Module 8: Gossamer

Gossamer

Book Summary:

Littlest One is a young, eager, and passionate Dream Giver who is learning how to bestow dreams on humans.  While some find her excitement and curiosity annoying, such as her first trainer, Fastidious, Thin Elderly (her second trainer) finds her charming and talented.  During her training, Littlest One grows very close to the older woman that she has been assigned to as well as her dog, Toby.  One day, a young and angry foster boy by the name of John comes to stay with the older woman.  When the boy arrives, Littlest One experiences her first encounter with the Sinisteeds, the creatures who bestow nightmares.  Through John’s nightmares, his past life and abusive father is revealed.  It is then that Littlest One becomes protective of John and is willing to do anything to keep him from the terrifying Sinisteeds.  After a heroic display of affection and passion for the young child, Littlest One is promoted and renamed Gossamer because of her delicate touch that she uses to bestow dreams.               

APA Reference of Book:

Lowry, L. (2006). Gossamer. Boston, MA: Houghton Mifflin Harcourt.

Impressions:

I was a little skeptical of reading Lois Lowry’s Gossamer as I typically do not enjoy books of fantasy with fairies and creatures such as “dream givers.”  However, I found myself being drawn in to this sweet tale as well as the characters presented within the book.  As a teacher, I could easily relate to the older woman and her caring heart to love and watch over the young, foster boy.  I also believe that is why I was drawn to Littlest One’s character.  She wanted to protect John from having nightmares and reliving his past.  This story reminded me that I may not always know what is going on in my students’ lives.  Therefore, it is imperative for me to be patient and understanding and create a safe learning environment so that my students know that someone cares for them.      

Professional Review:

School Library Journal

Gr 4-7-Readers first meet the dream-givers as they creep around a dark house in the middle of the night where an old woman and a dog named Toby are; sleeping Littlest Was very small, new to the work, energetic and curious. Fastidious was tired, impatient, and had a headache. "Littlest is Soon paired with a new partner, Thin Elderly, who is a much better guide and teacher than Fastidious was They are benevolent beings who visit humans (and pets, too ) at night. They handle objects, gather memories, and give them back in the form of happy dreams that comfort and help those they're assigned to. The dream-givers' counterparts are the strong and wicked; Sinisteeds, who inflict nightmares and some-times travel in; frightening Hordes. And the humans that Littlest and Thin Elderly care for do need help and protection from bad dreams The old woman is lonely and has taken; in a foster child named John, who's living apart from an abusive father and the fragile mother who desperately wants him back, Lowry's prose is simple and clear. This carefully plotted fantasy has inner logic and: conviction Readers will identify with Littlest who is discovering her own special talents (her touch is: so; sensitive and delicate that she; is renamed; Gossamer). John, who starts his stay in the how with anger and violence, will draw a special kind of sympathy, too, Lowry acknowledges evil in the world, yet still conveys hope and large measures of tenderness, While not quite as compelling as The Giver (Houghton1993), this is a beautiful novel with an intriguing premise.

Source: Persson, L. (2006). [Gossamer] [Review of the book Gossamer, by L. Lowry]. School

Library Journal, 52(5), 132. Retrieved from http://www.slj.com

Found through UNT’s Library Database- Book Review Digest Plus (H.W. Wilson)

Library Uses:

The following activity came from an Enrichment Guide provided by First Stage.  In this guide, it discusses how the Dream Givers collect fragments from objects that remind the humans of happy memories.  After reading this chapter from the book, the librarian could have the students present an object that is special to him/her and share the memory that is related to this object.  The students could then write a short paragraph or essay about their object and why it is special to them.  The librarian could also encourage the students to bring the object in the next time that they meet if this becomes too timely for a single session.

Reference:

First Stage. (2008). Enrichment guide. Retrieved from

http://www.firststage.org/media/pdf/GOSS_EG.pdf 

Module 7: Thirteen Reasons Why

Thirteen Reasons Why

Book Summary:

Hannah Baker is a high school student who recently committed suicide, but what no one knows is that she has left behind recorded tapes that reveal why she chose to end her life.  Well, no one knows except for the 13 individual “reasons” (people) that Hannah has left the tapes for.  Each of the 13 “reasons” must listen to Hannah explain how he/she impacted her life as well as her decision to tragically end it.  Readers follow along and listen as Clay, one of the characters for whom the complete set of tapes were left behind, learns how the actions of his classmates hurt Hannah.  He also learns of the affection that she had towards him.  Throughout the story, readers are introduced to characters whom one can easily identify with in one way or another, for better or for worse.  Regardless of which character that is, readers are left to reflect upon their own lives and consider how their actions and words are able to harm others and unintentionally cause someone to make the decision to end their own life in order to escape from all the pain and turmoil. 

APA Reference of Book:

Asher, J. (2011). Thirteen reasons why. New York, NY: Penguin Books.

Impressions:

I was very apprehensive of this book before I read it.  I am a positive, upbeat person who generally enjoys reading books that present characters with the same qualities.  Being that this story is about young girls who commits suicide, I knew that the novel would cause me to experience emotions that I typically try to avoid (i.e. sadness, pain, anger, etc.).  However, I was determined to go outside of my comfort zone because bullying seems to be an issue that, unfortunately, continues to escalate especially in high school.  As I suspected, the story caused me to feel a variety of emotions.  It also caused me to reflect on my own life and how, without any intention, I could have made a small joke and not realized the impact it played in someone else’s life.  It also made me reflect on the times when someone made fun of me when I was growing up.  The pain that those unnecessary comments and actions caused came rushing back to me.  This novel was also a wakeup call to me as a teacher to be present in the lives of my students and to pay close attention to a change in their behavior and/or moods. 

Needless to say, I thoroughly enjoyed this novel and I am so glad that I chose to overcome my reservations and read it.  It forced me to do a lot of reflecting and has motivated me to get out in the world and spread kindness.  I have recommended this book to several of my colleagues who have children attending high school and have encouraged them to read it so that they will have a better understanding as to what their teenager may be dealing with on a daily basis.  I also encouraged them to read it before their child does as there may be some content that needs to be discussed on the frontend.              

Professional Review:

Bulletin of the Center for Children’s Books

Before Hannah Baker committed suicide, she recorded her story on seven tapes, dedicating one side of each tape to a person who was one of the reasons she chose to end her life. Now the tapes are circulating through the thirteen people, who must listen to them and pass them on, or else a second set of tapes will be released. Stunned classmate Clay Jensen pushes "play" on the dusty cassette tape player in his garage and thus begins a slow, agonizing journey through four increasingly unhappy years of living for Hannah and one tormented night of listening for Clay. As one tape after another spools out, the audience learns of Clay's budding crush on Hannah, his confusion that kept him from helping her, and his anger at her choice to die; on the flip side, Hannah reveals her despair at being labeled a slut, her attempts to reach out for help, and the fear leading up to the clarity of her decision. Each tape unreels another emotional vignette contributing to Hannah's depression, all equally painful, so that the first kiss that started the first rumor is just as devastating as the eventual unwanted sexual encounter. There is no fast-forwarding through Hannah's story; the audience, like Clay, will both desire and dread to find out who comes next on her list and why, and more importantly, where Clay himself fits in. Asher writes strong, distinct voices for Clay and for Hannah, whose text is presented in italics and set off from Clay's narrative by symbols for stop, play, rewind, and pause. Hannah's failed struggle to keep up a positive self-image among those worst of critics, her judgmental peers, will resonate with high-schoolers who know all too well the hurtful grind of the rumor mill. The end, wherein Clay reaches out to another withdrawn girl, would seem cheaply convenient if the audience was not in such desperate need of a bit of closure and a glimmer of hope.

Source:

Bromann, K. (2007). Thirteen reasons why [Review of the book Thirteen reasons why by J.

Asher]. Bulletin of the Center for Children’s Books, 61(3), 128. doi:10.1353/bcc.2007.0740

Found through UNT’s Library Database- Project Muse

Library Uses:

In my district, we participate in a program called Rachel’s Challenge, an initiative created after Rachel Scott (a high school student killed in the Columbine shooting of 1999).  By participating in this program, our district has taken actions to stop bullying and spread kindness.  This book would be excellent to use when discussing the reasons our district participates in Rachel’s Challenge and why we should be kind to others and try to make a positive difference in someone’s life.  While the content within this novel is too mature for younger students, I could certainly see a librarian using it in a high school or middle school setting.  After reading this novel, the students could create videos that would be used during morning announcements and discuss ways to spread kindness and stop bullying.  In addition, the students could create anti-bullying flyers to display around the school as well as a list of ways they aim to spread kindness to their classmates throughout the year.         

Module 6: Don't Let the Piegon Drive the Bus!

Don't Let the Piegon Drive the Bus!

Book Summary:

This humorous story is about a pigeon who desperately wants to drive a bus!  Upon opening the publication, the bus driver warns the readers to not let the pigeon drive the bus while he is away.  After the bus driver leaves, the readers are then pursued by the pigeon who continuously begs and pleads to drive the bus until the driver returns.  Disappointed that he did not get to drive the bus, the pigeon leaves readers with another outrageous idea involving the pigeon driving a big, red truck.

APA Reference of Book:

Willems, M. (2013). Don’t let the pigeon drive the bus! New York, NY: Hyperion Books.

Impressions:

I love how the author, Mo Willems, automatically draws his readers in by having the bus driver to ask them to watch things for him while he is away.  This forces readers to become a part of the book and respond to the pigeon when he continues to beg and plead throughout the story.  I also enjoyed how Willems used speech bubbles and his simple, yet intriguing, illustrations.  This story kept me entertained and has caused me to go out and purchase this story as well as some of Willems’ other “pigeon” books for my classroom.  This would be an excellent resource to utilize when discussing persuasive writing or using speech bubbles to add details and give characters a voice in one’s own writing.     

Professional Review:

Bulletin of the Center for Children’s Books

Willems, writer and animator of Sesame Street fame, makes his picture-book debut with an irresistible bit of fowl play. Though this enterprising blue pigeon dreams of driving a city bus, even before the book starts the bus driver has asked the book's audience not to let the pigeon take the wheel. The pigeon pleads, bargains, and otherwise attempts to trick and cajole the viewer into granting his humble wish to drive the bus (after all, his "cousin Herb drives a bus almost every day. True story"). As a read alone or a read aloud, this increasingly desperate one-sided conversation assumes the cooperative interaction of its audience; even the youngest auditor can join the fun because the answer is always, say it loud, say it often, "NO!" The frustrated fowl's anguish takes center stage in the streamlined yet remarkably articulate illustrations; tidy charcoal outlines that reveal the sure hand of a seasoned animator are set against plain creamy backgrounds of various muted shades. The simplicity of the illustrations and the pigeon's large, expressive eye fix the viewer in a compellingly dynamic and focused relationship. By putting the child in the deliriously empowering position of being the one to say no to the outrageous request of the pigeon, this avian misadventure begs to be read again and again.

Source:

Coats, K. (2003). Don’t let the pigeon drive the bus! [Review of the book Don’t let the

pigeon drive the bus! by M. Willems]. Bulletin of the Center for Children’s Books, 56(9) 378-379. Retrieved from http://bccb.ischool.illinois.edu

Found using UNT’s online Library Database

Library Uses:

This book would be excellent to use when teaming up with classroom teachers on instructing how to write a persuasive writing piece.  After reading Don’t Let the Pigeon Drive the Bus!, the librarian could discuss how the pigeon tried to convince readers to let him drive the bus.  The students could then share and write a persuasive writing piece on why it would not be a good idea for a pigeon to drive a bus.  As an extension, the librarian could use this activity as an introduction to book trailers.  Using their persuasive writing skills, students could write scripts to use during book trailers to convince others to read a book that they enjoyed.  

Module 5: The Day the Crayons Quit

The Day the Crayons Quit

Book Summary:

This story begins with a boy named Duncan who one day receives a bunch of letters from his crayons that are filled with complaints.  They either feel overworked or mistreated in one way or another.  Black crayon is tired of only being used to only color the outlines of objects, blue is upset because he is short and stubby from being used so much, white is mad because he is only used to color on white paper, orange and yellow have stopped speaking to one another because they believe they cannot agree on which one should be used to color the sun, and poor peach is naked!  After Duncan reads each letter from his crayons, he has an idea to make a beautiful picture that incorporates all of the crayons suggestions and advice.         

APA Reference of Book:

Daywalt, D. (2013). The day the crayons quit. New York, NY: Philomel Books.

Impressions:

This book is such a fun read!  All of the crayons within the book make an excellent case for why they have decided to quit.  Peach crayon is certainly my personal favorite!  I’ll forever think of this story each time one of my students begin to peel the wrapper of a crayon.  I also really enjoy the creativity that this book encourages through certain colors.  For example, using black crayon to color a black beach ball or using pink to color a monster or dinosaur.  Most of my kindergarten students begin the year with wanting to only use one color in a picture.  This book could help encourage these students to use a variety of color in their drawings and illustrations.      

Professional Review:

Bulletin of the Center for Children’s Books

6-9 yrs- “One day in class, Duncan went to take out his crayons and found a stack of letters with his name on them.” What follows is a hilarious epistolary tale wherein each crayon, in childlike printing on lined paper, shares something with Duncan. Some feel overworked (“Gray crayon here. You’re KILLING ME! I know you love Elephants. And I know that elephants are gray . . . but that’s a LOT of space to color in all by myself”), some feel underappreciated (writes Beige Crayon, “The only things I get are turkey dinners (if I’m lucky) and wheat, and let’s be honest—when was the last time you saw a kid excited about coloring wheat?”). Some crayons are caught up in disputes (Orange Crayon and Yellow Crayon both insist they are the true color of the sun, as evidenced by pages from coloring books that Duncan completed), while others have entirely unique issues (“It’s me, PEACH CRAYON. Why did you peel off my paper wrapping?? Now I’m NAKED and too embarrassed to leave the crayon box”). Each spread includes a reproduction of the actual letter (written in crayon, of course) on the verso, facing an appropriate composition such as a childlike crayon drawing or a colored-in page from a coloring book. The crayons themselves, with deceptively simple line and dot faces, are rich in emotion and character, and it’s entertaining to consider each crayon’s representation in light of the voice in its letter. While potential lessons in inference, point of view, and persuasive writing abound in the crayons’ letters, this is guaranteed to see just as much use for being just plain fun. Move over, Click, Clack, Moo (BCCB 9/00); we’ve got a new contender for most successful picture-book strike.

Source:

Morrison, H. (2013). The day the crayons quit [Review of the book The day the crayons quit,

by D. Daywalt]. Bulletin of the Center for Children’s Books, 67(1), 13-14. doi: 10.1353/bcc.2013.0542

Found through UNT’s Library Database- Project Muse

Library Uses:

Ironically, the following idea came from the Educator’s Guide for this book.  Within the guide are several activities, but the one that stuck out the most to me was titled “Color Your School or Library.”  This activity allows all of the students within the school to color a school wide mural.  As the books suggest, the students can use colors in a non-traditional such as a black rainbow, a pink dinosaur, etc. (Burinescu, n.d., p.4).  The librarian could read the book to each class as they visit the library and then give students time to create a part of the moral.  Afterwards, the librarian could display the mural in the library.  This would help provide unity and build the community within the school.    

Reference

Burinescu, A. (n.d.) An educator’s guide to the day the crayons quit and the day the crayons

came home. Retrieved from http://www.crayonspicturebooks.com/assets/pdf/CrayonsGuide.pdf