Module 8: The Cheshire Cheese Cat

The Cheshire Cheese Cat
by Carmen Agra Deedy and Randall Wright

Citation:

Deedy, C. A., Wright, R., & Moser, B. (2011). The Cheshire cheese cat: A
        Dickens of a tale. Atlanta: Peachtree.

Summary

Skilley is an alley cat that gets a job at the Cheshire Cheese Inn as a “mouser.” However, Skilley has a secret. He doesn’t like to eat mice, he likes to eat cheese! In order to get a job, he catches a mouse named Pip and goes to the alley to release him and tells him to run away. Pip is very smart and can tell by the smell of his breath that he eats cheese. Skilley strike up a deal that he will protect the mice and they will get him cheese.

It turns out that Pip has a secret too. He is hiding a raven form the Tower of London that had been injured by some cats. The friends (and the gang of mice) hatch a plan to get the raven back to the Tower of London before war breaks out!

Throughout the book Charles Dickens shows up as a writer trying to write a book. His observations are scattered throughout.

Impressions

This was a cute chapter book with an interesting take on the cat and mouse relationship. I almost laughed out loud when I read that he doesn’t eat mice, but he likes cheese! The sprinkling in about Charles Dickens adds some interest too. This book has a storyline that keeps you interested and wanting to know what is going to happen next. This would be a great read aloud.

Professional Reviews

Gr 5–8--The vagaries of tavern life in 19th-century London come alive in this delightful tale. Skilley, a street cat with a secret (he eats cheese!), finds a home at Ye Olde Cheshire Cheese, where he pretends to be a mouser and gets the attention of Charles Dickens, a frequent customer. Befriended by Pip, a precocious mouse who can read and write, Skilley tries to protect his rodent pals and Maldwyn, an injured royal raven hiding in the garret, from Pinch, a ginger alley cat who's out for every tasty morsel he can get. There are cat-and-mouse battles aplenty. Several subplots are happily resolved: the cook reveals that the mice are her officialcheese-tasters; Queen Victoria herself comes to rescue Maldwyn; Mr. Dickens finally finds an opening sentence for his new novel, and more. The fast-moving plot is a masterwork of intricate detail that will keep readers enthralled, and the characters are well-rounded and believable. Language is a highlight of the novel; words both elegant and colorful fill the pages: "alacrity," "scrivener," "thieving moggy." And then there are the Dickensian references: "artful dodging of Hansom cabs," Dickens saying he has "great expectations." His amusing diary entries, revealing both his writing difficulties and

his thoughts about Skilley, and the occasionally fanciful page layouts add to the humor. Combined with Moser's precise pencil sketches of personality-filled characters, the book is a success in every way. It should be a first purchase for libraries interested in bringing young readers to the marvels of Dickens via the back-or, should I say tavern-door. 

School Library Journal

Menaldi-Scanlan, N. (2011). The Cheshire cheese cat: A Dickens of a tale

            [Review of book]. School Library Journal, 57(9), 150.

*********************

Ye Olde Cheshire Cheese, a London haunt for writers in the nineteenth century, has a mouse problem, and cheese-loving alley-cat Skilley has the perfect solution. Speaking in a lovely British lilt, KeIlgren is as much at ease voicing the animal characters as she is with humans. Her dialects range from more common (London street cats) and refined (well-educated mouse leader Pip) to utterly royal (Queen Victoria), with her tones rising and falling to match pace and intensity. Charles Dickens' journal entries detail his struggles to write a new novel, and Sachs reads these passages in deep, smooth tones, with a sprinkling of amusement regarding Dickens' observations and exclamations. These evenly cadenced interludes are a welcome lull in this action-packed story, which, despite the absence of Barry Moser's pencil drawings, is a most entertaining audio. - Elizabeth Nelson

The Booklist
Nelson, E. (2012). The Cheshire cheese cat: A Dickens of a tale
               [Review of book]. The Booklist, 108(16), 80.

Library Uses

This would be a great book for a “Book Talk” or lesson showing the combination of Historical Fiction and Fantasy. It could also be used to start research on the time period, London, or Dickens.

References

            Amazon. (2016). [Image of book cover]. Retrieved from http://
                  www.amazon.com/Cheshire-Cheese-Carmen-Randall-
                  Wright/dp/1561458104/ref=sr_1_1?s=books&ie
                  =UTF8&qid=1458338274&s =1-1&keywords=cheshire+cheese

Deedy, C. A., Wright, R., & Moser, B. (2011). The Cheshire cheese cat: A 
        Dickens of a tale. Atlanta: Peachtree.

Menaldi-Scanlan, N. (2011). The Cheshire cheese cat: A Dickens of a tale
        [Review of book]. School Library Journal, 57(9), 150.

Nelson, E. (2012). The Cheshire cheese cat: A Dickens of a tale
               [Review of book]. The Booklist, 108(16), 80. 

 

Module 7: Frindle & Tangerine

 Frindle

by Andrew Clements

Citation:

Clements, A., & Selznick, B. (1996). Frindle. New York, N.Y: Simon & Schuster
           Books for Young Readers.

Summary

Frindle is a story about a fifth grade boy named Nick who was a mastermind of stalling time in order to get out of doing work and getting homework. That is until he meets his match with a teacher who happens to be the queen of the Dictionary. Nick decides to create his own word for a pen (frindle) and first convinces his friends and eventually the whole school to use the word. He even made a lot of money on the marketing of the word. The word was eventually added to the Dictionary.

Impressions

In the beginning of the story I was trying to figure out if I liked Nick or not (from the teacher point of view). As I read the book, I started to find out more about him and started to like him. He seems to be that gifted kid that is testing limits and has great ideas that need an outlet. Overall, I enjoyed the story. It would be a great read aloud for 4th or 5th graders.

Professional Reviews

Gr 3-6-- Nick's idea to invent a brand new word is both a challenge and a tribute to his dictionary-loving, language-arts teacher. He devises ingenious ways to encourage people to start referring to pens as "frindles." Chaotic events follow as the word becomes a national phenomenon and, finally, an actual dictionary entry. Along with the humor, there are plenty of thought-provoking insights about the nature of words and their importance to the lives of regular people.

School Library Journal

Engelfried, S. (2004). Frindle [Review of book]. School Library Journal, 50(6), 56.

*****************

Can you imagine finding the word frindle in one of this century s newest dictionaries? I think that might have happened if Andrew Clements' book Frindle had won a Newbery award five years ago. Few young readers can resist identifying with fifth-grader Nicholas Allen, who coined a new word for pen-- frindle-and managed to give his dictionary-loving teacher, Mrs. Granger, a new challenge. Like countless readers who have honored this book with numerous state awards, I am amused by Nick's efforts to pursue getting this "new" word included in the dictionary. The author manages to tell a tale in which students respect their language arts teacher but are willing to assume consequences for minor acts of defiance. Eventually Mrs. Granger and Nick come to an understanding that has positive lifelong mutual benefits for the class as well as for readers who realize the power of language. This book makes a great read-aloud. In addition, it is an easy sell to elementary-school children, who readily recommend it to their friends. They always ask if there are more books like Frindle. -Judy Moburg, advisory board member

Book Links

Moburg, J. (2002, Apr). It should have won a Newbery!: Frindle [Review of book].
       Book Links 11(5), 15-16. 

Library Uses

This could be used as a book talk and/or read excerpts to introduce a lesson about dictionary skills then have students invent their own word to replace an old one. Then they could fill out what the dictionary entry would look like.

References

Amazon. (2016). [Image of book cover]. Retrieved from

         http://www.amazon.com/Frindle-Andrew-Clements/dp/

         0689818769/ref=sr_1_1?ie=UTF8&qid=1458331923&sr=8-  

         1&keywords=frindle+book

Clements, A., & Selznick, B. (1996). Frindle. New York, N.Y: Simon & Schuster 
          Books for Young Readers.

Engelfried, S. (2004). Frindle [Review of book]. School Library Journal, 50(6), 56.

Moburg, J. (2002, Apr). It should have won a Newbery!: Frindle [Review of book].
           Book Links 11(4),15-16.

Tangerine

by Edward Bloor

Citation:

Bloor, E. (1997). Tangerine. San Diego, CA: Harcourt Brace.

  

Summary

Tangerine is about 12 year old boy named Paul that moves with his family from Houston to Tangerine, Florida. He is nearly blind due to something that happened when he was young, but he loves to play soccer and is really good at it. He was told that he looked at an eclipse too long, but had a nagging feeling that it was something else. He begins to have memories of what happened.  You will be very surprised to find out what really happened to him and who did it! Paul struggles with being new to a school and having a disability. He also struggles with being in the shadow of his brother. His parents show obvious favoritism toward Erik. Unfortunately his school will not play soccer for insurance reasons. After a sinkhole swallows part of his new school, he ends up going to a new school where he has to start all over again. Luckily, this school will let him play soccer. Throughout the story Paul has to deal with his brother Erick’s delinquent behavior and the fact that his parents ignore it. The story is full of suspense and tragedy, with a major revelation occurring at the end.

Impressions

This was a really good story. It was very interesting to see how Paul handles himself in each situation. You really feel for the character and the struggles he goes through. I wanted to grab the parents and say, “can’t you see what is going on?” The favoritism toward his brother and the obvious overlooking of his behavior were difficult to take. I wanted to stand up and cheer when it was obvious the grandparents felt that way too.

I like that even though he had a disability, he was still able to succeed at what he wanted to. There is some violence and even a death in the story, but it is important to the storyline.

  

Professional Reviews

Gr 6-8-Paul starts seventh grade after moving from Houston to a ritzy new development in Tangerine County, FL. Legally blind following some repressed childhood incident, he nonetheless sees familial, environmental, and social anomalies of the local landscape with greater acuity than the adults around him. His intense mother quickly assumes a leadership role in the Homeowner's Association. His civil engineer father is obsessed with his older brother Erik's football career. Lurking beneath their suburban veneer are real dangers that deepen the disquieting atmosphere: smoke from an unquenchable muck fire casts a pall over the area; lightning kills a football player during practice; a sinkhole swallows the school's portable classrooms; and Paul's conflicts with Erik, a truly nasty, probably psychotic kid. Paul is determined to do whatever it takes to make it on the soccer field, in the classroom, and with his peers. The difference between local people with knowledge of the land and ignorant newcomers who are perplexed by it is powerfully portrayed. Equally clear is that class consciousness and racism have built fences through which Paul chooses to blast holes. Mix a sensitive male protagonist reminiscent of Asa in Bruce Brooks's What Hearts (HarperCollins, 1992), ratchet the soccer scenes from Joseph Cottonwood's The Adventures of Boone Barnaby (Scholastic, 1990) up several degrees of intensity, and enjoy this satisfying family/healing, coming of-age struggle in which everyone takes some licks, but Paul keeps on kicking.Joel Shoemaker; Southeast Jr. High School, Iowa City, IA

School Library Journal
Shoemaker, J. (1997). Tangerine [Review of book]. School Library Journal, 
       43(4), 134.

**********************

Gr. 7-10. Paul and his dysfunctional family have just moved to Tangerine, Florida. Despite being legally blind since an ominous accident when he was little, Paul tries out for the school soccer team. But it's his relationship with his football star brother that puts Paul and his new friends in danger.

Book Links
Rebecca, H. W. (2006). Tangerine [Review of Book]. Book Links, 15(5), 47-48.

Library Uses
Middle School and High School

Tangerine is written in Journal Narrative. You could read an excerpt and show the book to explain what Journal Narrative is.  It could also be used for a book talk pointing out that he doesn’t let his disability get in the way of his dream.

References

Amazon. (2016). [Image of book cover]. Retrieved from

         http://www.amazon.com/Tangerine-Edward-Bloor/dp/0152057803/ref=sr_1_1?
         ie=UTF8&qid=1460341094&sr=8-1&keywords=tangerine+book

Bloor, E. (1997). Tangerine. San Diego, CA: Harcourt Brace.

Rebecca, H. W. (2006). Tangerine [Review of book]. Book Links, 15(5), 47-48. 

Shoemaker, J. (1997). Tangerine [Review of book]. School Library Journal, 
         43(4), 134.

Module 6: Shark vs. Train

Shark vs. Train
by Chris Barton

Citation: 
Barton, C., & Lichtenheld, T. (2010). Shark vs. train. New York: Little, Brown.

Summary

This is a hilarious book with excellent illustrations! In the beginning there are two boys going through a toy box deciding which toys to play with. Once chooses a shark, the other, a train. Then it turns into a competition to see which is better. The first competition is in the ocean….who would win that one? Then on the railroad tracks…who would win that one? Then they move on to a seesaw, hot air balloon, and even a marshmallow roasting contest, among many other things! There are some things each one is better at, and some things that neither is good at. Which one will win?

Impressions

This is such a cute book! The illustrations with the speech bubbles really add to the story. The humorous side remarks would make it interesting for older elementary readers too. This is a story that would be loved by all, especially by boys! It is a cute book to point out the fact that everyone is good a certain things. Not everyone can be good at everything. Everyone is unique.

Professional Reviews

This clever picture book asks readers to ponder that age-old philosophical question: if a shark is pitted against a train, which would win? Well, it turns out that the answer depends on the contest. In a burping competition, it’s obvious that the train's belch would be much louder than the shark's; and when it comes to making lemonade, the train's desert stand is much more successful than the shark's underwater business. However, the train is no match for the shark when it comes to bowling (the shark is pictured with shards of bowling pins sticking out of his teeth, asking, 'That counts as a strike, right?") or jumping off the high dive. Barton's deadpan text—sparked with dialogue balloons that give the characters both personality and one-liners—is matched by Lichtenheld's spoton visual humor.

The Horn Book Magazine
Philpot, C. H. (2010). Shark vs. Train [Review of book]. Horn Book Magazine, 
        86(4), 85-86.

*****************

PreS-Gr 2-- When a boy with a toy shark faces a train-wielding companion, it sets off a series of imaginative and very funny contests between fish and machine. The result of each battle depends on the setting. Shark wins at high diving, not surprisingly, while Train comes out on top when it comes to burping. Other face-offs are less immediately obvious: Train stretches vertically to triumph at basketball, while Shark's sharp-toothed clown costume works best for trick-or-treating. In some situations, neither combatant fares well: as Train comments on the scoreless video-game competition, "Sure would help if we had thumbs." The cleverly chosen contests reflect the imaginative powers of kids while retaining the consistent logic that's also essential to play. The notion of a shark and a train trying to be quiet in alibrary is absurd, for example, but the reasons why neither would succeed make perfect sense. Energetic cartoon illustrations take full advantage of the visual possibilities. Creative use of page space and perspectives gives a fresh look to each new battle. Just-right facial expressions capture the distinct personalities of the two competitors, including an evil grin from Shark at the Ping-Pong table and Train's uneasy look during a disastrous piano recital. Subtler visual details add to the humor, including a shark-jumping Fonzie reference that adults will appreciate. This inspired pairing, executed with ingenuity and packed with action and humor, is a sure winner.

School Library Journal
Engelfried, S. (2010). Shark vs. Train [Review of book]. School Library Journal, 
      56(4), 120.

****************

Maybe they haven't pitted this exact pair against one another, but there's little doubting young boys' ability to spend hours and considerable blocks of imagination smashing different toys together in a knock-down, drag-out battle royale for romper-room supremacy. The opening spread shows two boys digging through a toy box, each pulling out a fearsome competitor. In this corner, there's Shark ("I'm going to choo-choo you up and spit you out"); and in the other, Train ("Ha! I'm going to fin-ish. you, mackerel-breath"). The bout gets progressively more ridiculous with each escalating shift in setting and rules. Early rounds in the ocean and on the tracks are split; Shark has the upper hand on the high-dive, and Train in giving carnival rides. Neither turns out to be much good at the Extreme Zombie-Squirrel Motocross video game (no thumbs) or sword fighting on a tightrope. Barton's imaginative and wacky scenarios are knocked home by Lichtenheld's ferociously funny artwork and will leave kids measuring up their dump truck and T- Rex for the next tale of the tape. - Ian Chipman

The Booklist

Chipman, I. (2010). Shark vs. train. The Booklist, 106(16), 53.

Library Uses

This would be a great read aloud. It could be followed by students discussing each competition, who would win and why. This could be done in a small group or as a whole group activity.

It would also be a good time to discuss individuality. Have students choose something they are good at, draw it, and then make a class book.

References

Amazon. (2016). [Image of book cover]. Retrieved from
       http://www.amazon.com/Shark-vs-Train-Chris-Barton
       /dp/0316007625/ref=sr_1_1?s=books&ie=UTF8&qid
       =1458332113&sr=1-1&keywords=shark+vs+train+book

Barton, C., & Lichtenheld, T. (2010). Shark vs. train. New York: Little, Brown.

Chipman, I. (2010). Shark vs. train [Review of book]. The Booklist, 106(16), 53. 

Engelfried, S. (2010). Shark vs. Train [Review of book]. School Library 

       Journal, 56(4), 120.

Philpot, C. H. (2010). Shark vs. Train [Review of the book]. Horn Book

       Magazine, 86(4), 85-86.

Module 5: Bud, Not Buddy & Chato's Kitchen

Bud, Not Buddy

By Christopher Paul Curtis

Coretta Scott King Winner 2000

Citation: 
Curtis, C. P. (1999). Bud, not Buddy. New York, NY: Delacorte Press.

Summary
Bud, Not Buddy is a story of a 10 year old boy living during the Great Depression. He wants to be called Bud, not Buddy (because that is what his mother always insisted on). In the beginning of the story he is living in an orphanage, is sent to a foster home which he runs away from.  The reader finds out that his mother died when he was 6 years old. He has a suitcase that he takes everywhere with him. It has things that his mom left behind. After he runs away from the foster home he goes in search of his father which he thinks is Herman E. Calloway a Jazz musician. He thinks he is his father because his mother had a lot of flyers with his name. He meets many people along the way that help him. Bud finally finds Herman, but after being welcomed by the band members, he eventually finds out that Herman is not his father, but his grandfather!                                                     

Impressions

This is a story of a resilient young boy. We find out pretty early on that his mother died when he was six. Then you learn of the torment he has gone through in the orphanage and foster homes. It was difficult to read the parts about another boy beating him up and seeing that the foster mother didn’t care and totally believed her son. After that they locked him up in a shed! It was hard to read, but it gives the reader a good glance of what types of things he had survived and wanted to escape from. After several setbacks, when he finally finds his grandfather and is taken in by him and the band, I was so happy for him! The fact that he was so young and overcame so much to finally find his family is very heart warming.

Professional Reviews
The lively humor contrasts with the grim details of the Depression-era setting and the particular difficulties faced by African Americans at that time. Bud is a plucky, engaging protagonist. Other characters are exaggerations: the good ones (the librarian and Pullman car porter who help him on his journey and the band members who embrace him) are totally open and supportive, while the villainous foster family finds particularly imaginative ways to torture their charge. However, readers will be so caught up in the adventure that they won’t mind. Curtis has given a fresh, new look to a traditional orphan-finds-a-home story that would be a crackerjack read-aloud (Isaacs, 1999, p. 221).

School Library Journal

            Isaacs, K. (1999, September). Bud, not Buddy [Review of book]. School Library 
                   Journal, 45(9) 221. 

*******************

“Bud, 10, is on the run from the orphanage and from yet another mean foster family. His mother died when he was 6, and he wants to find his father. Set in Michigan during the Great Depression, this is an Oliver Twist kind of foundling story, but it’s told with affectionate comedy, like the first part of Curtis’ The Watsons Go to Birmingham (1995). On his journey, Bud finds danger and violence (most of it treated as farce), but more often, he finds kindness—in the food line, in the library, in the Hooverville squatter camp, on the road—until he discovers who he is and where he belongs. Told in the boy’s naive, desperate voice, with lots of examples of his survival tactics (“Rules and Things for Having a Funner Life and Making a Better Liar out of Yourself”), this will make a great read-aloud. Curtis says in an afterword that some of the characters are based on real people, including his own grandfathers, so it’s not surprising that the rich blend of tall tale, slapstick, sorrow, and sweetness has the wry, teasing warmth of family folklore.” — Hazel Rochman

Booklist

Rochman, H. (1999, September 1). Bud, not Buddy [Review of book]. Booklist, 96(1) 131.

Library Uses

Bud, Not Buddy could be used for several things. It could be used as a book talk in conjunction with a study in History class about the Great Depression or during Black History month.

It could also be used to discuss Jazz and other types of music. Different examples of Jazz music could be played for students along with showing pictures of the different instruments that were played in the story as well as listening to examples of what they sound like. Then the librarian could show students the sections of the library that books about music, instruments and bands could be found.

The figurative language used in this book is very rich. There are similes, metaphors, and onomonopias along with some words made up by Bud. These would make a great lesson.

References

Amazon. (2016). [Image of book cover]. Retrieved from
       http://www.amazon.com/Bud-Buddy-Christopher-Paul-
       Curtis/dp/0553494104

Curtis, C. P. (1999). Bud, not Buddy. New York, NY: Delacorte Press.

Isaacs, K. (1999, September). Bud, not Buddy [Review of book]. School Library 
       Journal, 45(9) 221. 

Rochman, H. (1999, September 1). Bud, not Buddy [Review of book]. Booklist, 96(1) 131.

Chato’s Kitchen
By Susan Guevara

Pura Belpré Award Winner 1996

Citation: 
Soto, G. (1995). Chato’s kitchen. New York: Putnam & Grosset Group. 

Summary

Chato is a cat that invites the mice that moved in next door over for dinner. He plans and makes some Mexican side dishes to go with his dinner. His friend, a fellow cat, even comes over to help. The mice ask if it would be alright to bring their friend Charizo that is visiting to dinner too. Chato says of course because he thinks he will have an extra snack! However, when the mice come over for dinner, Chato finds out that the visiting friend is Charizo, which happens to be a dog! Boy, was Chato surprised!

Impressions

This story is cute and has a surprise ending. The Hispanic culture is shown throughout the story and illustrations. There are some stereotypical things in this story which are used in a comical way. Some examples include references to “low riders,” and Chato’s friend coming over in a “wife beater, flannel shirt and bandana.” I wonder if someone that is Hispanic might take offence to them. It is has a lot of Spanish terms throughout the story. There is a glossary of terms in the book to help out if a reader needs help. This is great for students that either are bilingual or want to learn some words.

Professional Reviews

“Illustrated by Susan Guevara. Chato, a "low-riding cat with six stripes," spends an afternoon in the kitchen along with his best friend, Novio Boy, a cat with "the loveliest growl in the barrio." They prepare a mouthwatering array of dishes, including fajitas, enchiladas, and chiles rellenos, but the heartiest dish is yet to come, for Chato has thoughtfully invited his new neighbors - a "tasty" family of mice. When the rodents arrive and announce that they've brought Chorizo, the cats think that the guests have come with even more treats: "Sausage! Chato and Novio Boy . . . gave each other a 'low four.'" However, the cats are in for a surprise. Chorizo, it turns out, is an old family friend from the old neighborhood, and he's neither sausage nor mouse. He's a dog -"a low, road-scraping dog." Chato resigns himself to a mouseless meal, comforted that dinner will still be pretty good because, "after all, it came from Chato's kitchen." Humorous details abound in Guevara's richly colored artwork, which portrays the characters with affection and authenticity. The illustrations convey the cats' cool and confident attitude - Chato has a gold hoop in one ear and wears his baseball cap backward, while Novio Boy, bandanna round his head, has a flashy cross dangling from his cat collar; both cats sport pencil-thin mustaches. Soto's fresh and satisfying fare is distinctively seasoned with the sights and sounds of East Los Angeles; the sprinkling of Spanish words and phrases adds the perfect flavor. A glossary - including the items on Chato's menu - precedes the story.” 

Horn Book Magazine

Brabander, J. (1995, September/October). [Review of the book Chato’s kitchen by 

        G. Soto]. Horn Book Magazine, 71(5), 591-592.

            *******************

K-Gr 3- Chato, the coolest low-riding cat in East L.A., invites his new neighbors, a family of “tasty” mice, to dinner, but his intentions aren’t at all neighborly. His friend Novio Boy, “a cat with soft green eyes, sleek fur, and the loveliest growl in the barrio,” drops by and stays to share tin the feast. The mice family arrives—with their friend, Chorizo, and that’s when the fun begins! Soto adeptly captures the flavor of life in el barrio in the amusing tale. The animal characters have distinct personalities and their language, sprinkled with Spanish phrases and expressions, credibly brings them to life. Best of all, though, are Guevara’s striking illustrations that enrich the text with delightful, witty details. Each page, exudes “East L.A. culture,” creating vivid scenes in which bold colors and shapes combine to increase the humor and tension in the narrative. The characters’ expressions exhibit intense emotions, drawing readers into the plot beyond the reach of the written word. A really cool book.

School Library Journal

Italiano, G., & Jones, T.E. (1995). Book review: Preschool & primary grades

      [Review of the book Chato’s kitchen by G. Soto]. School Library Journal, 

      41(7), 69.

Library Uses

Chato’s Kitchen would be a great way to introduce Hispanic Heritage Month (September 15 – October 15). Other winners of the Pura Belpré Award could be either displayed or read. Hispanic music could be played as well. If it is allowed at your school, the librarian could provide some Mexican snacks for the children.

This book would also be good for a lesson on plot. A chart or foldable could be made of a plot diagram.

References

Amazon. (2016). [Image of book cover]. Retrieved from http://www.amazon.com
       /Chatos-Kitchen-Gary-Soto/dp/0698116003/ref=sr_1_1?s=books&ie=UTF8
       &qid=1458088493&sr=1-1&keywords=chatos+kitchen

Brabander, J. (1995, September/October). [Review of the book Chato’s kitchen by 
        G. Soto].  Horn Book Magazine, (71)5, 591-592.

Italiano, G., & Jones, T.E. (1995). Book review: Preschool & primary grades 

         [Review of the book Chato’s kitchen by G. Soto]. School Library 

         Journal, 41(7), 69.

Soto, G. (1995). Chato’s kitchen. New York: Putnam & Grosset Group. 

Module 4: Dead End in Norvelt & Island of the Blue Dolphins

Dead End in Norvelt

By Jack Gantos

2012 Newbery Award Winner 

and

2012 Scott O'Dell Award for Historical Fiction

Citation:

Gantos, J. (2011). Dead end in Norvelt. New York, NY: Farrar Straus Giroux.

Summary

This story was written in the summer of 1962 in a small town called Norvelt. Jack Gantos is a boy who is “grounded for life” for shooting his dad’s Japanese sniper rifle (that he didn’t know was loaded). Instead of the summer plans he has been looking forward to (including playing baseball). He is caught in the middle of major disagreements between his mom and dad including his dad ordering him to mow down corn that his mom was growing so he could put in a landing strip. His parents can always tell if he is lying or very stressed out because he has a major nose bleed disorder. The only way he can leave the house is to help Miss Volker, the town's elderly medical examiner. He helps her by typing obituaries (and driving her around even though he doesn’t have a license). She is unable to type due to arthritis. She is a former nurse and helps to cure Jack’s nose bleeds.

Jack is led on quite the summer adventure once they realize that someone is killing off “Norvelt originals.” He and Miss Volker try to solve the mystery all while writing obituaries that include historically true stories and trying to figure out who will be next. Is it the Hells Angel curse, Miss Volker, Mr. Spizz, or Mr. Huffer, natural causes? Even Jack’s mom thinks she may be responsible because she had made all of the dead people casseroles!

He eventually finds out who loaded the gun and who the killer was. Read the story to find out who it was. Is it the same person?

Impressions

I enjoyed reading Dead End in Norvelt. When I started reading it, I didn’t know anything about it, so I didn’t know what to expect. At the beginning of the story, it discusses wartime, he is shooting a gun, and then when he first goes to visit Ms. Volker, she is melting her hands in the pot (ok, so it is just wax on her hands…). This is a great hook, especially for boys! The beginning was somewhat violent, so I wasn’t sure I was going to like it. However, as I continued to read, I was drawn in. It is full of adventure and mystery. It is also very funny and has a cast of characters that make you want to continue reading just to see what will happen next. I found out after reading the book that the historical information in this book is true. The town is real. There was some fictional information added to create the story, but a lot of the information was true. The information was shared in a conversational way and scattered throughout the story (many in the obituaries).

Professional Reviews

Jack Gantos has the gift of storytelling. In this novel, adolescent Jack Gantos lives in Norvelt, Pennsylvania, the author's birthplace. Norvelt, a fading coal-mining town, is on its last legs in the summer of 1 962, with many residents of the Depression-era town dying off at a brisk pace. Grounded for the summer after a harebrained request from his dad, Jack helps elderly Miss Volker write obituaries for the local paper.This captivating production is read by Gantos without theatrics. So what is it about the Pennsylvania-accented narration that grabs us? Pure genuineness. Gantos leaves his adult self outside the recording studio, bringing his adolescent persona instead, reading into the microphone as if it were his best friend. Gantos' kid-like cadence reveals heart-on-the-sleeve emotions. He sounds grossed out when describing an embalming, expresses repulsion at his deer-hunting experience, and seems earnestly outraged at the injustice of small-town intrigue. Are the evocative adventures autobiographical or inventive fiction? Stay tuned for a bonus CD interview, in which Gantos shares background information and insights into his writing process. A marvelous audio suggested for all youth audio collections. Be sure also to check the exclusive Booklist Online interview with author and reader Gantos. See note below for details. - Mary Burkey

The Booklist

Burkey, M. (2011). Dead end in Norvelt [Review of the book]. The Booklist, 

     108(4), 63.

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In 1962, Jack accidentally discharges his father's war relic, a Japanese rifle, and is grounded for the summer. When a neighbor's arthritic hands get the best of her, his mother lifts the restriction and volunteers the 12-year-old to be the woman's scribe, writing obituaries for the local newspaper. Business is brisk for Miss Volker, who doubles as town coroner, and Norvelt's elderly females seem to be dropping like flies. Prone to nosebleeds at the least bit of excitement (until Miss Volker cauterizes his nose with old veterinarian equipment), Jack is a hapless and endearing narrator. It is a madcap romp, with the boy at the wheel of Miss Volker's car as they try to figure out if a Hell's Angel motorcyclist has put a curse on the town, or who might have laced Mertie-Jo's Girl Scout cookies with rat poison. The gutsy Miss Volker and her relentless but rebuffed suitor, Mr. Spizz, are comedic characters central to the zany, episodic plot, which contains unsubtle descriptions of mortuary science. Each quirky obituary is infused with a bit of Norvelt's history, providing insightful post war facts focusing on Eleanor Roosevelt's role in founding the town on principles of sustainable farming and land ownership for the poor. Jack's absorption with history of any kind makes for refreshing asides about John F. Kennedy's rescue of PT-109 during World War II, King Richard II, Francisco Pizarro's conquest of Peru, and more. A fast-paced and witty read.

School Library Journal
Reutter, V. (2011). Dead end in Norvelt [Review of book]. School Library Journal, 
       57(9), 154.

Library Uses

Dead End in Norvelt could be used for a book talk that would be a great way to introduce the Historical Fiction Genre. It would be great to have a lot of different Historical Fiction books to talk about or available for students to choose from. I would use this for a middle school or high school lesson.

References

Amazon. (2016). [Image of book cover]. Retrieved from http://www.amazon.com/Dead-

          End-Norvelt-Book-ebook/dp/B0058TWSB2/ref=sr_1_1?ie=UTF8&qid=
          1458330375&sr=8-1&keywords=dead+end+in+norvelt+book

Burkey, M. (2011). Dead end in Norvelt [Review of the book]. The Booklist, 108(4), 63.

Gantos, J. (2011). Dead end in Norvelt. New York, NY: Farrar Straus Giroux.

Reutter, V. (2011). Dead end in Norvelt. [Review of the book]. School Library Journal, 57(9), 154.

Island of the Blue Dolphins

By Scott O’Dell

Newbery Award Winner 1961

Citation: 
O'Dell, S. (1966). Island of the Blue Dolphins. London: Puffin B.

Summary

This is a story of a girl (Karana) living on the “Island of the Blue Dolphins.” In the beginning of the story, she is living there with her family and their tribe. The Aleuts come to hunt for otter. For a while all is well until there is a big disagreement about splitting the proceeds from the hunt. The agreement had been 50/50, but the Aleuts did not stick to their side of the bargain. Instead a huge fight broke out in which most of the men in their tribe, including Karana’s father - the leader of the tribe, were killed. Because there were fewer men, the women started to take over some of their jobs. This did not go over well with some of the men which caused some unhappiness and stress among the tribe.  One of the elders (that had been elected leader) decided to go to the mainland for help. This trip would take a very long time, and they didn’t know if help would come or not.

Finally, a ship did arrive! Everyone got on except Ramo, Karana’s younger brother who went back to the village for his spear. Due to the weather, the ship had to leave. After she was on the ship she saw he was still on the island and was going to be left behind. Even though she was urged to stay on, she jumped off the ship, diving into the water to stay with her brother. The two of them were left alone on the island.

The next day her brother sneaks off by himself to get one of the canoes, but he is killed by a pack of wild dogs. Karana spends the rest of the time waiting for a boat and watching for the Aleuts to return. She also is focusing on survival. Karana takes on the jobs of men including building a home, making weapons, and getting food. She does try to leave the island, but after a few days at sea, her canoe starts to leak, so she goes back to the island.

She does kill some of the wild dogs, but when one doesn’t die right away, she cares for it and helps to heal it. She names him Rontu and become friends. He helps to keep her company. She even has birds for pets. Even though she is alone, it seems that she has decided she will be there for a while, so she might as well make the best of it. She even makes a skirt from feathers, a belt.

Eventually the Aleuts did return, but she hid from them and made her dwelling look as if it had been abandoned. A young girl does find her, and tries to communicate with her, but she doesn’t tell the others about her. The girl brings her a necklace and they become friends. Karana is even lonelier after the girl leaves. She finds a wounded otter that she nurses back to health. She finds other wounded animals and helps them too. She eventually decides not to kill animals anymore.

After the passage of time Rontu (the dog) dies. She sees a dog that looks like Rontu and decides it is his son. Karana decides to capture him and eventually tames him and he becomes her new pet. She names him Rontu-Aru.

In the spring, there are big waves that hit the island after an earthquake. It destroys her canoe. She is working to make a new canoe when the “white man’s ship” returns to the island. They find some of her things and she tries to get to them (because she can tell it is not the Aleuts), but they don’t see or hear her because of a storm. That also means they can’t stay because their ship will be wrecked so they quickly leave.

A few years later another ship comes to the island. They made her a dress (that she didn’t like as much as her feather skirt). She and Rontu-Aru leaves the island and learns that the ship with all of her villagers on it sank therefore; no one knew to come back for her.

Impressions

This was a good book that would be enjoyed by all ages. It was inspired by real events. There was a girl in the mind 1800’s that lived on her own on an island for 18 years. The fact that this did really happen makes the story even more interesting. It is a very well written story about survival and solitude. The fact that a young (12 year old) girl was able to survive for that amount of time completely on her own is impressive. Even with very little dialog in the story, the descriptions of everything she goes through gives a very good picture of what is going on. While I was reading, I was able to visualize everything. The action in the story gives you highs and lows thinking she is finally going to escape or be rescued only to have something happen that jeopardizes it. Then all of the sudden she is rescued. I was almost waiting for something else to happen. After all of that, she gets on the boat and sails away. It did leave me wanting to know what happened to her after that.

Professional Reviews

Bronte, 12, is lonely when her family moves to a small town on the California coast, so she starts a book club, and slowly makes friends with four girls as needy as she is. The first book she chooses is Scott O'Dell's classic Island of the Blue Dolphins. The book is set off the coast where Bronte now lives, and like O'Dell's castaway character, Karana, Bronte loves surfing with the wild seals and dolphins. The four girls quarrel, cry, laugh, and enjoy the snacks together; in fact, Bronte gets irritated when, instead of talking about the book, they talk about personal stuff (Does Willow have trouble reading? Why is Jessie so angry?), until Bronte finds herself revealing her loneliness. Back matter includes suggestions for starting a book group; but more than just about creating a club, this book shows how talking about a great story can spark connections. -Hazel Rochman

Booklist

Rochman, H. (2008). Bronte's book club [Review of book Island of the Blue 
        Dolphins]. The Booklist, 104(15), 44.

*******************

Gr 5-8 –Based on the life of a real Chumash Indian girl abandoned on an island off the coast of California in the 1800s, this story describes how Karana was self-sustaining for 18 years before rescue. O'Dell details how she made clothing from animal skins, constructed weapons to fend off wild dogs, and dried fish to augment her food supply. This remarkable heroine continues to inspire readers and teach them about Native American lore. Audiobook available from Listening Library.

School Library Journal

Reutter, V. (2004). Island of the Blue Dolphins [Review of book]. School 

        Library Journal, 50(5), 64.

Library Uses

This would be a great story for visualization. As students listen to the description of the island, draw it. Other parts of the story could be used for this as well. There are many things that are described in detail that could be pictured or drawn.

It could also be used to discuss how the Karana's character evolves throughout the story.

A discussion about how not having technology available would be difficult. Of course she didn’t know what technology was, but what would they do if they didn’t have technology and were stranded on an island? Could they survive?

References

Amazon. (2016). [Image of book cover]. Retrieved from http://www.amazon.com/Island-Blue-Dolphins-Scott-ODell/dp/0547328613/ref=sr_1_1?ie=UTF8&qid=1458329912&sr=8-1&keywords=island+of+the+blue+dolphins+book

O'Dell, S. (1966). Island of the Blue Dolphins. London: Puffin B.

Reutter, V. (2004). Island of the Blue Dolphins [Review of book]. School Library 

               Journal, 50(5), 64.

Rochman, H. (2007, April 15). Another Look At: Scott O’Dell’s Island of the Blue
            Dolphins [Review of book]. Booklist, 103(16) 54. Retrieved from

            www.booklistonline.com.