Pandora

Burleigh, R., & Colon, R. (2002). Pandora. San Diego: Silver Whistle.

Reflection Here

This is the story of the classic Greek myth of Pandora, the beautiful woman obsessed with her own curiosity and ultimately tempted to satisfy it. The author gives a good explanatiplot better, but also the magnitude of Pandora's crime. The text is almost poetic in its verse-like design. Language is used carefully, precisely, and pointedly. This adds to the suspense of the story as the reader feels Pandora's temptation rise. The illustrations resemble gallery oil paintings as each is carefully framed on a page. The entire book gives an aura of seriousness and concern; the magnitude of Pandora's weakness is appreciated. Older children will understand the moral behind this story and acknowledge the strength of temptation and the power of hope.

on of the myth's origins at the beginning of the book as well as a glossary of Greek gods' names. All of this not only helps the reader understand the

Pandora has been warned about the forbidden jar. Although she is surrounded with gifts and has rooms, gardens, and a courtyard to explore, Pandora is drawn to one room -- the one that holds that jar. Is Pandora's curiosity a curse?

In a seamless blend of prose and verse -- and drawing from traditional mythological sources -- Burleigh dramatically tells Pandora's story for young readers. Complemented by Raul Colon's bold illustrations, Pandora is an unforgettable introduction to the classic myth.

Grade Level: 3-5

Monster

Myers, W.D., & Myers, C. (1999). Monster. New York, N.y: HarperCollins Publishers.

Reflection Here

Steve Harmon, a sixteen-year-old African American teen from Harlem, is awaiting trial for his role as an accomplice in a drugstore robbery that ended in murder. Before being imprisoned, Steve enjoyed amateur film making and while in confinement decides to write his experience in prison as a movie script. In a movie script format, Steve gives readers an account of the events leading up to the crime. As narrator, director, and star of his story, Steve navigates readers through the events of the courtroom and discussions with his attorney. He directs camera angles at various characters in the story from the judge, to

witnesses, and to the other teens involved in the crime. Readers are given a front seat to the personal dialogue Steve has with himself through diary entries he tucks in among the script. Steven writes this note to himself, "I want to know who I am. I want to know the road to panic that I took. I want to look at myself a thousand times to look for one true image." (Pg. 281). Is Steve innocent of his part in the crime? Readers must wait until the end of the story to find out Steve's courtroom and personal verdict.

This novel is written in first person perspective from Steve's viewpoint. He presents himself through his journal entries and a screenplay. The protagonist of a story is the main character who traditionally undergoes some sort of change. He or she must usually overcome some opposing force. In this story, the protagonist is Steve Harmon who is on trial for his life. The antagonist of a story is the force that provides an obstacle for the protagonist. The antagonists include the justice system, the neighborhood which impacts young men like Steve, the people Steve associates with in the neighborhood, and Steve himself.

Monster is a multicultural novel because is depicts life for African American teens growing up in inner city neighborhoods. The characters know poverty, war, neglect, and the street life.

A great way to use this in the classroom would be to allow students to write the closing arguments for the defense and/or prosecution.

Grade Level: 7-10

Ender's Game

Card, O.S. (1991). Ender's game. New York: Tor.

Reflection Here

In order to develop a secure defense against a hostile alien race's next attack, government agencies breed child geniuses and train them as soldiers. A brilliant young boy, Andrew "Ender" Wiggin, lives with his kind but distant parents, his sadistic brother Peter, and the person he loves more than anyone else, his sister Valentine. Peter and Valentine were candidates for the soldier-training program but didn't make the cut — young Ender is the Wiggin drafted to the orbiting Battle School for rigorous military training. 

Ender's skills make him a leader in school and respected in the Battle Room, where children play at mock battles in zero gravity. Yet growing up in an artificial community of young soldiers, Ender suffers greatly from isolation, rivalry from his peers, pressure from the adult teachers, and unsettling fear of the alien invaders. His psychological battles include loneliness, fear that he is becoming like the cruel brother he remembers, and fanning the flames of devotion to his beloved sister.

Is Ender the general Earth needs? But Ender is not the only result of the genetic experiments. The war with the Buggers has been raging for a hundred years, and the quest for the perfect general has been underway for almost as long. Ender's two older siblings are every bit as unusual as he is, but in very different ways. Between the three of them lie the abilities to remake a world. If, that is, the world survives. 

There are endless ways to use this book in the classroom. Although this book is about "children" I feel its intended audience is for students in at least the sixth or seventh grade. This would be a great novel to teach the elements of a story (exposition, rising action, climax, falling action, and resolution). Students could work in groups or individually to draw a scene of their choice from the book, drawing a particular setting, or drawing a character in his or her uniform. Students could get creative by painting or coloring images, or by creating the image using a graphics program, which students are very familiar with these days. After the artwork is done, students could also write paragraphs describing, as vividly as possible, one of the images another classmate has drawn. 

Riding the Tiger

Bunting, E., & Frampton, D. (2001). Riding the tiger. New York: Clarion Books.

Reflection Here

Esteemed author Eve Bunting brings all her insight, empathy, and storytelling skill to this powerful allegorical tale, set in the streets of an unnamed city and illustrated with striking woodcuts. Danny, new to town, is proud when a glittery-eyed tiger invites him for a ride. He climbs up onto the tiger's massive back, and together they cruise the neighborhood. Everyone gives them respect — shopkeepers and passerby, even other kids. Danny feels powerful and much older than ten. Soon, though, he realizes it isn't respect people feel for him and the tiger — it's fear. And when he decides to get down off the tiger's back, he discovers it's a lot harder than climbing on. Whether the tiger is interpreted to represent gangs, drugs, or something else altogether, this book is sure to provoke discussions about temptation, peer pressure, and conformity.

This is a very good book on multiple levels, while the reading level is adequate for lower level readers, content would be great for upper grades as well. Bunting's use of metaphor for a complex social issue is outstanding. This book looks a multiple issues many children face and have them examine it on a critical perspective. Simply the idea of helping children examine perspective in social situations would warrant a good book. The artwork is also a very good example of modern woodcut prints. While enjoying the look of woodcut, in my opinion, is somewhat a matter of preference the arts color and style support the text and carry the story well.

The Gettysburg Address

Lincoln, A., & McCurdy, M. (1995). The Gettysburg address. Boston: Houghton Mifflin.

Reflection Here

The deliberate pace Lincoln's words acquire when spaced out in this power, somber book gloriously introduces the most famous speech in American history to a new generation and gives fresh meaning to those who have read and heard it before. Everything about the book is admirable. The type is beautiful, simple, and restrained. The black-and-white illustrations strike an interesting balance between the look of period engravings and the cropping and muscular vigor of a more contemporary point of of view. In a particularly striking spread, readers see the close-ups of crosses marking graves while in the background a crowd has gathered to hear the speech on a plain marked by a cannon-blasted tree. Another scene shows a group of wounded, bandaged men, one without a foot, one without a forearm, who serve as visual reminders of the human cost of battle. A short introduction by historian Gary Wills provides context without weighing the book down with information; the more personal note about McCurdy's great-grandfather Jack, who fought in the battle and lived to tell about it, adds a satisfying sense of connection between the generations.

There are numerous lessons this book could be used for and in a variety of grade levels.
1. Students could list events that led up to Lincoln's Gettysburg Address.
2. Students could present an argument as to why Lincoln gave The Gettysburg Address.
3. Students could summarize portions of the Gettysburg Address in their own words or present an overall summary of the document.
4. Students could discuss why they believe the Gettysburg Address is still relevant in today's society.

This book could be used across the curriculum not only in history/social studies classes but also in reading and language arts/writing classes.

Faithful Elephants: A True Story of Animals, People and War

Tsuchiya, Y., & Lewin, T. (1988). Faithful elephants: A true story of animals, people, and war. Boston: Houghton Mifflin.

Reflection Here

Faithful Elephants is the story of a zoo in Japan during World War II. City officials worry that if the city is bombed, the zoo animals may escape and cause more damage. The zoo is forced to euthanize all the animals by the Army, but the elephants are too smart to eat the poisoned food, and their skin is too touch for hypodermic needles. What will zoo keepers do now? How will they kill the elephants, or will they? Zoo keepers were successful in killing a tiger, bear, lion, and large snake as this can be witnessed on a double-page spread illustration.

I can think of many activities this book could be used with in the curriculum. However, with the emphasis Common Core Standards have put on writing, it is crucial to have student begin writing strategies as soon as possible. I could use this book for letter writing. Letter writing through a character's point of view helps children empathize with characters and think deeply about their choices. After students read Faithful Elephants," we could discuss the characters. Students could be ask questions like, "How did the zookeepers feel about the war?" or "What else could have been done to save the animals?" After the discussion, students could write a letter to a friend or family member from the viewpoint of one of the characters describing how war has affected his or her life. In stories like Faithful Elephants where major characters are animals, students could write from the animals' perspectives as well.

The True Story of the 3 Little Pigs!

Scieszka, J. (1989). The true story of the three little pigs!. New York: Viking.

Reflection Here

This is a true story that changes everything by telling the story of The Three Little Pigs from the point of view of the wolf. The wolf begins by telling the reader his name (which is Alexander T. Wolf) and explaining that the Big Bad Wolf thing is all wrong. He can't help it that he likes to eat cute little animals. It's just the way wolves are. And the story with the three little pigs is really about a sneeze and a cup of sugar. The poor wolf was actually framed (or so he says).

This story proves that there are two sides to every story. A venn diagram would be a great tool to compare the original story to the "fractured" story. Questions for discussion might include: If you were a lawyer, who would you defend and why? What other fairy tales do you think have characters that may have been unfairly accused? This book could also be used to encourage students to write the other side to a popular story. The illustrations are also very humorous and include some collages. This book is enjoyable for adults who are tired of the same old story, too.

Train to Somewhere

Bunting, E. (1996). Train to somewhere. New York, NY: Clarion Books.

Reflection Here 

Train to Somewhere, inspired by a chapter of American History, imagines a journey on one of the many "Orphan Trains" that, between the mid-1850s and the late 1920s, brought children from New York City orphanages to adoptive families in the West. The narrator of this heart-wrenching story is Marianne, who boards the train in New York with 13 other children and Miss Randolph, their caretaker, to be taken in by people in the country towns at which they stop. Marianne is older and knows she will be difficult to adopt since she's not cute or pretty. Those more physically appealing, younger children, and the stronger older ones are taken first. At each town the children put on their most cheerful faces and each time there are fewer and fewer to re-board the train. Marianne clings to a chicken feather and the hope that her mother who promised to come back for her before leaving her at the orphanage will be waiting for her at one of the stops. Finally, it is Marianne alone who gets off the train at Somewhere with Miss Randolph. Will her mother be there waiting, will anyone even be waiting at this stop, or will she find a family to adopt her? There's one way to find out, and that is for yourself. I warn you, this is a very touching book, but I strongly suggest taking the time to read it.

The illustrations in this book are excellent and the pictures are very realistic and follows extremely close to the story line. Illustrations, from what I can tell, were done in watercolor.

Introduction

Hi. My name is Ashley Hughett. I am a 6th grade math teacher at Huntsville Middle School. Math is definitely my passion and I enjoy every day of my job. I am broadening my education by completing my masters degree in the reading and writing specialist program at University of the Cumberlands. I have a bachelors degree in middle school education also from UC. I enjoy spending time with my family, going to church, playing sports, and coaching. I look forward to reading the books required for this course and learning new ideas to use with my students.