Isabella's Garden by Glenda Millard and Rebecca Cool (grades K-2)

2013 USBBY Outstanding International Book

Plot Summary from Amazon

A lyrical, uplifting picture book explores the growth and continual change that goes on in a much-loved garden.

This is the sun that kisses the clouds 
that cried the rain that soaks the seeds
that sleep in the soil, all dark and deep,
in Isabella’s garden.
In Isabella’s garden, amazing things come from the tiniest of seeds as they bloom and flourish and make way for a whole new season of growth. Told with great warmth and echoing favorite nursery rhymes such as "The Green Grass Grows All Around" or "The House that Jack Built," Glenda Millard’s award-winning story bursts with life. Beautifully complemented by Rebecca Cool’s bright, peaceful illustrations, here is a tale that is sure to win the hearts of readers of all ages.

 

YouTube Storytime:

https://www.youtube.com/watch?v=6Wktk_sC-Ms

 

Questions to consider:  

What style of art does the illustrator use? Why?

What are the differences and similarities between two cumulative rhymes Isabella’s Garden and “This is the House that Jack Built”?

What universal experience does this book refer to? 

Name Verity by Elizabeth Wein (Grades 9-12)

This month, I will be discussing Elizabeth Wein's Code Name Verity, a 2013 USBBY Outstanding International Book for grades nine through twelve. The author, Wein, may sound familiar to you all, as I featured her other USBBY Outstanding International book, Rose Under Fire in a previous blog post.

Wein, E. (2013). Code Name Verity. New York, NY: Disney-Hyperion.

As you know, I read the later-published, companion novel, Rose Under Fire, before I decided to delve into Code Name Verity. I'm not sure why I chose to read the former first, but I wish I hadn't. The two books are so similar, yet so very different, and I just wish that I had experienced Code Name Verity before its counterpart. To divulge why I have come to this conclusion, I feel as though I must include a brief summary, retrieved from the author's website, of the novel in question:

When “Verity” is arrested by the Gestapo, she’s sure she doesn’t stand a chance. As a secret agent captured in enemy territory, she’s living a spy’s worst nightmare. Her Nazi interrogators give her a simple choice: reveal her mission or face a grisly execution.  They'll get the truth out of her.  But it won’t be what they expect.

As she intricately weaves her confession, Verity uncovers her past, how she became friends with the pilot Maddie, and why she left Maddie in the wrecked fuselage of their plane. On each new scrap of paper, Verity battles for her life, confronting her views on courage, failure and her desperate hope to make it home. But will trading her secrets be enough to save her from a merciless and ruthless enemy?

Harrowing and beautifully written, Code Name Verity is a visceral read of danger, resolve, and survival that reveals just how far true friends will go to save each other. The bondage of war will never be as strong as the bonds forged by the unforgettable friendship in this extraordinary tale of fortitude in the face of the ultimate evil.

I'm sure, by reading the summary, that you've noticed some very obvious differences found between the two books. They contrast one another with their plots and setting. The protagonists are captured by Nazis, but the outcomes are quite different in various ways. However, their interwoven similarities are so complex and beautiful, and, admittedly, were something I didn't quite realize when I began reading Code Name Verity. To be honest, it took me a while to read this book. I just couldn't get into it, you know? After completing the beautifully written Rose Under Fire, with all of its poetry and its hope and faith in humanity (things CNV certainly lacks during the first few "entries"), I didn't want to be immediately thrust into the dark world of Code Name Verity. Additionally, the strange narration style didn't motivate me at all to pick this book back up. To explain, Wein takes a familiar approach, the style of diary entries, but this particular narrator writes not from her own perspective--but from her best friends'. It's very confusing at first. I almost gave up on this work, but I am so, so glad that I didn't. This book was filled with such raw and deep emotion, and, once again, I was left in a state of shock, the good kind of shock, when finishing this book.

I would certainly recommend this book to readers of YA novels and beyond, but I must warn you, just as I did with Rose Under Fire: It is graphic. It will make you feel uncomfortable. It will make you think (about our world's past, about humanity, about friendship), but, hey, isn't that what all good literature is supposed to do--make you think? Don't let the narration style discourage you as it did me. You won't regret reading this book (and Rose Under Fire).

As you all may now know, I am a huge fan of this author's work, but I do believe that there are always questions that readers should consider while exploring a text. With this particular work, I think these questions should be addressed:

• Why do so many USBBY Outstanding International Books have a World War II setting? Does this choice of the author represent a universal theme or international issues?
• Again, I must ask: How is Code Name Verity a companion text for Rose Under Fire? What similarities do the two texts have? What differences? Did these similar characteristics aid in Code Name Verity's placement on USBBY's Outstanding International Book List?
• What topics, if any, are too graphic or possibly too upsetting to discuss in a classroom setting?

This One Summer by Mariko Tamaki and Jillian Tamaki

Tamaki, Mariko, & Tamaki, Jillian (2014).  This one summer.  New York: First Second.

       This One Summer is perfect for a summer read, as it is a great YA graphic novel and a coming of age story of two pre-teen girls, Rose and Windy.  Both girls are only children, so they bond with each other while their families spend summers at the lake.  In addition to the normal challenges that come with being early adolescents, Rose's parents are going through a "rough patch" in their marriage.  Also, Rose and Windy become indirectly involved with relationship issues of older teenagers in the neighborhood.  Fortunately, they are able to lean on each other.  The drawings in the book are beautiful, and the dialogue is realistic for the age group.  Although the book was published in the United States, both of the authors are Canadian.  They are the same duo who teamed up to write the YA graphic novel Skim, which tells the story of a Wiccan "gothic" girl who has a hard time fitting in at her private school.  The author (Mariko) and the illustrator (Jillian) are cousins, and I love the idea of two family members collaborating on a creative project.
     I can relate to the book on a personal level because of the many beach vacations my cousin Cindy, my sister Patty, and I spent together as kids.  In particular, summer 1997 was a pivotal time in our lives and in our relationships with each other.  Cindy and I were both in high school, and Patty was in middle school.  All three of us were going through a lot of changes, both physically and emotionally.  One night, after July 4th fireworks, we went out to the beach, just the three of us.  We each made promises to the ocean that to this date, we haven't told anyone except for each other and the Amelia Island waters.  The ocean still holds some of our secrets and, therefore, a key into our souls.  In This One Summer as well, water is a force that both gives and takes away.  I believe that like the characters in this book, other pivotal moments in my life will take place by the water.

My Happy Life by Rose Lagercrantz & Eva Eriksson (Grades PreK-2)

Lagercrantz, R & Eriksson, E. (2013). My happy life. Minneapolis, MN: Gecko Press USA.

My Happy Life  is a 2014 USBBY Outstanding International Book.  Here is a summary from the Smithsonian Asian Pacific American Center Website:

When Dani can’t sleep, she doesn’t count sheep, she “counted all the times she’d been happy.” Now she’s also excited, as well as happy: “She’d waited her whole life to start school.” Her first day is “‘[m]aybe a little bit scary, but lots of fun,’” as she explains to her family – her Dad and Cat. The next day turns out to be even better because she meets Ella: “You couldn’t find a better friend than Ella. She and Dani stuck together through wet and dry, sun and rain, thick and thin.”

But then Ella moves away, and Dani’s happiness falters. Missing Ella makes Dani remember how she “used to have a mother who lived there, too, but she had passed away.” While she knows Ella didn’t die as her mother did, Ella is, in effect, gone. At least for now. School, especially, is no longer the same happy place.

Little by little, Dani regains her happiness – her father, her grandmother, and her Italian relatives all help. Mixed in with “things [that] had gone wrong,” Dani realizes she’s still “probably the happiest person she knew but not all the time”; she learns that part of being “happy many times in my life” includes not-so-happy experiences, too.

Swedish author Rose Lagercrantz creates a gently realistic reminder that a happy story doesn’t need to be a saccharine-coated fairy tale. Lagercrantz shows how acknowledging hardships, accepting support from others can substantially up the happy-factor. Eva Erikkson, Lagercrantz’s longtime artistic collaborator (over 30 years!), imbues Dani with a full range of emotions; her delightful illustrations endearingly balance every downturned expression with an eventual smile, giggle, and guffaw. For readers of every age, My Happy Life turns out to be quite the meaningful reality check – touching and hopeful, too!

The New York Time's review of the book brings up a couple of interesting points for the American reader:

1. How are girls portrayed in our books?  Paul's article praises this book for being "one of those joyous rarities: a book about girls who are neither infallible nor pratfall-prone, but who are instead very real — both admirable and relatable." and continues by pointing out that, "it’s much harder to find stories about “good girls” — a term that too often feels like a pejorative."

2. How is resilience discussed in books or is it? Paul writes: "“My Happy Life” isn’t about death but about how children process negative experiences... It’s about children’s natural and learned resilience, the incredible bouncing back that never ceases to surprise their worn-down parents. The book’s intended readers may not realize they are reading about anything unusually prized, but they will recognize they’re on to something quite splendid. If only all early chapter books were this beautifully conceived."

Questions for teachers to consider:

1. Several books reviewed on this blog have discussed or mentioned death (including this one) (Tricycle, My Father's Arms Are a Boat, The War Within These Walls ) how well do we discuss death in the classroom or is it appropriate?  Is there an age requirement?

2. Similar to the previous question, how well do discuss feelings with students?  What are the different approaches we use and which books have been or would be the most helpful?

3. How many students in your classroom could relate to Dani on her first day jitters, feeling nervous finding a friend, and the emotions that are involved when a good friend moves away?

The War Within These Walls by Aline Sax and Caryl Strzelecki (Grades 9-12 Category)

Sax, Aline, & Strzelecki, Caryl (2013).  The war within these walls.  (Laura Watkinson Trans.)
Grand Rapids: Eerdsmans Books for Young Readers.

This book conveys a poignant account of the Warsaw Ghetto Uprising in 1943.  I find it interesting that both the author and the illustrator are Belgian (Flemish) and wonder how their teachings of the Holocaust in schools are similar to or different from the ones we have in the United States.  The book is historical fiction and is not a graphic novel, but it is heavy on visuals.  Misha, the fictional character, tells the story in poetic vignettes, and his voice is very relatable.  The story touched me on a personal level because some of my ancestors survived Dachau.  We are not sure why they were there.  They might have been part Jewish, and they might have been of gypsy descent.  It is also possible that they were political dissidents.  That would not be surprising, knowing my family, but we cannot tell by looking at the records to which we have access.  What matters most, though, is that they were affected by the Holocaust.  Also, some of my brother-in-law's ancestors went to Auschwitz, as they were Jewish.  Because of my family's history, I am developing a passion for children's literature that is related to WWII and the Holocaust.

This book made the USBBY list for Outstanding International Books in 2014.  My colleagues and I have discussed how many of the USBBY books are related to World War II, perhaps because that historical era has had a vast affect on the United States as well as Europe.  I wonder if eventually, other world events will have a stronger hold in the world of International Children's Literature, such as 9/11, the Cold War, and events in the Ukraine.  I think the paradigm will eventually shift, but I am not sure it will in the near future.

Here are questions that are worth considering for people who decide to teach this book:
1. How do both the visuals and the vignettes contribute to the storytelling?
2. The "Historical Note" at the end of the book tells us that Misha is a fictional character, but Anielewicz was a real person.  Did you have any hints to this while you were reading the story?
3. How does this story show agency for young people?
4. How does this book compare and contrast to other Holocaust children's literature you have read?
5. What are your thoughts on the narrative voice and the writing style of the book?
6. How do you think the parakeet acts as a form of symbolism in the book?

War Brothers: The Graphic Novel by Sharon E. McKay and Daniel LaFrance (Grades 6-8 Category)

McKay, Sharon E, & LaFrance, Daniel (2013).  War brothers: The graphic novel.  Toronto: Annick Press.

Interestingly enough, this book exists both as a graphic novel and as a traditional novel.  In case you're curious, here are Goodreads reviews of both:
1. The graphic novel: https://www.goodreads.com/book/show/16276856-war-brothers?from_search=true
2. The traditional novel: https://www.goodreads.com/book/show/6044565-war-brothers

From what I've read of the reviews, readers seem to find the graphic novel more compelling.  Since so far, I have only read the graphic novel, I have a limited frame of reference.  However, I can say that this story benefits from visuals, especially since Daniel LaFrance is such a talented artist.  He brings the scenery of Uganda to life, and the pictures make the violence and oppression the children face very palpable.  I read the graphic novel version because of my research interest, and also because this book made the USBBY list in 2013: 2013 USBBY Outstanding International Books.   I found it interesting that this book was listed on the 6-8 list rather than the 9-12 list.  Since some parts of the book are violent, some educators might find the content more appropriate for high school students.  However, as a former middle school teacher, I would feel comfortable teaching it to a class of eighth graders.  Here are some questions for teachers to consider when teaching it to students:
1. How does the book confirm and/or challenge perceptions you and your students might have of Uganda?
2. One of the boys in the story describes a summer trip to the United States.  What are his perceptions of Americans?  How accurate do you think they are?
3. The book was originally published in Canada.  As you read the book, do you get any hints that it's an International novel?
4. How and why might it be interesting to compare and contrast the graphic novel to the traditional novel?
5. What are your thoughts on the end of the book?  Is it realistic?  Why or why not?

Rose Under Fire by Elizabeth Wein (Grades 9-12)

Wein, E. (2013). Rose under fire. New York, NY: Disney-Hyperion.

Rose Under Fire by Elizabeth Wein is an USBBY 2014 Outstanding International Book for grades nine through twelve. I think what initially drew me to this novel was the sheer amount of awards it has received. This particular work of Wein's is a recipient of the Schneider Family Book Award, Josette Frank Award, Boston Globe/Horn Book Award, Gold Kite Award Honor, and ABA Indies Choice Award Honor and was shortlisted for the Costa Award for Children. Additionally, it was a finalist for an Audie Award. Obviously, I had to investigate what all the acclaim was about.

Personally, I enjoyed this book. However, before delving in, you need to know what you're getting into. Let me explain with a summary found on the author's web page:

Rose Justice is a young pilot with the Air Transport Auxiliary during the Second World War. On her way back from a semi-secret flight in the waning days of the war, Rose is captured by the Germans and ends up in Ravensbrück, the notorious Nazi women's concentration camp. There, she meets an unforgettable group of women, including a once glamorous and celebrated French detective novelist whose Jewish husband and three young sons have been killed; a resilient young girl who was a human guinea pig for Nazi doctors trying to learn how to treat German war wounds; and a Nachthexen, or Night Witch, a female fighter pilot and military ace for the Soviet air force. These damaged women must bond together to help each other survive.

As one can tell, this book is intense, but Rose Under Fire is so, so beautifully written and features both original poetry by the main character Rose and the incredibly talented Edna St. Vincent Millay. Written as journal entries, readers get a heart-wrenching glimpse into the horrific time period that was World War II. At times, yes, the novel was hard to get through; it hits you hard and makes you contemplate many things, especially humanity and war. However, I would still recommend this book to anyone. This book stays with you for a while after finishing, and I think that feeling is something that readers need to experience sometime.

Although I am a huge fan of this text and that author's entire body of work, there are questions that readers should consider:

• Why are so many books that make the USBBY Outstanding International Book List set in the era of World War II? Does this choice of setting truly represent international children's literature at its best or is it simply a universal theme, a topic that many questions can relate to, as they were involved in the conflict? 
• Other than its setting, how is Rose Under Fire a companion text for Code Name Verity, a 2013 USBBY Outstanding International Book also by Elizabeth Wein?
• Do authors who have previously had a book on the USBBY Outstanding International Book list take precedent when consideration for the upcoming year's list over those who have not?

Coming soon... a post for Code Name Verity!

Tricycle by Elisa Amado (grades K-2)

This week, I'm cross-posting with my other blog and discussing Elisa Amado's Tricycle (2007), which made the USBBY Outstanding International Book list in 2008.

Amado, E. (2007). Tricycle. Toronto: Groundwood Books.

With its exploration of classism and socioeconomic inequity, Tricycle definitely isn't a light read, but it's engrossing and more than a little thought-provoking.  Here's a summary from Children's Book Writer:

"Tricycle is about a girl, Margarita, who lives in a big beautiful house, surrounded by a big tall hedge. She climbs the tree in her backyard and sits in the branches. From this vantage point, she can see the volcano that sits in the distance, spewing fire and smoke on a daily basis. She can also see the shack next to her home where a poor family lives. Margarita sometimes climbs into the hedge, where she plays with Rosario, her little friend who lives in the shack with her brother and mother. One day, Margarita watches silently from her perch in the tree as Rosario and her brother steal her tricycle, dragging it to their side of the hedge, hiding it under a box. 

In thirty-two pages and in less than one thousand words, a complete, beautiful story is brought magically to life. It has a heartbeat and a pulse that you don't normally see in the average picture book. The emotional build-up is slow and steady, with an effective use of the volcano -- Fuego -- as a symbol for the uncomfortable undercurrent between rich and poor, as well as the symbol of developing conscience in the child. The reader sees the difference between those who have, and those who have not, and the beginnings of conscience in a young child. Which is more important - a tricycle or friendship? Having possessions or having concern for others? What is the responsibility of a child - do you worry about yourself, or all of those around you? Do you lie to protect a friend? From the safety and comfort of her family, a child learns to have empathy and compassion for others, even if it means losing something in the process."

In order to prepare my presentation for our book club, I headed to Amazon's website to gather some publication details, like the intended age range.  However, something else caught my eye: the customer reviews.  I noticed that seven people had reviewed Tricycle, and most of them had rated it one star (out of five).  Here are some examples of their feedback:

• "Why did a tree have to die for this book? There is no joy in this book, nothing uplifting, encouraging, humorous, etc. So, again I ask, why did the author bother writing this book?"

• "This books is beyond inappropriate for young kids."

• "This is the definition of a horrible book.... Seriously. So bizarre."

• "Don't bother unless you want to have a nice conversation about theft and shooting with your kid."

• "WHAT? Why was this in the kids' section? Why was this written? And why is NONE of it resolved? The book just ends. No explanation. So weird."

• "As I read this to my 3 yr old, you can imagine my surprise as I learned it contained discrimination, theft, lying, and threat of violence. This is the worst book for a kid -- EVER!"

Harsh.  Everyone's entitled to their opinions, obviously, but the severity of these reviews caught me off guard.  Words like "inappropriate," "bizarre," "weird," and "horrible" seem so extreme and unnecessary for what I see as a sensitively wrought examination of poverty and class differences.

So this incident makes me think: Why is there such dissonance between these reviewers' opinions and my own?  It all comes down to views on childhood, really.  Here in the US, lots of people believe that adults should shelter children from the bad things in our world, and this view permeates children's literature.  According to the Amazon opinions above, children's books should contain three things: positivity, moral lessons, and happy endings.

I have encountered this position a lot as a teacher and as a grad student.  If books aren't "uplifting, encouraging, or humorous" and don't have a clear plot resolution, many parents and educators don't want them in their homes and classrooms.  However, many books from other countries (and some from the US) don't always fit this mold.  Some people, both at home and abroad, feel that kids need to learn about challenging issues in our world and that children's literature should therefore tackle heavier issues.

Elisa Amado is originally from Guatemala -- a country where poverty, class division, and crime are very common -- so it's no surprise that she would want to address these problems in her work.  Although these issues aren't quite as widespread here in the US, they definitely do exist.  I personally feel that discussing these realities with children -- once they're mature enough to comprehend them -- can help them learn to cope with the difficult and uncertain aspects of life and to think critically about societal problems.

Reality.

And even if someone doesn't agree with that perspective (which is fine!), it saddens me that they'd use such unkind vocabulary to describe a book like Tricycle just because it doesn't fit their definition of "children's book."  Much to my relief, one of the Amazon reviewers agrees with me:

• "The protagonist lives in a mansion. Her next door neighbors are painfully poor. One day, they steal her bicycle. For reasons all her own, she says nothing. But when she overhears adults talking badly -- threatening what she does not understand is figurative violence -- about them, she becomes literally sick with envy.  I grew up in an island where the good neighborhood was a block away from tin-roofed slums. Later on, I lived in a city in the states where crack houses and beautiful mansions stood side-by-side. So I both get and appreciate the class distinctions that this book refers to.  I was surprised at all the 1 star reviews of this book. Yes, it is a very unusual book. Yes, the ending leaves a lot unresolved (but, hey, that's life). And yes, it is probably inappropriate for very young children. But the 'very young' are not the only ones that picture books are made for."

What do you think?  Should children's literature help protect kids from the bad things in the world?  Or should it present the world as it really is?

Sopa de Frijoles (2010) & Arroz con Leche (2011) by Jorge Argueta (Grades PreK-2)

This week, I chose to take a look at two bilingual books by Jorge Argueta -- Sopa de Frijoles and Arroz con Leche -- that made the USBBY Outstanding International Book list in two consecutive years.  Both are charming poems about cooking and contain recipes for delicious recipes, bean soup and rice pudding.  (I've made both of the recipes and can vouch for them -- they're delicious!)

Since Argueta is originally from El Salvador, we can see how these books reflect aspects of his home culture, as the dishes depicted in the poems are well-loved comfort foods that are popular throughout Latin America.  Also, the presence of both Spanish and English in the text shows the connection between Argueta's first language and the language of his adopted country, the United States.

Here are reviews from Kirkus:

Argueta, J. (2009). Sopa de frijoles / Bean soup. Toronto: Groundwood Books.

This free-verse cooking poem is more than a simple recipe for bean soup. Argueta’s lyrical Spanish translated into its counterpart English is filled with visual and aromatic imagery that turns soup-making into art. Describing ingredients such as water “whose caresses give us life,” garlic cloves each “in a little white dress” and salt sprinkled “as though it were rain blossoming from your hand,” Argueta’s metaphorical instructions produce bean-filled water that doesn’t just boil, but sings as it turns brown, “the color of mother Earth,” making the house smell “like the earth after the first winter rains.” Yockteng’s parallel earthy-toned paintings oppose each new instructive page, illustrating an animated boy performing each step of the recipe until the inviting scent and warmth of the kitchen beckons a loving family to the table. Starred cues appropriately indicate adult help where needed in this eloquent rendering of a nutritious and delicious meal.

Argueta, J. (2010). Arroz con leche / Rice pudding. Toronto: Groundwood Books.

A lyrical recipe presented in the form of a free-verse poem, this bilingual (Spanish/English) selection combines the fun of cooking with the tenderness of a mother-son relationship. Subtle, stylized illustrations convey a sense of joy and excitement in this paean to rice pudding as a boy embarks on a culinary adventure with help from his mom. Asterisks indicate when an adult’s help is needed, and young readers will delight in following the simple-to-prepare recipe. The text sparkles with clarity and purpose in both languages, and youngsters will appreciate the very accessible yet graceful and gently humorous poetic descriptions ("The little white grains of rice / rain music and sing / as they fall"). Naturally, the last part of the poem deals with the serving of the delicious pudding to the whole family. The warmth and love put into the dish radiates out over the dinner table to the boy and his parents and sister and then rises in clearly fragrant ribbons outside their cozy home. A nice introduction to the joys of cooking, as well as a strong bilingual addition to any collection.

When I was searching the USBBY Outstanding International Books list for these titles, I noticed something strange -- both books are listed as Canadian.  Yes, they were published in Canada by Groundwood Books (a wonderful company that focuses on quality multicultural children's literature), but are they Canadian?  No!  

Jorge Argueta is Salvadoran, and I think that USBBY should list the titles as such.  This discrepancy might be confusing for parents or teachers who are skimming the list looking for award-winning children's books with Latin American roots.

What do you think?  Why would USBBY choose to label books with their publishing origin rather than the author's or story's origin? 

Virginia Wolf by Kyo Maclear and Isabelle Arsenault (Grades K-2)

2013 USBBY Outstanding International Book

Plot summary from Amazon:

Vanessa's sister, Virginia, is in a "wolfish" mood -- growling, howling and acting very strange. It's a funk so fierce, the whole household feels topsy-turvy. Vanessa tries everything she can think of to cheer her up, but nothing seems to work. Then Virginia tells Vanessa about an imaginary, perfect place called Bloomsberry. Armed with an idea, Vanessa begins to paint Bloomsberry on the bedroom walls, transforming them into a beautiful garden complete with a ladder and swing "so that what was down could climb up." Before long, Virginia, too, has picked up a brush and undergoes a surprising transformation of her own. Loosely based on the relationship between author Virginia Woolf and her sister, painter Vanessa Bell, Virginia Wolf is an uplifting story for readers of all ages.

Kirkus Review: https://www.kirkusreviews.com/book-reviews/kyo-maclear/virginia-wolf/  

“Knowledge of Virginia Woolf and her painter-sister Vanessa Bell is unnecessary; this works beautifully as a bad-day/bad-mood or animal-transformation tale, while readers who know actual depression will find it handled with tenderly forceful aplomb.”

PW review: http://www.publishersweekly.com/978-1-55453-649-8

“In an invented episode from Virginia Woolf’s depression-beset youth, young Vanessa Bell narrates the story of one of her sister’s bad spells, punning on Woolf’s adult surname: “She made wolf sounds and did strange things.” 

Kyo Maclear about the book:

http://arts.nationalpost.com/2012/03/16/shes-not-afraid-kyo-maclear-anthropomorphizes-virginia-woolf-into-a-childrens-tale-heroine/

A trailer: https://www.youtube.com/watch?v=7vm5ulczGhc

Questions to consider:

1.      How is this book related to Virginia Wolf’s life?

2.      What was Bloomsbury? How is the Bloomsbury Group related to Virginia Wolf’s activities?

3.      What can we learn about a family and a geographical area of Virginia Wolf by reading and interpreting this book? What additional sources can be helpful to deeper understand this work of fiction?

4.      Why did an author and illustrator decide to create a fictional story instead of a non-fictional one?

Hippopposites by Janik Coat (Grades Prek-2)

 

Review from wakingbraincells.com:

 

This clever board book takes a hippo and runs through a variety of opposite pairs with him.  There are light and dark hippos, dotted and striped hippos, soft and rough hippos, small and large hippos.  Then there are the more intriguing opposites like opaque and transparent, positive and negative, clear and blurry.  My favorite opposite pairing is the front and side, which made me laugh out loud with surprise.  Something that rarely happens with board books!  This is truly a modern, hip board book that will be enjoyed not only by young children but also their parents.

Coat makes this book dynamic and modern with her very solid graphic skills.  She has a wonderful quirky sense of humor that is on display throughout the book and that combined with the strength of the simple illustrations makes this book a winner.  I also like the limited color palette and the simplicity of the page design, which will work particularly well with infants.

Questions to consider:

1. How does Hippopposites compare to other more 'traditional' opposite books?

2. Are you able to tell this is an international book? If so, what are the clues?

3. What are some other ‘untraditional’ opposite words that could be included in this book?

Stolen by Lucy Christopher, blog written by Margaret Robbins

Christopher, L. (2010).  Stolen.  New York: Scholastic. 

     Stolen made the 2011 USBBY Outstanding Interational Book list and was also a recipient of the Printz Honor for literary excellence in Young Adult Literature in 2011.  The novel is written in the form of a letter from a captured teenage girl to her captor, after being kidnapped at the airport and taken against her will to the Australian Outback.  To me, the narrative voice in this story is what makes it most compelling, and I have explored with the "you" form myself when writing pieces of short nonfiction.  The book is a moving and honest portrayal of how relationships can change and that the world does not always exist in white and black. 

Questions for Discussion: 

1. Gemma, a girl from England, is kidnapped and taken to Australia.  What are the political implications of this part of the plot, and how do they show imperialism in reverse? 

2. Do you agree with the assessment at the end of the book that Gemma is suffering from "Stockholm's syndrome"?  Why or why not? 

3. Why do you think the author chooses the second person "you" form of narration?  Is it effective?  Why or why not? 

4. What do you think of Ty by the end of the book, and why? 

5. How do you think the setting of the Australian Outback can serve as a character in the novel?