Cathy Ryan
Dr. Pesko
9/14/10
Readers Response
Title: The Great Gilly Hopkins
Author/Illustrator: Katherine Paterson – Cover Design: Karin Paprocki
Publisher: HarperCollins Publishers Inc.
Summary: The Great Gilly Hopkins tells the story of a forlorn foster child, who masks the pain
of moving around from home to home with a tough, mean external image. While Gilly is
tremendously bright and independent, she is also bitter, angry and pessimistic from years of
repeated abandonment and rejection. At first, Gilly detests her new foster family, but she must
learn to live with her new foster family consisting of an overweight, illiterate woman named,
Maime Trotter, and a nervous child named, William Ernest Teague. Gilly’s only satisfaction is
in bullying William. Gilly must also tackle her own issues with racism when introduced to a
close friend of the family who is a blind, old, African-American man, and her African-American
school teacher. While living at her new foster home home, Gilly at the outset gets into trouble as
usual, scuffling with other students at school and leaving a racist and rude homemade card for
her teacher. She fiercely clings to the idea that her birth mother, Courtney Rutherford Hopkins
loves her and will return to care for her someday. Gilly quickly hatches two plans to escape.
However, in spite of her desire to leave, and her best efforts to deny anyone who tries to reach
out to her, Gilly eventually discovers she actually likes her new peculiar family and teacher.
Sadly, just as Gilly settles into her new life, she is uprooted once again and is sent to live with,
Nonnie, her biological grandmother in Virginia. Gilly’s requests to stay with her foster family
are denied. Gilly eventually bonds with her Nonnie and tries to become accustomed to her new
environment. When she learns that her mother is coming to visit for Christmas, she is excited
because she believes that her longtime dream of a reunion is coming true. Nevertheless, Gilly’s
dream is crushed because she instantly learns that her mother isn’t going to stay with her or take
her back to San Francisco. Gilly has to face the reality that her mother really didn’t even want to
come for the holidays, and that she only agreed to visit because Nonnie paid for her ticket. After
calling Trotter one last time and begging to go back, Gilly finally accept her new home. Gilly is
brokenhearted, but decides she will cope with the circumstances, just to make her Trotter proud.
Personal Response: There were portions of this book that made me contemplate my own views
and opinions. I like it when a book, especially a book that is supposedly written for children, is
able to push me out of my comfort zone and force me to think. Gilly took a very dim view of
having to live with a boy (William Ernest) she calls “retarded” because he was slow of speech
and easily disturbed. She also reacted very negatively to Mr. Randolph, an older, AfricanAmerican man who was blind. I have little doubt that it is her reaction to Mr. Randolph that has
landed The Great Gilly Hopkins on several banned book lists. She used the reprehensible nword and behaved in a highly racist, very hateful manner. Yet, I wouldn’t recommend changing
a word of it. I feel that Paterson wasn’t trying to create a protagonist who does everything right.
On the contrary, I deem that she tried to create a protagonist that her teenage readers would be
able to relate to. Paterson has created a highly flawed girl who is struggling with her place in
society, and will continue to struggle for the rest of her life. The Great Gilly Hopkins is a book
which, having a choice to make between a happy ending and a hard one chooses the latter: thus,
asserting itself as something rather different from what it has led the readers to expect.
Evaluative Comments: I think this book fulfills the requirements of a children’s realistic fiction
novel. Gilly is an arrogant, wisecracking, gum-chewing, real kid who has been shuttled from
one foster home to another. In addition, the book is filled with love and compassion as it tells
the story of an 11-year-old girl who yearns for a real family. I feel that Paterson used a great
deal of figurative language to make her writing more interesting and effective. For example, she
used an idiom (a commonly used expression that means something totally different than what it
says) on page 16 – She held her head very straight as she sat at the kitchen table and waited for
the fireworks, and she used a hyperbole (an extreme exaggeration) on page 19 – When despite
her assault by comb and scissors a few strands refused to lie down meekly, she soaked them
mercilessly into submission. By using figurative language the writer is able to paint a picture in
the mind of the reader. The simple sentence structure and vocabulary of this book makes it a
good choice for the young reader. The use of short and concise sentences makes it easy to read
and the dialogue is easy to understand. Although the theme of the importance of love, rather
than blood ties, in making a family is evident, it is not belabored and the characters, although
represent extreme types, are made to seem real and believable.
Comments Following Class Discussion: It was thought that it would be a good idea to go over
some vocabulary word before using the book as a Teacher Read Aloud or as an assigned read.
Some of the vocabulary words included: maneuver, smirk, exotic, delinquency. These are a few
words the class thought of to describe Gilly: interesting, manipulative, crafty, and tenacious. We
also thought of a few words that describe both Gilly and Trotter: nurturing, protective, needy,
resourceful, survivor. In my groups discussion of the book we all agreed that the ending, while
not what a reader may have expected, was true to realistic fiction. Life doesn’t always turn out
the way we plan. Gilly had to face seeing her mom as she really was, and abandon her
romanticized image of her mom. An interesting discussion ensued when the Foster Care System
was called into question.
Cathy Ryan
Dr. Pesko
9/27/10
Readers Response
Title: Jazmin’s Notebook
Author/Illustrator: Nikki Grimes/Jacket Art by David Marcus
Publisher: Puffin Books
Summary: Jazmin is a fourteen year old girl who has been through many trials that most teens
her age have not. Jazmin lives with her sister (Cece) in New York City. Her mother is incapable
of taking care of herself, much less a child. Her father passed away. He is the one who came up
with the unique spelling of her name. Jazmin's intelligence is obvious and her thirst for
knowledge is real; however, she must overcome her environment and the prejudices that
surround her. Her community is plagued with hustlers, drug dealers, vagrants, and people who
have lost touch with any type of reality outside of city life. Sitting on her stoop she fills her
notebook with laughs, anger, and hope. Jazmin uses her notebook as a way to release her joy
and pain. Her poems are glimpses of her life as an African American teenager in the 1960s. She
is a poet.
Personal Response: I was delighted with Jamin’s candor and imagination. Even though her life
is tough she is able to think and write all the beauty, chaos, confusion, and clarity that
accompany the excitement of exploring life's possibilities, and discovering they are endless. Her
gritty determination to survive and succeed is inspiring and heartwarming. Jazmin's is
determined to succeed. Readers are left with a sense of hope.
Evaluative Comments: The book is written in poetic verse, while also encompassing the honest
voice of a fourteen year old girl. The point of view of this book is first person. It is a realistic
fiction book written in the form of a diary. Grimes paints a vivid picture of her character's
surroundings with the use of brilliant descriptive language. Especially effective are Jazmin's
witty descriptions of neighbors and local characters. The setting is told through Jazmin's
observations in her notebook. These observations give the reader a clear picture of what Harlem
was like in the 1960's, or at least what it might have been like. The following description of a
nearby bar gives the reader vivid mental imagery of what it is really like. "The bar & grill blasts
rhythm and blues on the jukebox all hours of the night, while cocaine changes hands in dark
corners, and pool-sharks in the back room beat amateurs out of a week's pay." page 6. The book
dares readers to look at life in the 1960's as it was (and possibly still is) for an adolescent black
girl.
Cathy Ryan
Dr. Pesko
9/20/10
Readers Response
Title: Locomotion
Author/Illustrator: Jacqueline Woodson/Jacket Art by David Marcus
Publisher: G. P. Putnam’s Sons
Summary: Lonnie Motion is an eleven year old boy who lost his parents four years ago in a fire
when he was seven years old. In this book he tells about his life. He is separated from his sister
Lili, and living in a foster home with an elderly woman, Miss Edna. He loves his sister, but sees
her infrequently, as her new parents don't like boys. Lonnie has to find a way to relate to students
who don’t know him or his background. Through his transition, Lonnie is comforted by
memories from his past when his parents were alive, by visits with Lili in her new home, and
also by the encouragement of his fifth grade teacher Ms. Marcus. Ms. Marcus tells him he has a
gift, and encourages him to express his thoughts and feelings in writing. The reason for the
poetry is part of the story. It starts as assignments from Ms Marcus. But then, through this
assignment, Lonnie discovers his talent, and his voice. In a series of poems, Lonnie begins to
remember his past, to record his grief, and to cope with his future. In the end, Lonnie comes to
accept his new life, and to appreciate the people who support him, especially Ms. Marcus, Miss
Edna, Miss Edna’s grown son Rodney, and his sister Lili.
Personal Response: I feel this touching story of love, loss, and hope is lyrically written. It is
poetry read like a story, brilliantly done. Lonnie’s words are very believably the words of an
eleven year old boy grieving and angry about losing his family. Woodson does a great job of
creating a strong and riveting voice in her main character. Lonnie is interesting and introspective.
This story is emotional and powerful.
Evaluative Comments: The genre is realistic fiction verse novel. I feel that Woodson, through
Lonnie’s voice has created an infectious appreciation for poetry while using the genre as a
healing means for expressing the young poet's own grief. The simple, honest poetry gives you a
clear look into the feelings and emotions of Lonnie. The book is written in Lonnie’s attempts of
experimenting with different types of poetry including; free verse, haiku, and sonnets. There is
no chronological order, only impressions of events related by Lonnie to push the story forward.
Abrupt, short phrases work well when Lonnie is angry or sad. At other times, vivid language shows
his inner thoughts and the complex relationships as he tries to personify his emotional
experiences and the world around him. In one touching poem, entitled “Group Home Before
Miss Edna’s House,” his low self esteem seeps through his painful words.
Comments Following Class Discussion: Lonnie kept his feelings quiet. He was sensitive. He
was not outwardly angry. My group discussed the apparent role reversal with Eric – the bully.
As Lonnie came out of his shell Eric went into his. We discussed that the “Halloween Poem” –
talked about Lonnie wanting a big brother. Nobody knew he wanted a big brother – not even
Lonnie until he had one. We talked about the vivid imagery when Lonnie talked about the song
“Locomation” and dancing with his parents. We discerned that the theme was family
(reconnection with his little sister), and possibly death- loss. In analyzing the written form of the
book, suggestions were made that it is episodic, in that, the chapters stand on their own, yet also
connected. One question was left to be answered, “Why didn’t anyone in Lonnie’s family take
him?”
Cathy Ryan
Dr. Pesko
10/4/10
Readers Response
Title: But I’ll Be Back Again
Author/Illustrator: Cynthia Rylant/Cover Photograph by Nate Howard
Publisher: Beech Tree Books, 1993
Summary: Cynthia Rylant was born in Virginia. After her parents divorced, Cynthia went to live
with her grandparents in Cool Ridge, W. Virginia, while her mother attended nursing school. The
family lived simply, with no electricity or running water but enjoyed living in the country. In
this book Cynthia discusses her childhood, her early adolescence- hating bras, her passion for the
Beatles, Bobby Kennedy, and kissing. She talks about being ashamed of where she lived and
wanting better things. She and her mother later moved to their own home in Beaver, W.
Virginia. While in Beaver, W. Virginia she felt smart, and pretty. However, when she left the
town of Beaver she soon felt dull, ugly and poor. Even when she went away to college and
regardless of how many degrees she earned she wondered if she would ever learn that
it would be all right for her to have a house that smelled like chocolate-covered marshmallow
cookies. Cynthia married twice before the age of thirty, but neither marriage lasted long.
Cynthia had a son and she tells about realizing how hard it can be to be a parent. Her wish is that
her son will have an easier childhood then she did. Her final thoughts are that she believes every
child has a right to heartaches, but she too hopes that each child will also have a hero, music, and
a kiss that they will never forget.
Personal Response: Cynthia’s stories mean the world to her, and she uses her stories to share her
memories with others. I could totally relate to her telling about the loss of heroes like Bobby
Kennedy, and John Lennon. Even though we may never meet the people we hold in our lives as
“heroes” – the place they hold in our lives can greatly impact us when they are taken away. Just
as she kept her Paul McCarthy doll, I too have held onto many keepsakes from my childhood
“heroes”. The loss of her dad was tragic. Her father's sudden reappearance in her life when she
was 13 and his death shortly afterward were devastating. The book is sensitive at times, but also
humorous at other times.
Evaluative Comments: The book is an autobiography by Cynthia Rylant. The book is written in
first person. Each section of the book is introduced by lyrics from songs by the Beatles. The
embedded lyrics are connected in some way to the text or shed light on ideas presented in the
text. The book’s title But I'll Be Back Again is taken from a Beatles song. The book includes
personal photos, personal notes, and photos of her “heroes”. Integrity, family pride and life in
spite of hardships are the subjects of this book. The book not only reveals memories from the
Cynthia’s life, but it also reveals what she was thinking and feeling. The book is written in a
series of memoirs for which she may have been trying to construct meaning from her life. I have
heard that people may write memoirs to better understand their lives or heal issues related to
them.
Comments Following Class Discussion: Connections to Missing May: Within our groups
discussion the idea that both families (Cynthia Rylant’s and Summer’s-from the book Missing
May) wanted more, but they didn’t appear to feel deprived. Both Cynthia’s and Summer’s
families were from rural areas and low income families. They both found simple things to be like
paradise – Summer, just being with Ob and May, and Cynthia, indoor plumbing. Both Cyntiha
Rylant and Summer shared a sense of loss: Cythia with her mom always working, and Summer
when May died. I suggested that Cynthia’s autobiography tells mostly about her years through
childhood and adolescence, and that maybe her memoirs were a way of looking back to make
sense of her life; thus, the characters in her books are also young adolescence going through a
confusing time in their lives and are just trying to make some sense of it all. Both Cynthia and
summer moved in with relatives, and were looking for an “outlet” for their feelings. It was also
mentioned that the title of the book “I’ll Be Back Again” may have been more of reference to the
Beatles lyrics, but also it may have been a reference to the idea that her mom would often say,
“I’ll be back again”, and it too may be a reference that Cynthia will be back to the mountains
again throughout her life.
Cathy Ryan
Dr. Pesko
10/4/10
Readers Response
Title: Missing May
Author/Illustrator: Cynthia Rylant/Jacket Painting by Rene Ade
Publisher: Orchard Books, 1992
Summary: Summer was six years old when she came to live with her Aunt May and Uncle Ob.
Summer loved living with May and Ob, the aunt and uncle who took her in and loved her when
nobody else wanted her after her mother died. When Summer was twelve, Aunt May died.
When May passed on, a lot of the joy left Summer’s and Ob's lives. Aunt May was the glue that
held this unusual Appalachian family together and Summer worried that something might
happen to Uncle Ob because he was so filled with grief he didn’t want to go on. Ob sensed May
was still with them, and then a strange boy named Cletus Underwood from Summer's class
entered their lives, and introduced an idea that just might fix everything. Cletus read in the
newspaper that a medium could help them contact May. This created a series of events in which
Ob, Summer and Cletus set off on a search seeking some sign from May. They only knew they
needed something to ease their sorrow and give them strength to go on living -always knowing
they would never stop missing May. But the real answer they were searching for could only be
found within themselves.
Personal Response: Things don't always work out as planned. It is an emotional novel about
death and the depression that follows the loss of a loved one. Ultimately, Summer and Ob have
to start learning to confront their grief and begin to work on how to go on living together. Their
journey is heartening, funny, and altogether unforgettable. However, the novel's emotional
turning point is difficult to grasp. All Summer, and the reader, know is that "something”
happened to Ob to make him embrace life fully again.
Evaluative Comments: Missing May is a realistic fiction story about people overcoming grief at
the loss of a loved one. There is a lot of internal struggle. While the topic is mature, the style is
light and humorous. The story is written mostly in first person. The chapters are short and easy
to read. I noticed Rylant used Proper nouns in her writing. “Before she died, I know my mother
must have loved to comb my shiny hair and rub Johnson’s baby lotion up and down my arms and
wrap me up and hold me all night long” (pg 4). I could really smell the lotion when I read this.
“My eyes went over May’s wildly colorful cabinets, and I was free again. I saw Oreos and
Ruffles and big bags of Snickers” (pg 8). Rylant could have just said cookies, chips, and candy.
The use of specific proper nouns can call up so many sensory images for the reader.
Comments Following Class Discussion: During our group discussions it was mentioned that
Cletus added a sense of humor to depressing scenes in the book. Also it was decided that maybe
that “something” that helped Ob heal was simply just time. It was also mentioned that Rylant
used a lot of metaphors in the writing. For example “ The capital building sprawled gray
concrete like a regal queen spreading out her petticoats…”(pg 70).
Cathy Ryan
Dr. Pesko
10/11/10
Readers Response
Title: Any Small Goodness
Author/Illustrator: Tony Johnston/Raul Colon
Publisher: The Blue Sky Press, 2001
Summary: Eleven-year-old Arturo Rodriguez struggles to adjust to life in the East Los Angeles
barrio where he recently moved from Mexico. Arturo and his family run head on into both the
terrible problems of the city and the amazing love of the town. Surrounded by a loving family,
good friends and strong traditions, Arturo must still face the frightening things that happen in his
neighborhood. There is crime and poverty, gangs and drive-by shootings, even the death of a
beloved community member, but there are also good people doing nice things. Arturo wants to
be like that, someone who makes a difference. Arturo is angered by the drive-by shooting and
forms a gang (The Green Needle Gang) that does good things for others. He learns to develop a
sense of "self" and respect for his people, his culture, and his neighborhood, while resisting the
influence of "cholos" (lowlifes). Through his story, Arturo shows that any small goodness in this
setting makes a big difference.
Personal Response: I really enjoy books that take me to new places, and though I've been to Los
Angeles, I've never been to the barrio. This book shatters a lot of the stereotypes people might
have about these tough neighborhoods. Arturo is a totally believable and likeable character with
a good sense of humor and a good heart. Life in East L.A. is indeed affected by its violence.
Yet it is also, and more importantly, a place of multi-generational supportiveness where random
acts of generosity and goodwill enhance the lives of the community. In the words of Arturo’s
father, "In life there is bueno and there is malo. If you do not find enough of the good, you must
yourself create it....Remember this thing -- any small goodness is of value" (pg 103). I thought an
interesting part of the story is the part where the Mexican-American students reclaim their names
after their teacher had anglicized them (Arturo to Arthur back to Arturo, for example). They are
proud of their Hispanic heritage and look to Arturo's grandmother as a touchstone to the
traditional ways. Educators can have a powerful impact on the development of positive
character traits in students. I feel this would be a good book to use in correlation to teaching
about values, although it would not be good for second grade, I feel it would be appropriate for
grades beginning around 5th grade. My eyes might have been opened just a bit to the vital power
of everyday small acts and the beauty that thrives, buried amidst the disorder we call life.
Evaluative Comments: This is Tony Johnston’s first novel. The book is an episodic novel. The
small size of the book is inviting, with clear, spacious type and a small illustration at the head of
each chapter. The book is written realistically, in a unique linguistic patois that Arturo calls
"pocho, an English-Spanish mix." There is an excellent glossary of terms at the end of the book
that will enable anyone to follow the informal, slangy style. The book is moving and culturally
sensitive with its incorporation of numerous Spanish words and phrases. Some of the other
characters in the book include an ex-NBA player who volunteers to coach at their school, a
media specialist with a flair for choosing the perfect book, and a do-gooder piano teacher who
keeps candy atop the piano to stave off sinking spells. Johnston uses a variety of metaphors in
this book. For example, “Like some random, wind-blown weeds, we landed in L.A…” (pg 8),
and “American names are cool. Frank. Mike. Jake. They sound sharp as nails shot from guns.”
(pg 9). Arturo humorously and perceptively narrates his family's daily life as readers are given a
glimpse of American culture through his eyes. One example is the orange-and-green tiger
mascot of his school. Arturo notes that tigers are not orange and green, nor do they exist in Los
Angeles. Although the novel is written as a continuous story, each chapter can be read
separately. The book has won numerous awards including: An NCTE notable Children’s Book
in Language Arts, An NCSS-CBS Notable Social Studies Trade Book for Young People, An
IRA Notable Book for a Global Society, An SCBA Children’s Book Award, ACLA John and
Patricia Beatty Award, and A Judy Lopez Memorial Honor Book Award.
Comments Following Class Discussion: Nikita- felt the story was unrealistic. She thought that
for a boy, from the LA barrio, with gangs all around, to turn out so sweet so a long stretch. She
felt his answer to his circumstances, which was to form a “nice gang”, was something out of a
Hallmark movie. The group felt that the book would be a good read for ELL students.
However, it was also mentioned that the Spanish could pose a problem for struggling readers. In
addition, the group felt it would be a good book to use with troubled youth to show a different
avenue. Like Lonnie in Locomotion, Arturo had a positive attitude and chose a higher path. The
book showed good family qualities, by taking care of each other. The group felt that the book
did deal with issues that kids today realistically have to deal with. There are good moral lessons
throughout the book. For example, Papi says, “This Leo Love is a brave man. In spite of fear he
saved Huitla. When no eyes are upon him, that is a person’s true test.” (pg 36) The moral is to
not just do the right thing when someone is watching, but rather, do the right thing because it is
the right thing to do.
Cathy Ryan
Dr. Pesko
10/25/10
Readers Response
Title: A Young Patriot
Author/Illustrator: Jim Murphy/Illustrated with prints
Publisher: Clarion Books, 1996
Summary: In 1776, Joseph Plumb Martin was a fifteen-year-old Connecticut farm boy who
considered himself a patriot. In the summer of 1776, young Joseph left the safety of his
grandparents' Connecticut farm and joined the Continental Army. Joseph was in his early teens
when he set off to war. He sees action on Long Island and in White Plains where he became ill.
Like thousands of others, Joseph walks away from the war at the end of his short enlistment
period. But after Washington's significant victory at Trenton, Joseph signs on again, this time
for the duration. He stayed in the revolutionary army until hostilities ended in 1783. Josephs’
experiences provide not only a description of the war from a common soldier's point of view, but
also an account of events from the viewpoint of a young adult. Joseph fought under Washington,
Lafayette, and Steuben. He took part in major battles in New York, Monmouth, and Yorktown.
He wintered at Valley Forge and then at Morristown, considered even more severe. Joseph
wrote of his war years in a memoir that brings the American Revolution alive with telling details,
drama, and a country boy's humor. Murphy weaves Joseph’s story into a broader tale, giving
background about the causes of the Revolution and providing an account of the unfolding of the
war, the significant battles, and the war's end.
Personal Response: Young readers researching the military and social history of the American
Revolution will find this an excellent resource. Readers experience the young soldier's
excitement and fear during battle, his boredom while marching, and the deprivation of a winter
encampment. The book offers a view of the Revolutionary War missing from most booksinstead of the broad sweep of dramatic events and change; readers see the daily misery,
boredom, confusion, terror, and only occasional triumph of army life. For instance, few history
books for children even mention the mutinies among the American troops, but Murphy vividly
explains their causes and consequences, or lack of consequences. Murphy quotes Joseph on the
mutinous soldiers: "venting our spleen at our country and government, then at our officers, and
then at ourselves for our imbecility in staying there and starving . . . for an ungrateful people who
did not care what became of us, so they could enjoy themselves while we were keeping a cruel
enemy from them."(pg 73). I would highly recommend this book for grades six and up as well
as for adults interested in an objective account of the American War for Independence. It's a
sobering history lesson and an intriguing glimpse into the workings of the human spirit.
Evaluative Comments: The book is based on the journal kept by Joseph Plumb Martin during his
long years of service. Joseph’s memoirs form the basis for this biography. Jim Murphy lets
Joseph speak for himself throughout the text, intertwining in historical background details at
critical points, giving voice to a teenager who was an eyewitness to the struggle that rendered
America free from the British Empire. By Murphy intertwining major events of the American
Revolution with Joseph’s own story, the writing style is compelling and readily comprehensible.
Murphy does not shy away from the unpleasant news that Americans, confronted by a superior
fighting force and often low on morale, walked away from battlefields once their enlistments
were up and, in some cases, deserted. Murphy shows a talent for choosing and giving details that
make history both personal and fascinating. The book is filled with historical notes, period
woodcuts and illustrations, and quotes from the memoir Joseph Martin would eventually publish.
Heavily illustrated with reproductions of prints and paintings of the events discussed, this
creative approach to an old subject highlights the subjectivity and propagandistic nature of
"historical" art: The same series of events are depicted differently by various artists depending on
their political affiliations. Murphy is careful to point out that elegant artistic renderings of
American troops have very little in common with the crude reality of their service. The book is
generously illustrated with black-and-white maps and reproductions; captions present
information that complements rather than repeats the text. The book has a three-page
bibliography, a chronology of the American Revolution, and an extensive index.
Cathy Ryan
Dr. Pesko
10/25/10
Readers Response
Title: Immigrant Kids
Author/Illustrator: Russell Freedman
Publisher: Scholastic, 1980 (Puffin Books)
Summary: America meant "freedom" to the immigrants of the early 1900s—but a freedom very
different from what they expected. The book takes place during the late 1800s and the
beginning 1900s when European immigrants came to America. The book tells of the horrible
conditions they encountered coming to America. It tells about the process they had to go through
once they reached Ellis Island and what they were faced with, if they were lucky enough to make
it through the inspections. The book then goes on to describe the terrible living conditions they
were faced with, what little schooling the children received, how young children had to find jobs
to help out with family expenses, and what they liked to play when they had time to do so.
Immigrant Kids captures images of newly arrived children at work, play and learning. The book
recounts how the children became integrated into the life of America. The book is illustrated
with 50 authentic and fascinating photographs.
Personal Response: The life of an immigrant child was harsh. Russell Freedman accomplished
his goal of showing how difficult an immigrant's life was through the use of descriptive words
and photographs that make you thankful that you do not have to live like immigrant children of
the past. Immigrant Kids provides a wonderful way to introduce students to immigration in the
past and show how it has changed over time. I would use it to help teach immigration and what
all people endured to get a chance to live in America. I have a hard time when I come across a
student, who believes that the word immigrant means someone who is Mexican. Students need
to understand more background about European immigrants. What they know comes from
today's headlines and immigration problems related to Mexico. I never knew how bad
immigrants had it and how hard it was on them to try to come and live in America. This was a
huge eye opener for me and made me very thankful for how easy we have it now. Because this
book is set in New York it could also be used to teach about the city of New York and its early
beginnings. Possibly the one thing that will interest students the most about this book is that it is
written from the perspective of children like themselves. This book would be great for pairing
up with a historical fiction book on immigration.
Evaluative Comments: This non-fiction book would be appropriate with students at the 4th-6th
grade level. This book is a photographic essay that uses photographs to validate what the author
is informing you of. His photo captions do not repeat the text, but introduce new information.
The photos make the scenes real and recollections of immigrant childhoods give them a personal
dimension. He enhances the characters by having them talk. The real life pictures of immigrant
children in the neighborhoods of New York during the late 1800's and early 1900's that appear
on almost every page of the book should hold the interest of even the most reluctant readers.
However, while the reading itself is not too difficult for most 4th-6th grade students, much of the
vocabulary explaining the era of that time could be unfamiliar to them so covering this book as a
read-aloud may be most beneficial. It contains a very easy to read and follow table of contents,
preface, and acknowledgements. The preface provides background information for the reader on
immigration along with who took the pictures and how they were taken. The acknowledgement
informs the reader of where the author got the idea to write this book and how he got the
photographs. The author credits these children who helped to make the American Dream come
true. The book is sprinkled here and there will actual quotes from people who were once the
children this book speaks of.
Cathy Ryan
Dr. Pesko
10/18/10
Readers Response
Title: Three Cups of Tea (Young Reader’s Addition)
Author/Illustrator: Greg Mortenson & David Oliver Relin (adapted by Sarah Thompson)/Cover
Design by Theresa Evangelista
Publisher: Puffin Books, 2009
Summary: In 1993, while climbing one of the world's most difficult peaks, Greg Mortenson, a
nurse from the US, became lost and ill, and eventually found aid in the tiny Pakistani village of
Korphe. While there, he noticed that the students had no school building and did all of their
schooling outside, with lessons taught outdoors just three days a week. Kids learned to write
using sticks in the dirt. Motivated to repay the kindness he had received, he vowed to return to
the village and help build a school. Thus began his real life's journey. Mortenson's story recounts
the troubles he faced in the U.S. trying to raise the money and then in Pakistan, trying to get the
actual supplies to a remote mountain location. His eventual success led to another, and yet
another, until he established a foundation and built a string of schools, and centers for women in
Pakistan and Afghanistan. Mortenson’s foundation, the Central Asia Institute, has built 78
schools, which have educated 28,000 children, including more than 18,000 girls, who had rarely
received an education before.
Personal Response: Mortenson manages to give the story an insider's feel despite being an
outsider himself. Many parts of Mortenson's story are thrilling as he describes his adventures in
what many consider to be a dangerous part of the world. A story like this is both inspiring and
eye-opening, and should help kids feel closer to children in other parts of the world. The
reference to the title - “Three Cups of Tea” comes from Haji Ali, his first Balti friend, told
Mortenson that he had to respect Balti ways. "The first time you share tea with a Balti, you are a
stranger." "The second time you take tea, you are an honored guest." "The third time you share
tea, you are family, and for our family, we are prepared to do anything, even die."(pg 70)
Although Haji’s speech is simply stated, there are several important points to note. He does not
mean, for example, that just drinking three cups of tea with someone will make you like a
member of the family. Mortenson drinks many cups of tea with other characters in the book and
does not develop a close, trusting relationship. Haji means that it takes time for people to get to
know one another, and that the Balti have established rituals to help this process. The offering of
tea is important among people with few resources because it is a small sacrifice, made to show
hospitality to strangers and honor to friends. Mortenson explains, “Haji Ali taught me the most
important lesson I’ve ever learned in my life. We Americans think we have to accomplish
everything quickly. Haji Ali taught me to share three cups of tea, to slow down and make
building relationships as important as building projects. He taught me that I had more to learn
from the people I work with than I could ever hope to teach them.” (pg 79) This is a lesson I feel
the world itself could benefit from. The book would be good to use when teaching about
different cultures. Some leading questions when using this book to teach about different cultures
might be; How does our own culture shape us and influence our behavior? When is it appropriate
to act in a way outside of cultural norms? Is it appropriate to ask others to act outside of their
cultural norms? How do various cultures contribute to the richness of our global community?
How do cultural differences cause problems in our global community? How might those
problems be overcome?
Evaluative Comments: The Young Readers edition, tells a similar story to the original version
and it has been adapted for young readers by Sarah Thompson. This edition aims to stay faithful
to Mortenson’s story and to inspire readers. Thopmson has added photographs, information, and
a questions and answers from Greg Mortenson's daughter, Amira, that make the book intone with
a young person's perspective. Children have contributed in practical ways to Mortenson’s
mission, and there is no tentativeness in this book about calling attention to that fact. The picture
book is written in the voice of Korphe's children rather than providing Mortenson's view, making
it easier for American kids to come into the story. The writing is lively, if simplistic, and for the
most part the story moves along at a fairly quick clip. The pacing and the authors' skill at giving
very personal identities to people of a different country, religion and culture help deliver
Mortenson’s message without sounding preachy. Mortenson encourages readers to put aside
prejudice and politics, and to remember that the majority of people are good. Illustrated
throughout with black and white photos, it also contains two eight-page insets of color photos.
Bonus features include; maps of the region, an introduction by Jane Goodall, a timeline, a
glossary, a “who’s who”, and a lengthy interview with Mortenson’s 12-year-old daughter,
Amira, who traveled with him in his work.
Comments Following Class Discussion: Angie Somers felt the interview with his daughter
gave a great perspective of the content in this story from a child’s point of view. Nikkita felt the
book certainly fulfilled the requirements of non-fiction – it did not exaggerate – it tells how,
when, and where the actual events occurred, and it has real pictures. Others in the group felt that
Mortenson may have been naïve about American culture before he became immersed in another
culture. The group felt the book would be appropriate for upper middle grade, but that some
background knowledge on Pakistan, and the events that are detailed in this book would be
warranted.
Cathy Ryan
Re 5140
Dr. Pesko
11/1/10
RE5140 Response to Literature
Title: Chains
Genre: Historical Fiction
Author & Illustrator: Laurie Halse Anderson/Book Design – Lizzy Bromley
Publisher (place and date): Simon @ Schuster, New York, 2008
Record at least two quotes you liked from this book.
1.) “What a fine affair it would be if we could flit across the Atlantic as they say the angels do from
planet to planet.” – Letter from John Adams to his wife, Abilgail (pg 24)
2.) “There is nothing more necessary than good intelligence to frustrate a designing enemy, and
nothing requires greater pains to gain.” – Letter of George Washington to Robert Morris (pg 68)
Record two examples of author’s craft that you want to remember (figurative language such as
similes, metaphors, exaggeration….. or else just a beautifully constructed sentence.
1.) From Thomas Paine’s book Common Sense – “Some writers have so confounded society with
government, as to leave little or no distinction between them; whereas they are not only different,
but have different origins. Society is produced by our wants, and government by our
wickedness…”
It took four readings to figure out the meaning, which I took to be that the life of folks is
different than the world what rules over them. Pain sure did dance a long time with a notion
before he said it.
I closed the book and longed for Robinson Crusoe, still stranded in the study where Colonel
Hawkins was asleep. I dared not rescue him.
I opened the book again and attacked the next sentence. (pg 241)
2.) She was set on keeping my arms and legs dancing to her tune and my soul bound in her chains.
I pulled the stick back and cracked it against the side of the frozen bed linen. The ice shattered
and fell to the ground, tinkling like pieces of falling stars. (pg 269)
Your personal response to this book (connections to other books, the topic in movies or other media,
how you would describe the book to other readers.) (this should be a minimum of 3-4 paragraphs)
Laurie Halse Anderson’s Chains is a wonderfully written historical fiction novel that situates
Isabel and her younger sister Ruth amidst the ongoing struggle for American independence at the height
of the American Revolution. Caught between the everyday realities of northern slavery and the waging
war between Patriots and Loyalists, Isabel must fight her way to keep her and Ruth alive while striving
towards their freedom. Along her journey she confides in another slave, a young male named Curzon,
who lavishly encourages her to spy on her owners, the Locktons, to expose their support for the Loyalists
and the details of a British plan for invasion. Skeptically, Isabel decides to wage a personal war against
the Patriots and Loyalists in an attempt to utilize each group’s resources and power to acquire her
freedom.
The language of the novel is historical. There are words and phrases unique to the time period,
but Isabel never speaks or thinks in a way that sounds uneducated or ignorant. The book feels and sounds
authentic from the beginning to the end. Anderson includes quotes from historical documents at the start
of each chapter to ensure this. Anderson includes an appendix at the end of the book that provides some
very interesting historical facts, numbers and dates that went into shaping the story and the history of the
United States. The detail and intensity that Anderson uses in her writing makes this time period so
vividly intense that I felt like I could smell the putrid, infested prison and feel the bitter winter cold
nipping at my toes. The violence in the book can be intense and disturbing at times. This is a very
important period in American history, and the existence of slavery in America is a far-reaching subject
that we will be examining for years to come. I think that it is vital that children, young adults, are made
aware of this, and made aware of it in a direct way, such as in a novel, as opposed to the sometimes dry
textbooks they are given in school. Some historical novels that have tackled this issue in the past have
made it overly simple, but Chains is different. The historical context isn't simplified, the Patriot cause
isn't glorified, and the characters are flawed, complex, and rich. This book can be used in a way for a
young reader to experience the inhumanity of slavery, and possibly develop a sense of compassion and
hopefulness. As a teacher, I appreciate the short chapters that pack a lot of story into a few pages. This
would be an excellent read aloud book for any fourth grade classroom or higher, who are studying these
issues in the class. Chains addresses the price of freedom both for a nation and for individuals. It too is
an example of the lengths one can go to cast off our “chains”, both physical and spiritual.
As she did so well with Fever1793, Anderson vividly captures a chaotic historical time. Mattie
Cook, from Fever 1793, felt many of the same things as Isabel but almost 20 years later. During the
summer of 1793, fever breaks out. Disease sweeps the streets, destroying everything in its path and
turning Matie’s world upside down. Matie must learn how to survive in a city turned frantic with disease.
Like Matie, Isabel is headstrong, fierce, and determined to survive. Isabel proves time and time again,
that determination was much needed during this turbulent time in our nation's history. From the book
Fever 1793 students can read and learn about the yellow fever epidemic, the free African society, and life
after the American Revolution. The characters in both books are well developed, and the situations are
realistic.
Cathy Ryan
Re 5140
Dr. Pesko
11/1/10
RE5140 Response to Literature
Title: The Fighting Ground
Genre: Historical Fiction
Author & Illustrator: Avi/Cover Art – Robert Papp
Publisher (place and date): Harper Trophy, New York, 1984
Record at least two quotes you liked from this book.
3.) Had Jonathan’s father said, “We must all be soldiers now?” And hadn’t Jonathan talked with his
friends of war, battles old and new, strategies fit for major generals? And, having fought their
wars, they had always won their glory, hadn’t they? (pg 5)
4.) Whose side was he on? (140)
Record two examples of author’s craft that you want to remember (figurative language such as
similes, metaphors, exaggeration….. or else just a beautifully constructed sentence.
3.) Jonathan felt the men around him shift uneasily, sensing the fear that had settled over the group
like a suffocating blanket. (pg 42)
4.) When Jonathan had covered half the distance to the house, he stopped and looked back. The
Americans were lined behind the fence, standing in a dark row like cemetery stones against the
blue-gray sky. (pg 138)
Your personal response to this book (connections to other books, the topic in movies or other media,
how you would describe the book to other readers.) (this should be a minimum of 3-4 paragraphs)
The story of The Fighting Ground is told through the point of view of the character Jonathan, a
thirteen-year-old living in New Jersey during the American Revolutionary War. The entire story takes
place in the course of twenty-four hours. The story pivots around Jonathan's desire to be in the fighting.
Jonathan glorifies war while his father, who has been wounded, fears it. One of the themes of The
Fighting Ground is the contrast between the reality and the fantasy of war. Before experiencing battle,
Jonathan’s attitude toward the war is very different from his father’s. By the end of the story, Jonathan
discovers that he no longer desires the life of a soldier. The Fighting Ground's themes do not address the
morality of war; rather, they explore the naivete of inexperienced soldiers. I deem the major themes in
this nook are father and son relationships, taking a stand – authority, as well as fear and failure.
Two literary devices that Avi uses to establish theme and tone are titling the novel's brief chapters
by the time of day and giving characters no names or identities other than a generic title, such as the
young Hessian, the Corporal, and the old soldier. By not naming characters other than Jonathan, Avi
suggests the impersonality of war. Nineteenth-century author Stephen Crane's Red Badge of Courage,
considered the first modern war novel, incorporates a very similar technique. The three principal
characters are almost always referred to as "the youth," "the tall soldier," and "the loud soldier."
The Fighting Ground focus moves from a geographic and physical location to a personal and
internal location, which likes the geographical place, kept changing. I reveled in the metamorphical
places in thinking that this book took me through. For example; Is the lack in communication sometimes
the root of the problem?, Does one’s self-image/worth and/or preconceived ideas motive you to take
action without understanding consequences?, On what grounds would you fight?, and Can one day really
change everything?
Cathy Ryan
Re 5140
Dr. Pesko
11/22/10
RE5140 Response to Literature
Title: Rules
Genre: Realistic Fiction
Author & Illustrator: Cynthia Lord/Cover Design- Kristina Albertson
Publisher (place and date): Scholastic Press New York, 2006
Record at least two quotes you liked from this book.
5.) Keep your pants on! Unless Mom, Dad, or the doctor tells you to take them off. (pg. 22) - Funny
6.) Sometimes you’ve gotta work with what you’ve got (pg.41) – Very true
Record two examples of author’s craft that you want to remember (figurative language such as
similes, metaphors, exaggeration….. or else just a beautifully constructed sentence.
1.) On the drive to the clinic, I try not to let my hopes run loose, but they rush with the water under
the bridges. (pg.41) – I have experienced this
2.) Unfairness punches me in my stomach. (pg.111) – I have experienced this
3.) I study the hair on the top of his head. How can his outside look so normal and his inside be so broken?
Like an apple, red perfect on the outside, but mushy brown at the first bite. (pg. 110) – Things are not
always as they seem
Your personal response to this book (connections to other books, the topic in movies or other media,
how you would describe the book to other readers.) (this should be a minimum of 3-4 paragraphs)
Written by the mother of an autistic child, RULES has the ring of authenticity -- this is a cleareyed, unsentimental look at a real family problem. Catherine just wants a “normal” life. Catherine's
brother, David, is autistic, and their family life revolves around his needs. Her parents place 12-year-old
Catherine in charge of her younger autistic brother more often than she would like. Taking solace in art,
the girl fills the back of her sketchbook with rules she has established for David, ‘so if my someday-he'llwake-up-a-regular-brother wish doesn't ever come true, at least he'll know how the world works, and I
won't have to keep explaining things.' Catherine loves her brother and cares enough about him to attempt
to help him by compiling lists of rules for living like an “ordinary person”. On way in which Catherine
communicates with David is through memorized sections of Arnold Lobell's Frog and Toad books. Their
mother disapproves, wanting David to use his own words instead of quoting someone else's. But David
chooses pieces that are metaphorically and expressively appropriate, and when he and Catherine engage
in one of their delicate Frog-and-Toad dialogues, it's charming enough to bring a lump to your throat. In
addition, Catherine builds a relationship with Jason, a paraplegic boy who taps on picture cards to
communicate. Catherine begins creating illustrated word cards for his book; choosing words and pictures
becomes a way for her to look at her own life, to assess and then respond and express her thoughts and
feelings. Catherine's emotions come across as entirely convincing, especially her alternating devotion to
and resentment of David, and her guilt at her impatience with him. But the summer Catherine meets
Jason, and Kristi, the next-door friend she's always wished for, it's her own shocking behavior that turns
everything upside down and forces her to ask: What is normal?
This book would make a great character study to look at how Catherine changed from the
beginning of the book to the end of the book. Teachers could also incorporate into a language
arts lesson a discussion about words and how important they are to us. How would we
communicate if we had a limited number of words that we could use? Next, I would have the
students think of 20 words that they could use, then have them illustrate those words. Finally,
we would spend part of the lesson only using those picture cards and see what we would be able
to accomplish. Teachers could also us this book to address the issue of manners and how we as
individuals should treat one another (not talking about others behind their backs, proper
terminology, etc.). The book lends itself to good journal topics: Such as ―What rules do you
find important at your house and why or How do you feel about Catherine as a character? Do
you think she is mean and selfish or can you understand her feelings? In addition this book is
filled with adjectives and descriptive language to help students in their creative writing. Cause
and Effect can also be used with this book, as there are many examples of effects from
Catherine‘s decisions through-out the book. This book has some great ideas in the back. I
especially like the one about writing about the rule, ―Looking closer can make something more
beautiful. This book opens the door to great dialogue and discussions about autism and
accepting all different kinds of people. Discussion topics could include: What is autism? What
would it be like to live with someone with autism? What might it be like to be autistic? How
could we help educate others about autism? One activity that I would link to this book would be
Autism Awareness Month (April). The class could discuss autism and do several simulation
activities in which the students feel what it is like to be autistic. The students could try writing
with thick gloves to experience what it is like to write for someone with autism. Students could
discuss Catherine‘s rules, explain why they are important/unimportant. The students could then
write their own rule books in which they write rules that apply to their lives and explain why.
This book would be a great way to introduce the topic of ―normal‖ and how all of us are
different whether we ―appear‖ to be or not.
I loved this book, so did my daughter. I would definitely give this book a great review. It
was a heartwarming story. This is a story that depicts the impact of a needy child on an entire
family very realistically. It will inspire readers to think about others points of views. The book
is done in first-person narrative. It is very engaging, and readers will identify with Catherine's
struggles and cheer for her at the end.
Cathy Ryan
Re 5140
Dr. Pesko
11/15/10
RE5140 Response to Literature
Title: A Year Down Yonder
Genre: Historical Fiction
Author & Illustrator: Richard Peck
Publisher (place and date): Penguin Books New York, 2000
Record at least two quotes you liked from this book.
7.) "How about some supper? My stomach's flapping against my backbone," she said. "If I don't eat,
I get cranky." (pg. 20)
8.) "Grandma, how old is she?" "Oh, I don't know," Grandma said. "You'd have to cut off her head
and count the rings in her neck." (pg. 89)
Record two examples of author’s craft that you want to remember (figurative language such as
similes, metaphors, exaggeration….. or else just a beautifully constructed sentence.
4.) The tears started in my eyes. I wanted to hold her in that moment forever, framed by that door.
“Grandma, “I said, “You’re beautiful.” She waved me away, but she was. (pg. 88) - Sentimental
5.) She knew the decision was too big a load to carry by myself. She knew me through and through. She
had eyes in the back of her heart. (pg. 128) – Sentimental
6.) Behind us the town was like a little island of sighing trees and rising chimney smoke. Before us, the
countryside unfolded, silvered by frost and moonlight. There the pumpkins lolled, gleaming beneath
their scrubby foliage. – Beautifully written
Your personal response to this book (connections to other books, the topic in movies or other media,
how you would describe the book to other readers.) (this should be a minimum of 3-4 paragraphs)
The year is 1937, and the Great Depression has hit the Dowdel family hard. 15-year-old Mary
Alice is sent downstate to live with Grandma Dowdel while her ma and pa eke out a meager living in
Chicago. Mary Alice is less than thrilled with the arrangement. Grandma's Hicksville farming
community couldn't be more different from Chicago if it tried, and the grandmother Mary Alice
remembers from childhood is a multi-chinned no-nonsense country gal. In this hilarious and poignant
sequel to A Long Way to Chicago, Peck shows that country life is anything but boring. In A Long Way
to Chicago Grandma's rampages were seen through the eyes of her grandson Joey, who, with his sister,
Mary Alice, was sent down from Chicago for a week every summer to visit. But now it's 1937 and Joey
has gone off to work for the Civilian Conservation Corps, while Mary Alice has to go stay with Grandma
alone--for a whole year, maybe longer.
From the very first moment when she arrives at the depot clutching her Philco portable radio and
her cat, Bootsie, Mary Alice knows it won't be easy. And it's not. She has to sleep alone in the attic,
attend a hick town school where in spite of her worn-out coat she's "the rich girl from Chicago," and be an
accomplice in Grandma's outrageous schemes to run the town her own way--and do good while nobody's
looking. Each season brings new adventures to 15-year-old Mary Alice as she becomes Grandma's
partner in crime, helping to carry out madcap schemes to benefit friends and avenge enemies. Each
chapter is an amusing anecdote all its own, as we follow the town through a year from fall to summer.
Small town incidents like halloween pranks, Christmas plays, ladies' luncheons and big storms become
masterfully funny stories. This book finds all new adventures for Mary Alice and her eccentric
grandmother, from the glue that will hold "till kingdom come" to the cherry tarts for the DAR (Daughters
of the American Revolution) tea, the fun just keeps coming. Being Grandma's sidekick is always
interesting, and by the end of the year, Mary Alice has grown to see the formidable love in the heart of
her formidable Grandma. Between antic capers, Peck reveals a marshmallow heart inside Grandma's
rock-hard exterior and skillfully exposes the mutual, unspoken affection she shares with her
granddaughter.
This Newbery Medal winning novel is infused with humor and heart. Peck writes in a style that's
simple, powerful, and funny, all the while conveying subtleties of an unforgettable cast of characters.
This book will make you laugh out loud and is a quick, enjoyable read. I liked every part of it but if there
had to be one thing I would like to change about this book, it would be the ending. The ending was great
and all but I feel that it ended too fast. I would have liked to find out what happens to Mary Alice before
she got married and I feel that the author did not do that good of a job explaining it. I would recommend
this book to people who like history books and people who like adventure... trust me, one thing this book
does not lack, is adventure.
What made the book so pleasurable was the masterful characterization of both Mary Alice and
Grandma Dowdel. The reader can easily enter Mary Alice’s world to be a part of her experiences as well
as to gain an appreciation for Grandma’s many talents. As a student proceeds through the grade levels,
the concept of characterization becomes more refined which makes this novel a perfect match for eighth
grade Language Arts. The novel can also be used to teach a number of literary devices including similes
and metaphors. For example: “The pew popped like gunfire beneath her” (pg. 71), and “The mattress on
the big brass bed had more craters than the moon.” (p. 39). This novel is full of these comparisons which
also contribute to the novel’s effectiveness. By taking the time to notice and study the literary devices, a
discussion can be centered on the artistry of the author’s craft. Furthermore, this book can also be used in
a history class to study the depression and its effects on the American People.