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.2.4 Show an appreciation for literature by electing to read for pleasureand expressing an interest in various literary genres.

_____________________________________________________________________________ _

Primary Books: Picture Books _____________________________________________________________________________

_ 8. The Hello, Goodbye Window by Norton Juster

Citation:

Juster, N. (2005). The Hello, Goodbye Window (Caldecott Medal). New York City: Michael Di Capua Books.

Summary:In this tale, a little girl tells about the most important window in the house.

As she calls it: the “hello, goodbye window” this window truly opens up theworld for the little girl. In looking into the house, she thinks of the good timesshe has within the house with her Nanna and Poppy, and when inside thehouse looking out, the window is anything of her imagining (a mirror, a wayto see important visitors.) A book about the relationships and the love felt





within a family, the Hello, Goodbye Window gives a glimpse of the joys of spending time with the family you love.

Awards:

Caldecott Medal 1/1/2006

Reviews:


Horn Book Magazine 7/1/2005

Booklist3/15/2005


3/1/2005


(Mackin, 2010)

School Library Journal 3/1/2005Pre S-Gr 1-The window in Nanna and Poppy's kitchen is no ordinary window-itis the place where love and magic happens. It's where the girl and her dotinggrandparents watch stars, play games, and, most importantly, say hello andgoodbye. The first-person text is both simple and sophisticated, conjuring aperfectly child-centered world. Sentences such as "When I get tired I come inand take my nap and nothing happens until I get up" typify the girl's happy,imaginative world. While the language is bouncy and fun, it is the visualinterpretation of this sweet story that sings. Using a bright rainbow palette of saturated color, Raschka's impressionistic, mixed-media illustrations portraya loving, mixed-race family. The artwork is at once lively and energetic,without crowding the story or the words on the page; the simple lines andsquiggles of color suggest a child's own drawings, but this is the art of amasterful hand. Perfect for lap-sharing, this book will find favor with childrenand adults alike.-Angela J. Reynolds, Washington County Cooperative LibraryServices, Hillsboro, OR Copyright 2005 Reed Business Information. (Mackin,2010)

Curriculum Connection: This book could be used at the beginning of the school year when learningabout the different families found within the school. The family in the book ismulti-racial, and this could be a point of topic when discussing thedifferences between families. As the story is mainly about a child and hergrandparents, this book could also be used to read if there was a planned





“grandparents day” at school. Students could share what they enjoy doingwith their grandparents in a writing exercise.

AASL Standards (in conjunction with ideas listed above):

2.3.1 Connect understanding to the real world. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

_____________________________________________________________________________ _ 9. Knuffle Bunny by MoWillems

Citation:

Willems, M. (2005). Knuffle Bunny . New York: Walker Books.

Summary: Trixie and her daddy take a trip to the Laundromat. On the way there, Trixieis carrying her favorite stuffed animal in the entire world: Knuffle Bunny.Once the laundry is in the machines and Trixie and her daddy are on theirway home, Trixie realizes something: Knuffle Bunny is missing! With somemiscommunication (“Aggle, Flaggle, Klabble!”) between Trixie and herparents, it is finally discovered what is missing and why Trixie has beenthrowing such a fit.

Awards:

Book of the Year Award, 2004 Winner Kid's Illustrated U.S. Book Sense Book of the Year Award, 2005 Honor Book Children's

Illustrated U.S. Charlotte Zolotow Award, 2005 Honor Book U.S. Colorado Children's Book Award, 2006 Runner Up Picture Book

Colorado Irma S. and James H. Black Award for Excellence in Children's

Literature, 2004 Winner U.S. Quill Awards, 2005 Nominee Children's Illustrated Book U.S. Randolph Caldecott Medal, 2005 Honor U.S. Wanda Gag Book Award, 2005 Honor Book Read Aloud Book Award

U.S.

Book Lists

Children's Choices, 2005; International Reading Association; U.S.





Notable Children's Books, 2005; American Library Association ALSC;U.S.

School Library Journal Best Books, 2004; Cahners; U.S.

Reviews:


Caldecott Honor 1/1/2005

School Library Journal10/1/2004

Bulletin of the Center for Children'sBo

10/1/2004


Booklist9/15/200

4Horn Book Magazine 9/1/2004


Kirkus Review 8/1/2004(Mackin, 2010)

Curriculum Connection: This would be a good book to use with primary students, especially whenthey are at the beginning of the school year and learning “about me.” Thiswould bring up a good discussion about what their favorite items may be, or

if they have their own favorite stuffed animal. This would also provide a goodwriting prompt for students in telling about their favorite toys.

AASL Standards (in conjunction with curriculum connection ideas.):

1.1.2 Use prior and background knowledge as context for new learning.2.3.1 Connect understanding to the real world. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.

Personal Connection:I think that this book could definitely be used with students to identify with.Most kids at one time or another have a favorite something: toy, stuffedanimal, blanket, etc. I think that if a student was at school and was missingsomeone or something at home, this book would be a good book to read tothem to make them cheer up.





_____________________________________________________________________________ _ 10. A Pair of Socks (Mathstart: Level 1) by Stuart. J.Murphy

Citation:

Murphy, S. J. (1999). A Pair of Socks: Matching (Mathstart: Level 1(HarperCollins Paperback)). New York: HarperCollins Publishers.

Summary:Matching is the main focus of this book, as a sock is looking for its pair.Looking all over the house, the sock notices all kinds of socks that havedifferent stripes, spots and colors all over them but don’t match. The sockdoes finally find his match, after he is carried off to visit the dog bed.

Reviews:

Horn BookGuide

3/1/1997

Booklist10/1/1996

(Mackin, 2010)

Leila Toledo (Children's Literature)An unmatched sock attempts to find its mate. This story teaches beginning

math concepts such as recognizing different patterns through matchingpatterns of socks to create a pair. There are additional activities at the backof the book. As always, Caldecott award winner, Lois Ehlert, has createdvibrant illustrations; a visual kaleidoscope of patterns and colors. 1996,HarperTrophy, $14.95, $14.89 and $4.95. Ages 3 up. (Mackin, 2010)

Booklist 10/1/1996Ages 3^-6. Perhaps the only picture-book story told from the point of view of a sock, this details the search for the other half of the pair. The striped socksearches laundry bag, washer, and dryer in vain, finally discovering its matein the dog's basket. Short, snappy rhymes and Ehlert's brilliantly colored

collage illustrations combine to make this tale from the MathStart series anentertaining book. Teachers and lesson-minded parents will appreciate theactivities and books suggested to extend the learning about pairs, patterns,and differences. --Carolyn Phelan (Mackin, 2010)

Curriculum Connection:





This book would also connect with primary students as they learn the basicconcepts in math of a pairing. As one sock looks for its match, this bookwould be good for younger students if learning about pairs, couples andcounting by two. This book could also be used for language lessons, as ituses simple rhyming words, which could also be used in collaboration with

the pairing idea: make a pair using two rhyming words.

AASL Standar ds (in conjunction with above curriculum connections):

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.3.4.1 Assess the processes by which learning was achieved in order torevise strategies and learn more effectively in the future. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.5 Connect ideas to own interests and previous knowledge and

experience.

_____________________________________________________________________________ _ 11. Move over Rover by KarenBeaumont

Citation:

Beaumont, K. (2006). Move Over, Rover!. New York: Harcourt Children'sBooks.

Summary:It’s raining outside and Rover knows that it’s time to be in his doghouse. But, just as he knows it’s time to get out of the rain, it seems that a bunch of other animals know that as well, and join him in his doghouse! With eachnew animal that enters, Rover is told: “Move over Rover!” By the time therain stops, the doghouse is full. When the sun starts to shine, one wouldthink that maybe Rover would decide to run and jump after being crammedin the house!? No! Rover stays after everyone goes, enjoying being alone.

Awards:

Books of the Year, 2006 Winner 2 to 4 Years U.S. Theodor Seuss Geisel Award, 2007 Honor Book U.S. Colorado Children's Book Award, 2009 ; Nominee; Picture Books;

Colorado





Book Lists:

U.S. Children's Pick of the List, 2006; NAIBA; U.S. Notable Children's Books, 2007; ALSC American Library Association;

U.S.

Reviews:

Booklist9/1/2006


9/1/2006


(Mackin, 2010)


As this book is an interactive read aloud, it would be good to use withyounger students learning to read, as well as second language learnerstudents. With the ability to keep repeating the familiar phrases of the book“move over Rover!” students would be able to be interactively involved inthe story-time.

AASL Standards:In using an interactive read aloud, these may be two of the standards thatone would want to focus on:

3.4.1 Assess the processes by which learning was achieved in order torevise strategies and learn more effectively in the future. 4.1.1 Read, view, and listen for pleasure and personal growth.

_____________________________________________________________________________ _ 12. Olivia by IanFalconer

Citation:

Falconer, I. (2000). Olivia. New York: Atheneum/Anne Schwartz Books.

Summary:





Olivia is a pig. Not only is she a pig, but she is a red loving, pig withpersonality! As the book mostly goes through the interests and talents of thisprecious pig, one can see what a day in the life of Olivia may be like.

Awards:

ABC Children's Booksellers Choices Award, 2001 Winner Picture BooksU.S.

American Booksellers Book Sense Book of the Year (ABBY) Award, 2001Winner Children's Illustrated U.S.

Children's Gallery Award, 2003 Runner up Grades K-2 U.S. Marion Vannett Ridgway Award, 2001 Honor Book U.S. Mitten Award, 2000 Honor Book U.S. Parents' Choice Award, 2003 Gold Best 25 Books in 25 Years U.S. Randolph Caldecott Medal, 2001 Honor Book U.S. White Ravens Award, 2001 Winner United States U.S.

Book Lists: Best of Book Sense from the First Five Years, 1999-2004; Book Sense;

U.S. Best of the Year, 2000; Child Magazine; U.S. Children's Catalog, Eighteenth Edition, 2001; H.W. Wilson; U.S. Children's Catalog, Nineteenth Edition, 2006; H.W. Wilson; U.S. Children's Literature Choice List, 2001; Children's Literature; U.S. Editors' Choice: Books for Youth, 2000; American Library Association-

Booklist; U.S. Educators' Top 100 Children's Books, 2007; NEA Survey; U.S. Not Just for Children Anymore! 2001; Children's Book Council; U.S. Notable Children's Books, 2001; American Library Association-ALSC;

U.S. School Library Journal Best Books, 2000; Cahners; U.S. U.S.Children's Gallery Award, 2003; Nominee; U.S.

Reviews:


4Publisher's Weekly

10/21/2002



9/1/2000





Booklist 8/10/2000



8/1/2000


(Mackin, 2010)

Curriculum Connection:Like many of the other books that have been selected for this database, thisbook could be used for students at the beginning of the school year whenstudying an “about me” unit. Students could share their favorite things, aswell as tell more about themselves. I think that this book would also be goodto use in a writing prompt, as Olivia sees pictures she often imagines whatthe pictures would be like with her in them. Students could have pictures toobserve and then write stories of if they were in the picture.


4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

_____________________________________________________________________________ _ 13. Pinkalicious by Elizabeth Kann and Victoria Kann

Citation:

Kann, V., & Kann, E. (2006). Pinkalicious. New York: HarperCollins.

Summary:“Pink” is the word for the main character in this book. After eating some pinkcupcakes on a rainy day, the main character turns to her favorite color! Afterrealizing that the pink won’t come off, it’s off to the doctor to see what canbe done about it! “No more pink food” the doctor says to little “Pinkerella,”who doesn’t like the idea of eating only green food. After deciding that shedoesn’t want to stick to that idea, she eats one more pink cupcake beforebed, and upon waking up she realizes she’s changed color again! How willshe turn back to her normal skin color!?!

Reviews:







8/1/2006

Booklist 6/1/2006

(Mackin, 2010)

Sheilah Egan (Children's Literature) There is only one word to describe this title--“readalicious!” Capitalizing on alove for all things pink, this ode to that rosy hue is exuberant withillustrations that dance off the pages and colors that seem to be entities inand of themselves. Our heroine, a young girl who adores pink, indulges inone too many of her mother’s delicious pink cupcakes. The result is that herentire body turns lusciously pink. “I’m Pinkerbelle!” she exclaims withdelight. Her mother drags her off to the pediatrician who proclaims that shemust eat green foods to counteract all “that pink.” Of course, “Pinkerella”

eats “just one more” pink cupcake and arises the next day to discover thatshe has gone past pink to startlingly bright red. After consuming everythinggreen she can find, she is transformed back to her usual color. As she ishugging her mother in happiness, her dad inquires “What happened to therest of the pink cupcakes?” and that is when the younger brother leaps outyelling “Pink-a-boo!” Needless to say he is now as pink as raspberry sherbet.Mixed media, including collage and the use of real items like doilies andother odd-a-ments, bring this humorous romp of a book colorfully to life. Thistitle will make a great springboard for discussions about how skin coloraffects all of our lives, both in reality and in people’s imaginations. Whatcolor would one choose to be? There are lots of possibilities at multiple

levels. 2006, HarperCollins, $15.99. Ages 4 to 8. (Mackin, 2010)

Curriculum Connection: This book is one in a series of different color books. This book, in addition toPurplicious, Goldilicious, and Silverlicious, would be great to engage youngerstudents in the different colors that are represented in the books. Asstudents love to share about themselves, especially their favorite color, thisbook would be a good way to get students to tell about themselves. Studentscould tell what their favorite color is, and then maybe try to make a book fullof things that are that color.

AASL Standards (in conjunction with the above curriculum connection ideas):

2.3.1 Connect understanding to the real world. 4.1.5 Connect ideas to own interests and previous knowledge and experience.





4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

Personal Connection:After working in a classroom with young students, this book has already

demonstrated to be a favorite for many of the students within the class.Mostly because they can identify with the girl and her obsession of the colorpink! The reason that the students identify is that pink is their favorite coloras well! I think that this book connects to students as everyone has afavorite color and with this book, it’s good to show that just because youmay have a favorite, it’s not good to become too obsessed with things.People need to learn flexibility and to try new things, not just rely on whattheir favorite things are.

_____________________________________________________________________________ _

Primary Books: Historical Fiction Picture Books _____________________________________________________________________________ _ 14. Abe Lincoln Remembers by AnnTurner

Citation:

Turner, A. (2002). Abe Lincoln Remembers. New York: Scholastic Inc..

Summary:A historical fiction book, Abe Lincoln Remembers, gives a brief insight as towhat the last few hours of Lincoln’s life may have looked like. Thinking backto his past and all that he learned and experienced a long the way, this bookgives a brief history of Abe Lincoln’s life, and shares some ideas of theheartbreak that he may have felt regarding the Civil War.

Reviews:


Horn Book Guide 10/1/2001School Library Journal

2/1/2001

Booklist 1/15/2001







(Mackin, 2010)

School Library Journal 2/1/2001K-Gr 3-Crisp, richly colored paintings accompany somber prose in thisdreamy evocation of Lincoln's life and accomplishments, narrated in the first

person by a mature president in the White House before an evening at thetheater. The fictional memoir broadly describes the man's life from his youthin a Kentucky log cabin to the end of the Civil War; a concluding two-pagehistorical note fills in some factual gaps and appraises readers of Lincoln'sfate at the hands of John Wilkes Booth at Ford's Theater. Vivid full-pageillustrations provide counterpoint to islands of verse; a rendering of Lincoln'ssignature and simple colonial drawings unify the text pages. The strikingcover illustration of Lincoln framed in the doorway of a log cabin ismemorable. Factual picture books for children are often betwixt andbetween, neither read casually nor sought as research material for reports. If properly placed, Abe Lincoln Remembers can satisfy both camps, though the

solemnity of the presentation favors its use as an American historyresource.-Mary Ann Carcich, Mattituck-Laurel Public Library, Mattituck, NYCopyright 2001 Cahners Business Information. (Mackin, 2010)

Curriculum Connection:As this is a historical fiction book, it would be good to use for students in asocial studies class. This could be used when students are learning about thepresidents, or American history. It would also be a good book to use whenstudents need to do biographical reports. Although it is a fiction book, itgives good, brief, information about the life of Abraham Lincoln.

AASL Standards (in conjunction with curriculum connection ideas):

3.1.1 Conclude an inquiry based research process by sharing newunderstandings and reflecting on the learning.3.3.6 Use information and knowledge in the service of democratic values. 4.2.1 Display curiosity by pursuing interests through multiple resources.

___________________________________________________________________________ 15. Martin’s Big Words by: DoreenRappaport

Citation:





Rappaport, D. (2007). Martin's Big Words: The Life of Dr. Martin Luther King, Jr.. New York: Jump At The Sun. (Original work published 2001)

Summary:

This moving book gives a brief history on the life of Martin Luther King Jr.While the text describes the important teaching of using words and love as arevolution, Martin Luther King Jr.’s “I have a dream speech” blends into themiddle of the story.

Awards:

ABC Children's Booksellers Choices Award, 2002 Winner Non-FictionU.S.

Coretta Scott King Book Award, 2002 Honor Book Illustrator U.S. Jane Addams Children's Book Award, 2002 Winner Picture Book U.S. New York Times Best Illustrated Children's Books of the Year, 2001

Winner U.S. Orbis Pictus Award for Outstanding Nonfiction for Children, 2002 Honor

U.S. Randolph Caldecott Medal, 2002 Honor Book U.S.

Book Lists: Adventuring with Books: A Booklist for Pre K-Grade 6, 13th Edition,

2002; National Council of Teachers of English; U.S. Best Children's Books of the Year, 2002; Bank Street College of

Education; U.S.

Books about Relationships and Community-Building, 2002; Children'sBook Council; U.S. Books to Read Aloud to Children of All Ages, 2003; Bank Street College

of Education; U.S. Bulletin Blue Ribbons, 2001; Bulletin of the Center for Children's Books;

U.S. Children's Books of Distinction, 2002; Riverbank Review; U.S. Editors' Choice: Books for Youth, 2001; American Library Association-

Booklist; U.S. Los Angeles' 100 Best Books, 2001; IRA Children's Literature and

Reading SIG and the Los Angeles Unified School District; U.S. New York Times Notable Books, 2001; New York Times; U.S. Notable Children's Books, 2002; American Library Association-ALSC;

U.S. Notable Social Studies Trade Books for Young People, 2002; National

Council for the Social Studies NCSS; U.S. School Library Journal Best Books, 2001; Cahners; U.S.





Teachers' Choices, 2002; International Reading Association; U.S.

Reviews:

School Library

Journal

11/1/200

2(Mackin, 2010)

Curriculum Connection: This book could be used in a number of ways. It could be used to introducethe speech that Martin Luther King Jr. gave, and could help bring up the issueof equality between people. It also could be used in teaching students aboutMartin Luther King Jr. for the holiday that is named after him. As February isblack history month, this would be a good book to read to students. Althoughit would fit primarily in an American History unit, this book could also help tointroduce lessons on civics.

AASL Standards:When planning lessons to discuss important issues such as equality andrace, the following standards would be applicable:

2.3.1 Connect understanding to the real world.2.3.2 Consider diverse and global perspectives in drawing conclusions.3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.3.3.6 Use information and knowledge in the service of democratic values.

_____________________________________________________________________________ _

Primary: Historical/Informational Books _____________________________________________________________________________

_ 16. Henry’s Freedom Box by: Ellen Levine

Citation:

Levine, E. (2007). Henry's Freedom Box . New York: Scholastic Press.





Summary: This is the tale of Henry: a boy who grew up without a birthday, and as aslave. All through his life, Henry saw his loved ones sold off to slavery andeach time he did, he wished for freedom. After meeting a woman and

starting a family, things started to seem happy for Henry, until, he found outone day that his wife and family was being sold off to another slave owner.When this happened, Henry made the decision that he’d had enough of being a slave and wanted to be free. Meeting with a man from theUnderground Railroad, Henry and the man concocted a plan to get Henry tofreedom through a box. After a long and trying journey, the box was openedand Henry experienced two new things: his first birthday, and freedom!

Awards:

Beacon of Freedom Award, 2007-2008 Nominee U.S.

Comstock Book Award, 2008 Honor Book Age 8 to 12 U.S. Essence Literary Award, 2008 Nominee Children's Book U.S. Colorado Children's Book Award, 2009 ; Nominee; Picture Books;

Colorado

Book Lists:

Best Children's Books of the Year, 2008; Bank Street College of Education; Outstanding Merit; U.S.

Bulletin Blue Ribbons, 2007; the Bulletin of the Center for Children'sBooks; U.S.

Editors' Choice, 2007; Booklist; U.S. New Black History Books for Youth, 2007; Booklist; U.S. Notable Books for a Global Society, 2008; Children's Literature and

Reading Special Interest Group IRA; U.S. Notable Children's Books, 2008; ALSC American Library Association;

U.S. Top 10 Black History Books for Youth, 2008; Booklist; U.S.

Reviews:


7Horn Book Magazine 3/1/2007


3/1/2007

Booklist 2/1/2007







(Mackin, 2010)


This book is another book that would be important to use when learningabout the Underground Railroad and about slavery in the 1800’s. As Henryescaped through a box, it would be interesting for students to learn moreabout the Underground Railroad and the many other ways that people wouldescape from slavery. Students could use online research to find out moreinformation.

AASL Standards: The standards listed below would be in relation to searching for slavery orsimilar topics online.

1.1.2 Use prior and background knowledge as context for new learning.1.1.6 Read, view, and listen for information presented in any format (e.g.textual, visual, media, digital) in order to make inferences and gather meaning.2.2.1 Demonstrate flexibility in the use of resources by adapting informationstrategies to each specific resource and by seeking additional resourceswhen clear conclusions cannot be drawn.

_____________________________________________________________________________ _ 17. So You want to be President? by: Judith St.

George

Citation:

George, J. S. (2002). So You Want to Be President?. New York: Philomel.

Summary: This is an interesting look back at some of the previous presidents and thesimilarities and differences between them. It tells of the different

personalities, physical attributes, interests, names, occupations and othervarious interesting information about some of the different presidents.

Awards:

2000 Caldecott Award





Reviews:

Booklist3/15/2003

Library Media

Connection1/1/2003

Video Librarian 9/1/2002


School Library Journal 8/1/2000

Booklist7/27/2000




Booklist 7/1/2000(Mackin, 2010)

Joan Kindig, Ph.D. (Children's Literature)Studying the lives of the presidents can be a rather dull undertaking if memorizing dates and major accomplishments is all you do. This video looksat the presidents and all of the unusual facts and stories about them. Whatname is the most common one of our presidents? Did many of them havepets? Who was the youngest? Who was the oldest? How many lived in logcabins? This video is full of fun facts about the presidents that are bound tomake history come alive for children. The video also has an epilogue that

includes George W. Bush and the protracted election that gave him theWhite House. David Small's cartoony illustrations add just the right tough tothis collection of presidential anecdotes. Weston Woods includes a teacher'sguide on the inside cover of the videocassette, complete with extensionactivities. A Caldecott Medal Book and ALA Notable Book. Animated, 27minutes. Closed-Captioned. 2002, Philomel/Weston Woods/Scholastic,$60.00. Ages 6 to 12. (Mackin, 2010)

Curriculum Connection: This book is a great summary book to introduce the Presidents to students.Although it is not current (Barak Obama is not included in the revised version

2004) it could provide opportunities for students to think of how they couldcompare and contrast Obama with the information found within the book. Aweb scavenger hunt would be useful to use with students and this book, asyou could have students look up some of the different information that is inthe book. (Does Barak Obama have siblings? Does he play any instruments?Etc.)





AASL Standard s (in conjunction with above activities)

1.1.1Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in

own life.1.1.2Use prior and background knowledge as context for new learning.2.1.1 Continue an inquiry based research process by applying criticalthinking skills (analysis, synthesis, evaluation, organization) to informationand knowledge in order to construct new understandings, draw conclusionsand create new knowledge.

_____________________________________________________________________________ _

Primary Books: Informational Books

_____________________________________________________________________________ _ 18. Gone Wild (An Endangered Animal Alphabet) by:David McLimans

Citation:

McLimans, D. (2007). Gone Wild, an Endangered Animal Alphabet (Scholastic). New York: Scholastic Inc.

Summary:

This A-Z book tells all of the different animals that are going extinctthroughout the world. On each page, the animal is displayed within the letterthat it begins with. Information on each page contains the class, habitat,range, threats and status of each animal. The last few pages of the book givemore detailed information about the threatened animals.

Awards:

New York Times Best Illustrated Children's Books of the Year, 2006Winner U.S.

Outstanding Books by Wisconsin Authors and Illustrators, 2007 Winner

U.S. Randolph Caldecott Medal, 2007 Honor Book U.S.

Book Lists: Children's Catalog Supplement to Nineteenth Edition, 2009; H. W.

Wilson Company; U.S.





Children's Catalog, Nineteenth Edition, Supplement, 2007; H.W. Wilson;U.S.

Notable Children's Books in the English Language Arts, 2007 ;Children's Literature Assembly

Notable Children's Books, 2007; ALSC American Library Association;

U.S.

Reviews:

Caldecott Honor 1/1/2007


11/1/2006

(Mackin, 2010)

Curriculum Connection: This book would connect with the curriculum as it is primarily an alphabet

book. It also would connect with the curriculum if a class was to be talkingabout our planet and taking care of it. It would bring up awareness of animals that are going extinct and the ways that we can take better care of the planet we live on.

AASL Standards:If students were to learn about how to take better care of the planet, theymay want to use online resources to figure out about what exactly is goingon and what can be done about it. If they use online resources to search,here are some standards that could apply to that research:

1.3.2 Seek divergent perspectives during information gathering and assessment.1.4.2 Use interaction with and feedback from teachers and peers to guideown inquiry process.2.3.1 Connect understanding to the real world.3.3.3 Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern.

_____________________________________________________________________________ _ 19. Spiders by: Seymour Simon

Citation:

Simon, S. (2007). Spiders (Updated ed.). London: Collins.





Summary: This scientific book gives all types of information on spiders. Full pagepictures accompany the text that gives information about: the need for theworld to have spiders, the physical attributes of spiders, where they live, andhow they construct their homes. It also gives information on what spiders

eat, poisonous spiders, and the mating habits.

Reviews:


Science Books andFilms

9/1/2004



Booklist12/1/2003

Horn Book Magazine11/1/2003

(Mackin, 2010)

Booklist 12/1/2003Gr. 2-5. The stunning cover may repulse squeamish arachnophobes, butfearless types will be fascinated by Simon's foray into the world of spiders. Inhis now familiar picture-book format that pairs incredible photographs withgraceful, clear prose, Simon provides a wealth of information about differenttypes of spiders, their characteristics, habits, and life cycles. The large, full-

color, uncaptioned photographs of highly magnified spiders (a tiny note atthe end of the book explains that the photos are not actual size) temptbrowsers to look at all the pictures first, but browsers will soon be drawn tothe text to learn about what they are seeing. What a neat trick! The onlything that's missing is a map showing the distribution of particular spiders; itwould have been reassuring to see that fearsome species don't necessarilylive next door. --Chris Sherman Copyright 2003 Booklist (Mackin, 2010)

Curriculum Connection: This spider book gives informative and easy to understand information, with

large, full-page pictures to accompany it. As it contains basic informationabout a variety of spiders, it would be useful for students studying arachnidsor anything science related.

AASL Standards:In thinking of scientific related book, especially about subjects of interest,the following standards may apply:





2.4.4 Develop directions for future investigations. 4.1.4 Seek information for personal learning in a variety of formats and genres 4.1.5 Connect ideas to own interests and previous knowledge and

experience.

_____________________________________________________________________________ _ 20. Snakes (Usborne Discovery Internet Linked) by Rachel Firth and Jonathan Sheikh-Miller

Citation:

Firth, R., & Sheikh-Miller, J. (2001). Usborne Discovery Internet Linked Snakes. New York: Scholastic Inc..

Summary: This informative book gives all kinds of information about snakes. Withvibrant, detailed pictures, this book tells about all different types of snakes,important facts about snakes, all in smaller tidbits on each page. With suchan overwhelming amount of information, this would be useful as a researchbook.

Reviews:

Susan Hepler, Ph.D. (Children's Literature)

The concept of the "Usborne Discovery" series is that you can use the bookby itself to learn about snakes, for instance, and you can link to Internet sitesto see and learn more. The book has links through a master site at Usborneor you can type in a site address and access it directly. It includes generaland global information about the three kinds of snake bodies, how skin andscales function, poisonous and non-poisonous snakes, and specific membersof the snake family (vipers, cobras, mambas, rattlers, sea snakes, and more). Treating snakebite victims and legends surrounding snakes are alsoincluded. The book also introduces some terminology, such as elapid andcolubrid snakes, without defining the category either in text or later. But aglossary of sorts re-lists and defines important and more general terms and

an index assists readers. Pictures are up to date, interesting, and appealingto the reader who wants to see the biggest, longest, fiercest, sharpestfanged snakes. The format is similar to Dorling-Kindersley in that pages arefull of bits and boxes and spaces of information, picture captions function astext, and the double-page-spread heading indicates the topic. All in all, it's abrowser-friendly book with dense information, a worldwide look rather than a





North American one, and a book that would suit interested readers as well asreport writers. 2001, Usborne, $8.95. Ages 7 to 11. (Mackin, 2010)

Curriculum Connection: This book would link easily with any science lesson on snakes. As the book is

“internet linked” it also gives websites that are useful for students, so theycan learn more about all different kinds of snakes.

AASL Standards:When using the internet as an additional resource with the book, thefollowing standards can be applied:

1.2.7 Display persistence by continuing to pursue information to gain abroad perspective.1.3.2 Seek divergent perspectives during information gathering and assessment.

4.1.4 Seek information for personal learning in a variety of formats and genres.

_____________________________________________________________________________ _

_____________________________________________________________________________ _

Intermediate grades:

_____________________________________________________________________________ _

Intermediate Books: Contemporary Realistic Fiction _____________________________________________________________________________ _





21. Everything on a Waffle by: Polly Horvath

Citation:

Horvath, P. (2002). Everything on a Waffle . New York: Scholastic Inc..

Summary:Primrose Squarp lives in Coal Harbour, British Columbia. Her father, workingas a fisherman is one day lost at sea. Her mother, deeply concerned abouther husband, leaves Primrose at a babysitter’s house and goes to find him inher own little boat. After her parents are presumed to be dead, Primrose isleft in the hands of a babysitter until a suitable guardian can be found.Although an uncle is found that Primrose goes to live with, she keeps hopethat her parents are alive. As she experiences new friendships andexperiences, Primrose keeps recipes in a notepad to remind her of the

different things she’s learned and experienced. Eventually losing a bit of hertoe and finger, Primrose is sent to foster care to be “better taken care of.”After a series of disappointments for her uncle, Primrose is surprised one dayto see that her hopes have not gone unnoticed, and she is able to returnback to her home.

Awards:

Boston Globe-Horn Book Award for Excellence in Children's Literature,2001 Honor Book Fiction and Poetry U.S.

Colorado Children's Book Award, 2003-2004 ; Nominee; Colorado John Newbery Medal, 2002 Honor Book U.S. Parents' Choice Award, 2001 Gold Fiction U.S. White Ravens Award, 2002 Winner United States U.S.

Book Lists: Best Children's Books of the Year, 2002; Bank Street College of

Education; U.S. Children's Catalog, Eighteenth Edition, Supplement, 2002; H.W. Wilson;

U.S. Children's Catalog, Nineteenth Edition, 2006; H.W. Wilson; U.S.

Notable Children's Books, 2002; American Library Association-ALSC;U.S. Smithsonian Magazine's Notable Books for Children, 2001;

Smithsonian; U.S.

Reviews:







Puget Sound Council 3/1/2002

Horn Book Guide

10/1/200

1Book Report 9/1/2001

Five Owls Review 9/1/2001

New York Times Review of Books

6/17/2001

Voice of Youth Advocate 6/1/2001




Kirkus Review

2/15/200

1

Booklist2/15/2001

Booklist2/15/2000

(Mackin, 2010)

Curriculum Connection:Although not generally in a set curriculum, this book could tie in with anycooking ideas that may be introduced in a classroom. Through the use of recipes, students could also learn math and science skills through themeasuring of ingredients and then by seeing the changes the ingredients gothrough (changing from liquids to solids, etc.)

AASL Standards : The standards listed below would be how to incorporate the use of recipesinto a teaching situation. This would link home experiences with schoolexperiences.

1.1.1Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process inown life.

2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations and further investigations.2.3.1 Connect understanding to the real world.





_____________________________________________________________________________ _ 22. Holes by Louis Sachar

Citation:

Sachar, L. (1998). HOLES. New York: Scholastic Book Services

Summary:Stanley Yelnats has bad luck, and it’s all because of his no good, pig stealinggrandfather and a curse that was placed upon him and his family. Whennothing goes Stanley’s way and he’s accused of stealing shoes (that really just fell into his lap) he’s sent to camp Greenlake in Texas until he learns tobe a better kid. Once at camp (that really isn’t camp, with no lake either!!)Stanley takes on a new nickname (“Caveman”) with the other boys as theyspend their days digging for holes in the dry Texas Lake. What they are

searching for, the boys don’t know, but they keep on digging. That is, untilone day when Stanley’s friend “Zero” runs away, Stanley goes to find him. Inhis search to find his friend, he doesn’t realize that his future actions will playa part in getting rid of the curse on his family. Upon returning to the dry lake,Stanley’s luck changes for the better and he returns home to live a differentlife.

Awards:

Arizona Young Readers' Award, 2001 Winner Teen Book Arizona National Book Award, 1998. Newbery Medal, 1999.

Reviews:


Book Report 5/1/1999

Five Owls Review 3/1/1999

Voice of YouthAdvocate

12/1/1998

Voice of YouthAdvocate 10/1/1998








Booklist6/15/1998


Curriculum Connection: This book is such a great read aloud! After reading it, students could havewriting prompts about what they would do if they were in Stanley’s situation.Students could also learn about “curses” and if they think that they actuallydo exist, and this could lead into cultural studies. As Stanley’s name is apalindrome, this book could also introduce different language concepts.

AASL Standards:By providing books in a read-aloud form and increasing interest in anassortment of books for students, the following standards could be observed:

4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.3 Respond to literature and creative expressions of ideas in variousformats and genres. 4.2.4 Show an appreciation for literature by electing to read for pleasureand expressing an interest in various literary genres.

_____________________________________________________________________________ _ 23. Homeless Bird by GloriaWhelan

Citation:

Whelan, G. (2001). Homeless Bird . New York: HarperTrophy.

Summary:When Koly is married off at age 13, she has no idea what kind of life is instore for her. As her husband dies only a few short days after their marriage,Koly is quickly widowed in a house that is unfamiliar to her. Making friendswith the daughter of her departed husband gives her some solace, but life ishard for her as she does a lot of manual labor for her Sass (mother in law)who does not care for her. After those in her new family leave and die, Koly

finds herself alone in a new city abandoned. With the help of Raji, a cartdriver, Koly finds a place to live, a job, and begins to make her own life forherself.

Awards/Reviews:





Judy Lopez Memorial Award for Children's Literature, 2001 Honor BookU.S.

National Book Awards, 2000 Winner Young People's Literature U.S.

Book Lists:

Best Books for Young Adults, 2001 Top Ten; American LibraryAssociation-YALSA; U.S.

Best Children's Books of the Year, 2001; Bank Street College of Education; U.S.

Editors' Choice: Books for Youth, 2000; American Library Association-Booklist; U.S.

English Journal Honor Listing, 2000; English Journal; U.S. Notable Books for a Global Society, 2001; Special Interest Group of the

International Reading Association; U.S. Notable Children's Books in the Language Arts, 2001; National Council

of Teachers of English; U.S. Notable Children's Books, 2001; American Library Association-ALSC;

U.S. Recommended Literature: Kindergarten through Grade Twelve, 2002 ;

California Department of Education; California School Library Journal Best Books, 2000; Cahners; U.S.

Reviews:


2/1/2001

Horn Book Guide 9/1/2000Booklist 3/1/2000




(Mackin, 2010)


As this book takes place primarily in India, this book would be good forstudents when learning cultural studies. As the main heroine is only 13 whenshe is married off, it would provide a unique perspective to students in 5th or6th grade who would not be too much younger than that. The book containscustoms, cultural terms, traditions and a variety of interesting facts for anystudent interested in how life might be in India.





AASL Standards:In thinking of studying Indian culture or other countries and cultures,students would want to read a diverse amount of resources to findinformation. The following standards would apply in relation to this idea:

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.2.3.2 Consider diverse and global perspectives in drawing conclusions.3.3.2 Respect the differing interests and experiences of others, and seek avariety of viewpoints. 4.4.4 Interpret new information based on cultural and social context.

_____________________________________________________________________________ _ 24. Loser by Jerry Spinelli

Citation:

Spinelli, J. (2003). Loser . New York: HarperTrophy.

Summary:Everyone knows someone like Donald Zinkoff. Oblivious to his own quirksand strange nature, he is what some would consider as a “loser.” He laughsat odd things (such as the word Jabip), wears strange hats, has messyhandwriting and is not very good at his schoolwork. However, that doesn’tstop him from enjoying school so much; he’s often there early or even shows

up on Saturdays! In Spinelli’s book, we get a glimpse of the first five years of school of this beloved character, and we get to see him as he changes andgrows, all unaware of the quirkiness that he holds.

Awards:

Book Lists: Children's Catalog, Nineteenth Edition, 2006; H.W. Wilson; U.S. William Allen White Children's Book Award, 2004-2005 ; Nominee;

Grades 3-5; Kansas

Reviews:









6/1/2002

Booklist5/15/2002

School Library Journal 5/1/2002Kirkus Review 4/1/2002


(Mackin, 2010)

School Library Journal 5/1/2002Gr 4-6-Donald Zinkoff is a kid everyone will recognize-the one with the stupidlaugh who cracks up over nothing, the klutz who trips over his own feet, theoverly exuberant student who always raises his hand but never has the rightanswers. Following him from first grade to middle school, the story is not somuch about how the boy changes, but rather how his classmates'perceptions of him evolve over the years. In first and second grades, hiseccentricities and lack of coordination are accepted, but in third gradeZinkoff is "discovered." His classmates turn their critical eyes to him andbrand him a loser. From then on, he endures the fate of so many outcasts-the last to be picked for the team, a favorite prey of bullies, and the butt of cruel comments from classmates. Despite his clumsiness and occasionallypoor social skills, Zinkoff is a caring, sensitive boy with loving and supportiveparents. He is remarkably good-natured about all the ostracizing andtaunting, but his response is genuine. It is not naïveté‚ or obliviousness that

gives Zinkoff his resilient spirit-he's a kid too busy being himself to worryabout what other people think of him. Although perhaps not as funny as JackGantos's little hellion, Joey Pigza, Zinkoff is a flawed but tough kid with anunshakable optimism that readers will find endearing. "Losers" in schoolseverywhere will find great comfort in this story, and the kids who would socasually brand their classmates should read it, too.-Edward Sullivan, WhitePine School, TN Copyright 2002 Cahners Business Information. (Mackin,2010)

Curriculum Connection: This is another book that I think would deal with social-emotional issues. Themain character of the book is a bit strange at times, and I think that studentscan identify with his character in some ways. It would be a good book to usewhen talking about friendship, as Zinkoff realizes that he really doesn’t havea “best friend” yet, he makes friends with all kinds of people. This bookwould be a good read aloud book.





AASL Standards:As most of the ideas for how to tie this into the curriculum deal with socialemotional issues, the standards would be mostly based on using it as a read-aloud book.

4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.2.4 Show an appreciation for literature by electing to read for pleasureand expressing an interest in various literary genres.

Personal Connection:I think that this book would be good to refer to someone’s personal collectionbecause of the fact that it contains a character that many people often feellike. We all at times feel like we maybe don’t fit in, but this book shows that

it’s alright to be yourself and to be proud of who you are.

_____________________________________________________________________________ _ 25. Surviving the Applewhites by Stephanie Tolan

Citation:

Tolan, S. S. (2002). Surviving the Applewhites . New York: Scholastic Inc..

Summary:Learning to live with a different family can be hard, especially if the family isa bit “different.” This is one thing that Jake Semple finds out in the book,Surviving the Applewhites. After being kicked out of “every school in NorthCarolina,” Jake is sent to live with the Applewhite family who are in charge of the “Creative Academy,” a home-school program that they run for theirartistic and talented children. Through the experience, Jake learns a lot abouthimself and what his true joy is, and makes unforgettable friendships alongthe way. In the meantime, while Jake is learning these life skills, E.D., one of the Applewhite children who is not artistic, is learning her valuable rolewithin the family. A story of finding one’s place in life, these two characters

learn to not only survive the Applewhites, but embrace them and find outwho they are through them.

Awards:

Newbery Honor Book 2002





Reviews:




Booklist11/1/2002


9/1/2002




2(Mackin, 2010)

School Library Journal Review 9/1/2002Gr 5-8-In this laugh-out-loud novel, a young teen on the fast track to the juvenile detention center suddenly finds himself living in rural North Carolinawith the outrageously eccentric Applewhite clan. Jake Semple, 13, has beenexpelled from a long line of schools before coming to the Applewhites to behomeschooled. This extended family forms what a visiting reporter christensan "artistic dynasty," with various creative endeavors absorbing the adults'time and attention. Jake is left largely to his own devices, since the family

doesn't believe in telling their charges what or when to study. He develops aloyal following consisting of an active four-year-old and an overweight bassethound, and his transformation is complete once he becomes enmeshed inthe family's production of The Sound of Music. Quirky characters, from thecub reporter to the visiting guru, add to the offbeat humor. The Applewhites'over-the-top personalities mark them as literary kin of Helen Cresswell'sBagthorpes. Running beneath the narrative that gently pokes fun ateverything from sculpture to TV documentaries, though, is also the story of aboy allowing himself to belong and begin to discover his own potential. Thishas terrific booktalk and read-aloud potential, and will help fill the need forhumorous contemporary fiction.-Faith Brautigam, Gail Borden Public Library,

Elgin, IL Copyright 2002 Cahners Business Information. (Mackin, 2010)

Curriculum Connection:I think that this book would also be a good read aloud for students. Asclassrooms become more diverse, each family represented is a bit different.Some students in the classroom may even be in foster family situations. Thisbook would be a good book to start a classroom discussion on families andJennifer Bucknam LLC 5790 Children's Lit: Summer, 2010




the different traits that may be found within a family (as the Applewhitefamily is pretty artistic!).Students could make family trees with similarinterests or other traits that link them with their families. After making afamily tree, the students could present it through a web 2.0 tool. (Anexample from my own family before I got married:

http://www.scrapblog.com/viewer/viewer.aspx?sbid=1960524 )

AASL Standards (In conjunction with curriculum connection ideas)

1.1.2 Use prior and background knowledge as context for new learning.1.1.4 Find, evaluate and select appropriate resources to answer questions.1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.2.1.4 Use technology and other information tools to analyze and organizeinformation. 4.1.7 Use social networks and information tools to gather and share

information.

_____________________________________________________________________________ _ 26. The Tiger Rising by: KateDiCamillo

Citation:

Dicamillo, K. (2006). The Tiger Rising. Cambridge: Candlewick. (Originalwork published 2001)

Summary:Rob Horton is new to town. He lives in the Kentucky Star motel with hisfather as his mother has died, and has no friends. He locks his pain andsadness inside of himself in what the calls his “suitcase.” One day whilesearching out in the woods behind the motel, Rob finds something fantastic:a tiger in a cage! With this new excitement also comes a new friend: Sistine. Together, the two decide the tiger must go free. In doing this, a part of Robwill be freed too.

Awards:

Charlie May Simon Children's Book Award, 2004 Honor Book Grades 4-6 AR.

National Book Awards, 2001 Finalist Young People's Literature U.S. Parents' Choice Award, 2001 Silver Fiction U.S.


http://www.scrapblog.com/viewer/viewer.aspx?sbid=1960524%20

http://www.scrapblog.com/viewer/viewer.aspx?sbid=1960524%20




Book Lists:


Reviews:

Kliatt11/1/2002


Library Talk11/1/2001



8/1/2001

Booklist6/15/2001

Booklist 6/1/2001





(Mackin, 2010)

Curriculum Connection: This book could connect with social emotional issues. As Rob generally holdshis feelings inside, this would be a good book to use for helping studentsrealize that it’s good to talk about things to feel better. This book could alsobe used to talk about bullying (as both Rob and Sistine are bullied in thebook.) This could also be used for teaching responsibility and taking care of animals in our world.

AASL Standards: The following standards would apply if discussing how to be respectful andtake care of other others in our society.

3.1.5 Connect learning to community issues. 4.1.5 Connect ideas to own interests and previous knowledge and experience.





_____________________________________________________________________________ _ 27. The Year of Miss Agnes by Kirkpatrick Hill

Citation:

Hill, K. (2002). The Year of Miss Agnes (Aladdin Historical Fiction). New York: Aladdin.

Summary:It all begins with a school teacher flying away from Fred and her schoolmates. Wondering if they will ever have a school teacher that will stay intheir little Alaska town, they are surprised to find out that they have a newteacher named Miss Agnes. Miss Agnes is not the “typical” school teacher, asshe quickly demonstrates by not only wearing pants as a woman, but by all

of the individual lessons she plans for her students. As the students learn,Miss Agnes becomes a favored teacher and the students dread the day thatschool is over and Miss Agnes leaves for her home back in England.

Awards/Reviews:

Once Upon A World Children's Book Award, 2001 Winner United States

Book Lists:

Adventuring with Books: A Booklist for Pre K-Grade 6, 13th Edition,2002; National Council of Teachers of English; U.S.


Books About Relationships and Community-Building, 2002; Children'sBook Council; U.S.

Notable Children's Books in the Language Arts, 2001; National Councilof Teachers of English; U.S.

School Library Journal Best Books, 2000; Cahners; U.S. Serving Native American/First Nation Youth Populations, 2003; ALSC

American Library Association; U.S. Smithsonian Magazine's Notable Books for Children, 2000;

Smithsonian; U.S.

Reviews:



1/21/2001






Booklist10/15/2000

School Library Journal 9/1/2000(Mackin, 2010)

Curriculum Connection:As this book is set in the 1930’s, this would be a good book to use whenteaching different history lessons. As the characters are from differentbackgrounds, it would be a useful book to teach students about differentcultures as well. One could teach about the Inuit people who live in Alaska,and then this book could provide an introduction for students to start to learnabout the Native Americans that lived in our country.

AASL Standards:Like some of the other curriculum connections, this one deals with learning

about new cultures. The following standard could be applied to learningabout a diversity of cultures:

2.3.2 Consider diverse and global perspectives in drawing conclusions.3.3.2 Respect the differing interests and experiences of others, and seek avariety of viewpoints. 4.4.4 Interpret new information based on cultural and social context.

_____________________________________________________________________________ _

Intermediate: Historical Fiction _____________________________________________________________________________ _ 28. Al Capone Does my Shirts by Gennifer Choldenko

Citation:

Choldenko, G. (2006). Al Capone Does My Shirts. New York City: Puffin.

Summary:

This book is about a boy named Moose (Matthew) who moves with his familyto Alcatraz once his father takes a job working as a guard there. On theisland, Moose gets to know some of the other kids on the island, includingPiper, the warden’s daughter who is always coming up with schemes forinteracting with the inmates. Moose also becomes caretaker to his older





sister who has significant needs that the family doesn’t quite understand,and hopes that she will be able to make it to the Esther P. Marinoff School.

Awards/Reviews:

Colorado Children's Book Award, 2007 ; Nominee; Junior Book;Colorado FOCAL Award, 2006 Winner U.S. Heartland Award for Excellence in Children's Literature, 2007 Finalist

U.S. Jefferson Cup Award, 2005 Honor U.S. John and Patricia Beatty Award, 2005 Winner U.S. John Newbery Medal, 2005 Honor Book U.S. Judy Lopez Memorial Award for Children's Literature, 2005 Honor

Book U.S. Parents' Choice Award, 2004 Silver Fiction U.S. Sid Fleischman Humor Award, 2004 Winner U.S.

Book Lists:


Children's Literature Choice List, 2005; Children's Literature; U.S. Notable Children's Books, 2005; American Library Association ALSC;

U.S. Publishers Weekly Best Children's Books , 2004; Cahners; United States

School Library Journal Best Books, 2004; Cahners; United States

Reviews:




4/1/2004

School Library Journal 3/1/2004Publisher's Weekly 2/2/2004






Curriculum Connection: This book would be good to connect with the curriculum in a couple of ways.First, since the book is based about a family living on the island of Alcatraz,this would be interesting to students if they want to learn about history,especially that about gangsters or prisons. This book would also be good to

use, as one of the main characters in the book has special needs (probablyconsidered to be autism.) This could be a good introduction for students if discussing the different needs that people have and how we can help peoplewith different needs.

AASL Standards:In thinking of students learning about others with diverse needs, they wouldneed to work in collaboration with one another. Here are some of thestandards that would apply to students working together to learn about newsubjects:

1.1.9 Collaborate with others to broaden and deepen understanding.3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of thecommunity.3.3.2 Respect the differing interests and experiences of others, and seek avariety of viewpoints.

_____________________________________________________________________________ _ 29 Crispin (The Cross of Lead)by Avi

Citation:

Avi. (2004). Crispin: The Cross of Lead . New York: Hyperion.

Summary:Known primarily as “Asta’s son” the character in the book finds many lifechanges come to him in a matter of days. After burying his mother, he findshimself in the woods overhearing a conversation between the steward of hisowner and another man. Before he knows it, he is being hunted by men, hishouse is torn down, and he is known as a “wolf’s head” a person who is in

danger of their life and can be killed by anyone at any moment. Unsure of what is happening or why, all he is left with from his departed mother is alead cross with an inscription on it. After running for his life, he finds a largeentertainer named Bear who makes him give oath to never leave him butwork as an apprentice for him. After his introduction with Bear, he is finallycalled by the name his mother intended for him: Crispin, a noble name.





While Bear and Crispin travel to Great Wexly (as Bear has an important visitto make there), Crispin is still in danger and wanted. Through a series of close encounters Crispin fears for his life until he faces up to the danger andenters into the manor of those who are trying to kill him.

Awards/Reviews:

John Newbery Medal, 2003 Winner U.S. Louisiana Young Readers' Choice Award, 2005; Nominee; Grades 6-8;

Louisiana

Reviews:



Bulletin of the Center for Children'sBo

3/1/2003





Booklist5/15/2002

(Mackin, 2010)

Booklist 5/15/2002Gr. 5-9. In his fiftieth book, (see interview on p.1609) Avi sets his story infourteenth-century England and introduces some of his most unforgettablecharacters--a 13-year-old orphan, seemingly without a name, and a huge,odd juggler named Bear. At first, the boy is known as Asta's Son, but whenhis mother dies, he learns from a priest that his name is really Crispin. Healso quickly comes to realize that he is in grave trouble. John Acliffe, thesteward of the manor, reveals himself to be Crispin's mortal enemy anddeclares the boy a "wolf's-head," which means he is anyone's prey. Clutchinghis only possession, a lead cross, Crispin flees his village into a vast newworld of opportunity--and terror. At his lowest ebb, Crispin meets Bear and

reluctantly swears an oath to be his servant. Yet Bear becomes much morethan a master--he's Crispin's teacher, protector, and liberator. Avi builds animpressive backdrop for his arresting characters: a tense medieval world inwhich hostility against the landowners and their cruelties is increasing. There's also other nail-biting tension in the story that builds to a gripping,somewhat confusing ending, which finds Crispin, once weak, now strong.





Readers may not understand every nuance of the political machinations thatpropel the story, but they will feel the shifting winds of change beginning toblow through a feudal society. --Ilene Cooper (Mackin, 2010)


This tale tells a lot about loss within a family, and it is an adventure tale. Itwould be a good book to use as a read aloud and have students predict whatthey think will happen next in the tale. For those interested in medievaltimes, this would be a good book to read, as it contains material such asserfdom, stewards, manors and Lords and Ladies. Students could also readother materials with old English terminology, poems, etc.

AASL Standards (in conjunction with above curriculum connection ideas):

1.1.6 Read, view, and listen for information presented in any format (e.g.,textual, visual, media, digital) in order to make inferences and gather

meaning.3.1.1 Conclude an inquiry based research process by sharing newunderstandings and reflecting on the learning. 4.1.4 Seek information for personal learning in a variety of formats and genres.

_____________________________________________________________________________ _ 30. A Faraway Island by Annika Thor

Citation:

Thor, A. (2009). A Faraway Island . New York: Delacorte Books For YoungReaders.

Summary: This tale of two sisters, Faraway Island tells the story of Stephie and Nellie,two Jewish sisters who are sent off to a Swedish island for safety. While onthe island, they are separated into two different foster homes. While livingthere, the sisters have mixed experiences with their foster families, oneenjoys living with her family and the other does not. The sisters wait for their

parents to meet up with them and take them to America, but for Stephie, thetime on the island seems like the end of the world. This is a tale of hardship,inner feelings of confliction, and a true bond of sisterhood.





Awards/Reviews:

Batchelder Award

Reviews:

School Library Journal 12/1/2009Publisher's Weekly

11/30/2009

Library MediaConnection

11/1/2009


School Library Journal Review:Gr 5–8— In this gripping story, Stephie and Nellie, two Austrian Jewishsisters, are evacuated in 1938 from Vienna to a Swedish island and placed inseparate foster homes. Twelve-year-old Stephie has promised her parentsthat she will try to ease her younger sister's way, a burdensome promise tokeep. Auntie Alma, Nellie's Swedish mother, is warmer and more welcomingthan Auntie Märta, Stephie's more austere foster parent. At first it seemsthat Nellie will have a more difficult time adjusting, but the oppositehappens. Loneliness and a sense of isolation engulf Stephie. The shunningand taunting of cliquish, bigoted girls intensify her longing for home and thefamiliar, but Stephie bravely perseveres, bolstered by the hope that she willonly be separated from her parents for a short time. Unfortunately this doesnot happen, and the girls must remain on this faraway island. Children willreadily empathize with Stephie's courage. Both sisters are well-drawn, likablecharacters. This is the first of four books Thor has written about the two girls.It is an excellent companion to Lois Lowry's Number the Stars (Houghton,1989), Kit Pearson's The Sky Is Falling (Viking, 1990; o.p.), and Olga LevyDrucker's Kindertransport (Holt, 1995).—Renee Steinberg, formerly atFieldstone Middle School, Montvale, NJ Copyright 2009 Reed BusinessInformation. (Mackin, 2010)

Curriculum Connection:Like many other books in this database, this book could also go to servemany teaching purposes. It could be used when learning history, as it dealswith the persecution or fear of persecutions that many Jewish families fearedback around the time of WWII. It could also be used when learning aboutdifferent family backgrounds, as the girls lived in different foster homes thanwhat they were used to. This may also provide a time for students to haveintrospection to see how they might handle a similar situation.

AASL Standards:





If students were to have a discussion on the subjects found within this book,the following standards may be observed:

1.3.4 Contribute to the exchange of ideas within the learning community.3.2.2 Show social responsibility by participating actively with others in

learning situations and by contributing questions and ideas during groupdiscussions. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

_____________________________________________________________________________ _ 31. The Invention of Hugo Cabret by: BrianSelznick

Citation:

Selznick, B. (2007). The Invention of Hugo Cabret . New York: ScholasticPress.

Summary: This book is about a young boy named Hugo Cabret, who is an orphan thatlives within the Paris train station. Hugo works at the station to maintain theclocks, and is interested in how machines work. As Hugo’s father onceworked on clocks and machinery, Hugo develops the same interest, and is

especially intrigued by one invention that his father found and was workingon before his death. While finding out the secrets of the machine, Hugomakes a friend along the way, and finds out other secrets about those whocome into his life.

Awards/Reviews:

Book of the Year Award, 2007 Winner Children's Literature U.S. Book Sense Book of the Year Award, 2008 Winner Children's Literature

U.S. Children's Choice Book Award, 2008 Finalist Illustrator of the Year U.S. National Book Awards, 2007 Finalist Young People's Literature U.S. New York Times Best Illustrated Children's Books of the Year, 2007

Winner U.S. Quill Awards, 2007 Winner Children's Chapter/Middle Grade U.S. Randolph Caldecott Medal, 2008 Winner U.S.





Book Lists:

Book Sense Children's Picks, Spring 2007; American BooksellersAssociation; Top 10; U.S.

Children's Choices, 2008; International Reading Association; U.S. Notable Children's Books, 2008; ALSC American Library Association;

U.S. Publishers Weekly Best Children's Books, 2007; Cahners; U.S. Teachers' Choices, 2008; International Reading Association; U.S.

YALSA Best Books for Young Adults, 2008; American LibraryAssociation; Top Ten; U.S.

Reviews:

Int'l Reading Assoc. Children'sChoice

1/1/2008









Curriculum Connection: This book would be useful to connect to the curriculum if students arestudying a number of things. Students could use it if studying biographies, asone of the characters in the book is based off a real man: George Melies.Students could get a glimpse in some of the real movies that he made, orthis could be an example for other biographies that they may be interestedin. This story would also be interesting to the students who are moremechanically minded. Students could look online and research automatonsor how clocks are made.


1.1.2Develop and refine a range of questions to frame the search for newunderstanding.

1.1.8 Demonstrate mastery of technology tools for accessing informationand pursuing inquiry.





2.2.4 Demonstrate personal productivity by completing products to expresslearning.

_____________________________________________________________________________ _

32. A Single Shard by BarbaraPark

Citation:

Park, L. S. (2001). A Single Shard . Boston: Houghton Mifflin.

Summary: This is the tale of Tree-ear, a homeless boy who lives under a bridge with hisfriend Crane-man. As Crane-man teaches Tree-ear ethics, Tree-ear wants tolearn something else: pottery. A master potter Min lives in the village and

makes beautiful celadon pottery. Tree-ear wants so badly to learn to be apotter as Min does, so he becomes an unlikely apprentice. While sonsgenerally took the place of apprentice, Min’s son is dead, and thus Tree-earlearns to follow in the master’s footsteps, even at times when the master ishard to work for and distempered. As Tree-ear grows, he learns how to be apotter, and forms important and meaningful bonds with Min and his wife.

Awards:

Asian Pacific American Award for Literature, 2001-2003 HonorableMention Text

U.S Lamplighter Award , 2004 ; Nominee; U.S John Newbery Medal, 2002 Winner U.S

Book Lists: Adventuring with Books: A Booklist for Pre K-Grade 6, 13th Edition,

2002; National Council of Teachers of English; U.S Best Books for Young Adults, 2002 ; American Library Association-

YALSA; U.S Best Children's Books of the Year, 2002 ; Bank Street College of

Education; U.S

Books to Read Aloud to Children of All Ages, 2003 ; Bank Street Collegeof Education; U.S Editors' Choice: Books for Youth, 2001 ; American Library Association-

Booklist; U.S Kaleidoscope, A Multicultural Booklist for Grades K-8, Fourth Edition,

2003 ; National Council of Teachers of English; U.S





Notable Books for a Global Society, 2002 ; Special Interest Group of theInternational Reading Association; U.S

Notable Children's Books, 2002 ; American Library Association-ALSC;U.S

Parent's Guide to Children's Media, 2001 ; Parent’s Guide to Children’s

Media, Inc.; U.S School Library Journal Best Books, 2001 ; Cahners; U.S Top 10 Historical Fiction for Youth, 2002 ; American Library

Association-Booklist; U.S.

Reviews:



4/1/2002

Newbery Medal 1/1/2002




Booklist 4/1/2001



(Mackin, 2010)

Curriculum Connection:In elementary school, there is a unit on Asian culture. This book would be agood book to use if anyone is interested in Korean culture. This would also beuseful to use in an art class as the main craft that Tree-ear learns is pottery.Students could hear the story and then be able to try to make their ownforms of pottery. Students could also research different cultures or differentmethods used to make pottery online.

AASL Standards (used in conjunction with curriculum content ideas):

2.3.1 Connect understanding to the real world.2.3.2 Consider diverse and global perspectives in drawing conclusions.3.3.4 Create products that apply to authentic, real-world contexts.

_____________________________________________________________________________ _





33. The (Mostly) True Adventures of Homer P. Figg By RodmanPhilbrick

Citation:

Philbrick, R. (2009). Mostly True Adventures of Homer P. Figg. New York: TheBlue Sky Press.

Summary:Homer P. Figg is one who likes to stretch the truth, and quite a bit. Being leftalone in a locked up root cellar, Homer decides he needs to go find hisbrother Harold who has been drafted underage for the Civil War. Afterstealing his uncle’s horse, Homer begins a journey filled with all kinds of adventure before finding himself on the battlefield at Gettysburg with hisbrother.

Awards/Reviews:

A Junior Library Guild selection John Newbery Medal, 2010 Honor Book United States

Book Lists Children's Catalog Supplement to Nineteenth Edition, 2009 ; H. W.

Wilson Company; U.S. Publishers Weekly Book Review Stars, November 24, 2008 ; Cahners;

U.S.

Curriculum Connection:As this book is mainly about a boy who is going to try to find his brother whois fighting for the North in the Civil war, this book would be good to use whenlearning about American history. It includes many different concepts that arenot generally learned about when it comes to the Civil war: using balloons forair warfare and spies, and gives what a child’s viewpoint may be on the Civilwar.

AASL Standards:In doing research on the Civil war and additional information that is notgenerally gathered, the following standards could apply to internet oradditional research of these different topics:

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflictinginformation, and point of view or bias.





2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.

_____________________________________________________________________________

_

Intermediate: Fantasy Books _____________________________________________________________________________ _ 34. The Graveyard Book by: NeilGaiman

Citation:

Gaiman, N. (2009). Graveyard Book . New York: HarperCollins Publishers.

Summary:“There was a hand in the darkness that beheld a knife...” Or so begins thetale of “Bod” (Nobody) Owens. After his parents are murdered, he sneaks outof the house and finds his way to a graveyard. When entering the graveyard,the ghosts within come to his aid and offer him protection as long as he is inthe graveyard. Two of the ghosts, Mr. and Mrs. Owens offer to be his parentsand to raise him, while Silas, a man neither dead nor alive is his guardian totake care of his physical needs. While in the graveyard, Bod experiences allkinds of adventures, meets new creatures, and even makes friends with agirl from outside the graveyard. Although Bod grows and learns within the

graveyard, the man Jack who killed his parents still is on the hunt for him.When he finally finds him within the graveyard (through sneaky means) hefollows Bod to kill him. An ancient creature makes sure that the man Jackdoes not kill Bod.

Awards/Reviews:

Boston Globe-Horn Book Award for Excellence in Children's Literature,2009 Honor Book Fiction and Poetry U.S.

Cybils, 2008 Winner Fantasy and Science Fiction (Middle Grade) U.S. Elizabeth Burr/Worzalla Award, 2009 Winner U.S. John Newbery Medal, 2009 Winner U.S. Locus Award, 2009 Winner Young Adult Book U.S. Mythopoeic Fantasy Award for Children's Literature, 2009 Finalist U.S. School Library Journal Battle of the (Kids') Books, 2009 Nominee U.S.

Book Lists:





Best Kids Books of the Year, 2008; Washington Post; U.S. Editors' Choice: Books for Youth, 2008; Booklist; U.S. Horn Book Fanfare, 2008; Horn Book; U.S. Notable Children's Books, 2009; ALSC American Library Association;

U.S. Outstanding International Books, 2009; USBBY; U.S. U.S. Top 10 SF/Fantasy for Youth, 2009; American Library Association

Booklist; U.S.

Reviews:

Library Journal12/9/2008

Horn Book Magazine11/1/2008


School Library Journal10/1/2008


Booklist9/15/2008


Voice of Youth

Advocate 8/1/2008(Mackin, 2010)

Curriculum Connection:In thinking of curriculum connections, this book is harder to think of ideasfor. Although it is a great book to read aloud, the only ways that I can thinkto link it to curriculum would be to have students write in their journals aboutdifferent aspects of the book.

AASL Standards:If using this book as a writing prompt, the following standards would apply:

3.1.3 Use writing and speaking skills to communicate new understandingseffectively. 4.1.3 Respond to literature and creative expressions of ideas in variousformats and genres.





4.2.4 Show an appreciation for literature by electing to read for pleasureand expressing an interest in various literary genres.

_____________________________________________________________________________ _ 35. The Lightning Thief by: Rick Riordan

Citation:

Riordan, R. (2006). The Lightning Thief . New York: Miramax Books.

Summary:Percy Jackson has always known he’s a bit different. He has dyslexia, ADHDand has been kicked out of one school each year that he’s been in school.It’s not until he’s on a field trip and realizes that something may be a littledifferent for him when he’s doing battle with his math teacher! Through aseries of twists and turns and an unusual journey, Percy finds himself at anunusual camp called “half-blood camp” where he finds out that he is son toone of the Greek gods. With a battle waging between the gods, Percy is senton a quest to retrieve a lightning bolt that the gods believe he’s stolen andwith the help of two friends, Percy fights monsters, other Greek gods, andthen finds himself in the underworld.

Awards:

Colorado Blue Spruce Young Adult Book Award, 2008; Nominee; CO.Colorado Children's Book Award, 2008 ; Nominee; Junior Book; CO.

Young Reader's Choice Award, 2008 Winner Intermediate Division U.S.

Book Lists: Best Books for Young Adults, 2006; American Library Association-

YALSA-Adult Books for Young Adults Task Force; U.S. Notable Children's Books in the Language Arts, 2006; National Council

of Teachers of English; U.S. Notable Children's Books, 2005; New York Times; U.S. Notable Children's Books, 2006; American Library Association-ALSC;

U.S. School Library Journal Best Books, 2005 ; Cahners; U.S.





Reviews:



New York Times Review of

Books12/4/2005


11/13/2005

Booklist 9/15/2005






Curriculum Connection: This book would connect with the curriculum for older students within afolklore unit. As the main emphasis of the book deals with the Greek gods,this book would be great to help introduce students to mythology anddifferent cultural stories that are found around the world. After reading thisbook, the students could look up the history behind the stories (read otherGreek mythology) or could find other legends that are found in folklore.

AASL Standards (in conjunction with above curriculum connections):

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context .2.3.2 Consider diverse and global perspectives in drawing conclusions. 4.4.4 Interpret new information based on cultural and social context.

_____________________________________________________________________________ _ 36. The Underneath by Kathi Appelt

Citation:

Appelt, K. (2010). The Underneath. New York: Atheneum.

Summary:





This story is about an unusual family that comes to be: three cats and an oldhound dog. This unlikely family lives together in the Underneath, which isactually the place under the porch under an old tilting house. As long as thekittens stay under the Underneath, they will be safe, for the man who ownsthe house; Gar Face is a mean man and would hurt the kittens if they dared

to venture out. But as kittens are often curious, one makes his way out of theporch area to find himself in a lot of trouble, and eventually separated fromthe rest of his family. A masterfully woven story, The Underneath is anengaging story about folklore, family, and love; even in the most unlikelyways.

Awards/Reviews:

John Newbery Medal, 2009 Honor Book U.S. National Book Awards, 2008 Finalist Young People's Literature U.S. School Library Journal Battle of the (Kids') Books, 2009 Nominee U.S. 2009 PEN USA literary award winner for children’s literature

Book Lists: Best Kids Books of the Year, 2008 ; Washington Post; U.S. Editors' Choice: Books for Youth, 2008 ; Booklist; U.S. Notable Children's Books, 2009 ; ALSC American Library Association;

U.S.

Reviews:


Booklist5/15/2008


Curriculum Connection: This book would be good to use in a number of ways. While it could be usedto introduce different types of families, it could be used in collaboration withstudies on the south in the bayou (including Texas and Louisiana) or, it could

also be used to introduce a folklore unit. Students could hear the tales of Grandmother Moccasin, Night Song and Hawk Man, and then they wouldhave the opportunity to go and learn about other folklore tales that are in theworld. The discussion guide in the back of the book also gives othersuggestions for what can be done to engage student learning into the bookThe Underneath.





AASL Standards (in conjunction with curriculum content ideas):

1.2.7 Display persistence by continuing to pursue information to gain abroad perspective.

1.3.2 Seek divergent perspectives during information gathering and assessment. 4.1.4 Seek information for personal learning in a variety of formats and genres.

Personal Connection to students: As Grandmother Moccasin wasseething with anger in her jar, it would be good to use this book for a studentwho may have difficulty letting go of anger. Although Grandmother Moccasinfelt that the anger made her feel better in some ways, in the end sherealized that it hurt others and impacted her life in a negative way more thanmaking her feel any better.

_____________________________________________________________________________ _

Intermediate: Informational Books _____________________________________________________________________________ _ 37. Outside and Inside Spiders by SandraMarkle

Citation:

Markle, S. (1999). Outside And Inside Spiders (Outside Inside). New York:

Aladdin.

Summary:Outside and Inside Spiders, is an in-depth look at spiders. There is moreinformation than pictures within this book, however, the pictures present,take up full pages and are generally not the normal pictures you would findwithin a spider book. Included within the pages of the book is generalinformation about spiders as well as deeper information and images, such

as: the photographs of a tarantula’s heart and lungs.

Awards/Reviews:

Book Lists:





Adventuring with Books: A Booklist for Pre K-Grade 6, 1997 ; NationalCouncil of Teachers of English; U.S.A

Children's Catalog, Eighteenth Edition, 2001 ; H.W. Wilson; U.S.A Outstanding Science Trade Books for Children, 1995 ; National Science

Teachers Association; U.S.A

Reviews:



6/1/1994

Booklist 4/1/1994


(Mackin, 2010)

Mary Harris Veeder (Booklist, Apr. 1, 1994 (Vol. 90, No. 15))Markle's holistic approach to spiders is appropriately scientific. First shedistinguishes spiders from insects. Then, with large color photographsaccompanying her text, she explains habitats, lifestyles, and mating.Subdivisions might have been useful (the book has no chapters), but theattention Markle pays to the spider's internal structure distinguishes thediscussion and makes the book valuable for the science student. Apronunciation guide and a combined glossary and index are provided. Thefinal page, containing a number of questions to help kids think about whatthey've learned, encourages readers to see things as a spider might.

Category: Middle Readers. 1994, Bradbury, $15.95. Gr. 4-6. (Mackin, 2010)

Curriculum Connection: This book would be useful for science within the elementary school. As thisbook is full of a lot of in-depth information, it would be very informational forstudents in the intermediate grades.

AASL Standards:As this book is more useful for intermediate students, students could deepentheir understanding of spiders by looking online. If choosing to do this, thefollowing standards would apply:

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process.(Connecting books with science)

1.2.7 Display persistence by continuing to pursue information to gain abroad perspective.





4.1.4 Seek information for personal learning in a variety of formats and genres

_____________________________________________________________________________ _

DVD selections _____________________________________________________________________________ _ 38. Because of Winn Dixie

Citation:

Book:

Dicamillo, K. (2005). Because of Winn-dixie. New york: Scholastic, Inc..

Movie:

Wang, W. (Director). (2005). Because of Winn-Dixie [Motion picture].USA:

20th Century Fox.

Summary:

He’s a tad wild, big, scared of thunder and lightning, but knows how to makefriends and how to be a friend. Named after a Winn Dixie grocery store, thisnew dog becomes an important friend in India Opal Buloni’s life. Aftermoving with her father “the preacher” to a new town, Opal feels prettylonely, but Winn Dixie comes into her life and knows exactly how to bringpeople together.

Awards/Reviews:Book:

ABC Children's Booksellers Choices Award, 2001 Winner Middle GradeReaders U.S.

American Booksellers Book Sense Book of the Year (ABBY) Award, 2001Winner Children's Literature U.S.

Charlotte Award, 2002 Winner Intermediate U.S. Colorado Children's Book Award, 2003 Runner Up Junior Novel Colorado John Newbery Medal, 2001 Honor Book U.S. Josette Frank Award, 2000 Winner Fiction U.S.





Judy Lopez Memorial Award for Children's Literature, 2001 Honor BookU.S.

KIND Children's Book Award, 2003 Winner Best Chapter Book U.S. Mitten Award, 2000 Winner U.S. Parents' Choice Award, 2003 Gold Best 25 Books in 25 Years U.S. Southeast Booksellers Association Book Award, 2001 Winner U.S. Voice of Youth Award, 2001-2002 First Place U.S. Colorado Blue Spruce Young Adult Book Award, 2002 ; Nominee;

Colorado Colorado Children’s Book Award, 2003 ; Nominee; Colorado

Movie:

Review from USA Today:"Because of Winn-Dixie is a sweet, family-friendly retelling of a touching andfunny Newbery Award-winning children's book....

Winn-Dixieis a welcome

relief: a whimsical family film about longing and belonging told with gentlehumanity." (Claudia Puig, 2/17/2005,USA Today)

Curriculum Connection: This book could connect to the curriculum as it deals with social emotionalissues such as making friends. It would be a good discussion topic to discusssome ideas of what students feel about what things bring people together.


1.1.6 Read, view, and listen for information presented in any format (e.g.,textual, visual, media, digital) in order to make inferences and gather meaning.3.3.5. Contribute to the exchange of ideas within and beyond the learningcommunity. 4.1.1 Read, view, and listen for pleasure and personal growth.

_____________________________________________________________________________ _ 39. Cloudy With a Chance of Meatballs

Citation:Book:

Barrett, J. (1978). Cloudy With a Chance of Meatballs. New York: Atheneum.

Movie:


http://www.usatoday.com/life/movies/reviews/2005-02-17-winn-dixie-review_x.htm

http://www.usatoday.com/life/movies/reviews/2005-02-17-winn-dixie-review_x.htm




Miller, C. (Director). (2009). Cloudy with a Chance of Meatballs (Single-DiscEdition) [Motion picture]. United States: Sony Pictures.

Summary: This movie gives a more detailed perspective on the events that came to

pass in the town of Chewandswallow. While the book only gives a brief viewof the town that rained food, this film adaptation gives a tad morepersonality to the story. Flint, a persevering inventor is always out trying tomake new things. Although most of his ideas turn out to be quite useless, hefinally comes up with one that makes him a star in his town. He’s figured outhow to make it rain food! While the “weather forecast” is always predictingthe food for the day (based on what Flint programs in) things seem to begoing well. That is, until the greedy mayor decides that it’s time to add alittle more to the menu, thus messing up the program and causing the foodthat is rained to be out of proportion! As the food is starting to destroy thetown, Flint and his new friend weather girl Sam Sparks fly up to the invention

and try to destroy it.

Movie Review:

From the Boston Globe:

Cloudy With a Chance of Meatballs

‘Meatballs’ is a bit bland, but still fun

Any movie based on a children’s picture-book is bound to be a feat of

extrapolation, but taking on “Cloudy With a Chance of Meatballs’’ poses a

special challenge. The 1978 book has a funny concept - a town called

Chewandswallow, where the food supply falls from the sky - but no

characters and little plot to speak of. Food drops, in ever more destructive

weather patterns, but no one questions why.

CLOUDY WITH A CHANCE OF MEATBALLS Directed by: Chris Miller andPhil Lord

Written by: Judi Barrett and Ron Barrett (book), Chris Miller and Phil Lord(screenplay)

Starring voices of: Bill Hader, Anna Faris, James Caan, Bruce Campbell, AndySamberg, Mr. T

At: Boston Common, Fenway, suburbs, and Jordan’s IMAX, Natick andReading

Running Time: 81 minutes

Rated: PG





So the new 3-D animated movie version essentially starts from scratch. We

get a tiny island town called Swallow Falls, which lives well off the sardine

trade until global sardine demand takes a serious downturn. And we get a

protagonist, a nerdy young inventor named Flint Lockwood (the voice of Bill

Hader), who is misunderstood by his father, Tim, a bait-and-tackle shop

owner voiced with endearing gruffness by James Caan. Flint decides to save

the town from depression by inventing a machine that converts water into

food, and when his gizmo somehow winds up suspended in the sky - just

don’t think about it too much - it starts raining cheeseburgers, hot dogs, and

any other food that Tim orders from his computer.

At first, this is good for everyone, particularly an aspiring weather girl named

Sam Sparks (Anna Faris), the town’s gluttonous mayor (Bruce Campbell), and

the kids who get to enjoy a morning snowfall of ice cream. But the people

get greedy, the portions get too large - there’s a message about obesityhere, but thankfully it isn’t pushed too hard - and the machine, now

overworked, starts going haywire.

The most impressive thing about this film is the vibrancy of its world, created

by Phil Lord and Chris Miller, veterans of the animated TV series “Clone

High.’’ The characters are carefully drawn in the metaphoric sense, and cast

with the obligatory hipster cred: Andy Samberg plays “Baby Brent,’’ a grown-

up slacker who’s still sponging off his fame as an infant sardine mascot; Mr.

T plays a police officer who does acrobatics in short shorts; and Neil Patrick

Harris provides the voice of Flint’s sidekick, a monkey named Steve.

There are occasional references to the book: a roofless restaurant, a pancake

that falls atop a school, an enormous orange Jell-O mold. But what’s striking,

for any devotee of the print version, is how little this looks like the book. Ron

Barrett’s detailed illustrations are distinctive and unique, but the movie

arrives in a familiar, glossy style that makes the characters all look like bug-

eyed plastic action figures. That’s not to say it isn’t beautiful at times,

especially during scenes involving water or Jell-O. And the animators have

great fun with the fake-fur look of Tim’s bushy eyebrows and mustache.

Still, it’s all very Hollywood, appealing but derivative, inspired by the likes of

“Honey, I Shrunk the Kids’’ and every disaster movie ever made. As such, it

might be a little scary for the smallest kids, who won’t take well to the

concept of a giant ear of corn rolling toward them in 3-D. For everyone else,

it’s engaging, perhaps a little too frenetic, and full of the expected lessons





about being yourself and expressing your love. It’s not especially filling, but

it leaves a pleasant aftertaste. (Weiss, 2009)

Curriculum Connection:Although this film is more drawn out than its book counterpart, it contains a

lot of ideas that could be incorporated into the classroom. Students couldlearn about meteorology and the weather, and students could also try toinvent things like Flint (the main character in the movie) does.

AASL Standards:1.1.6 Read, view, and listen for information presented in any format (e.g.,textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.1 Read, view, and listen for pleasure and personal growth.

_________________________________________________________________________

40 A Wrinkle in Time

Citation:Book:

L'Engle, M. (2007). A Wrinkle in Time. New York: Square Fish. (Originalwork published 1976)

Movie:

Harrison, J. K. (Director). (2004). A Wrinkle in Time [Motion picture].

United States: Walt Disney Home Entertainment.

Summary:Meg Murry lives in a pretty unique family, her parents are both extremelybrainy, her youngest brother Charles Wallace is a genius who can read hermind and tell the future, and twin brothers who are a handful. Although herdad promises that he’ll always be there for her, he seems to have left thefamily. Little does Meg know that her dad did not abandon the family as theyhave thought, but is caught in another dimension. After receiving a messagefrom Mrs. Whatsit, Charles Wallace, Meg and their friend Calvin O’Keefe aretransported into the dimension to save their father. After meeting up with

Mrs. Who, and Mrs. Which, they find out that the planet earth is under attackfrom an evil black cloud called “the black thing.” The children find out thattheir father is held on the planet Camazotz, and through a series of battleswith some of the creatures on the island, they are able to free Mr. Murry andreturn home.





Awards/Reviews:Book Awards:

John Newbery Medal, 1963 Winner United States

Book Lists:

Books for You: An Annotated Booklist for Senior High, 1972 ; NationalCouncil of Teachers of English; United States

Books for You: An Annotated Booklist for Senior High, Sixth Edition,1976 ; National Council of Teachers of English; United States

Books to Read Aloud to Children of All Ages, 2003 ; Bank Street Collegeof Education; United States

Children's Catalog, Eighteenth Edition, 2001 ; H.W. Wilson; UnitedStates

Educators' Top 100 Children's Books, 2007 ; NEA Survey; United States Not Just for Children Anymore!, 2001 ; Children's Book Council; United

States Recommended Literature: Kindergarten through Grade Twelve, 2002 ;

California Department of Education; California

Movie:

Nominated for Saturn Award: Best DVD television programming, 2005 Nominated for Artios Award: Best Casting for TV Miniseries, 2004 Nominated for Leo Award: Feature Length Drama: Best Musical Score,

2004

Nominated for WGA Award: Children’s script, 2005 Nominated for Young Artist Award: Best performance in a TV movie,

miniseries or special-Leading Young Actor David Dorfman, 2005

Curriculum Connection:As this movie is based on a fantasy book, it would be a good movie to helpinspire imaginative thoughts for children. Students could write in journalsabout what it would be like to travel to another planet or dimension andsome of the creatures they think they would meet. This may also be a goodmovie to end a unit on space and the planets as it also deals with evilattacking planet earth.

AASL Standards:1.1.6 Read, view, and listen for information presented in any format (e.g.,textual, visual, media, digital) in order to make inferences and gather meaning. 4.1.1 Read, view, and listen for pleasure and personal growth.





_____________________________________________________________________________ _

All award/book list information came from Mackin.com. The bibliographicalinformation is below:

Bibliography:

Because of Winn-Dixie - Children's Book and Movie Review of Because of Winn-Dixie. (n.d.). Children's Books - Reviews Articles Lists of Best Children'sBooks. Retrieved July 19, 2010, from http://childrensbooks.about.com/

Mackin Educational Resources. (2010). Mackin Educational Resources.

Retrieved June 8- July 25, 2010, from http://mackin.com

Weiss, J. (2009, August 18). 'Cloudy With a Chance of Meatballs' movie

review - 'Cloudy With a Chance of Meatballs' showtimes - The Boston Globe.

Boston.com. Retrieved July 21, 2010, from http://www.boston.com/ae/movies

http://childrensbooks.about.com/

http://childrensbooks.about.com/

(sims) bucknam.children database

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