Billy Creekmore
Billy Creekmore; Porter, Tracey;
Joanna Cotler Books (division of HarperCollins), 2007.
Grade Level: 4-7
ISBN-13
ISBN-10
ISBN-13
ISBN-10
(hardback) & cost: 9780060775704; $16.99
(hardback) & cost: 006077570X; $16.99
(paperback) & cost: 9780060775728; $6.99
(paperback) & cost: 0060775726; $6.99
Blanket Permission to Reproduce Book Jackets:
© Harper Collins Children’s Books
Synopsis:
In 1905, ten-year-old Billy is taken from an orphanage to live with an aunt and uncle he never knew he
had, and he enjoys family life until he has to work in the coal mines. When trouble starts with a union, he
leaves and joins a circus, hoping to find his father.
General Review:
This tale of Billy Creekmore begins cruel and bleak at an orphanage. When a stranger claiming to be his
uncle comes for him, Billy begins a journey from the coal mines of West Virginia to the world of the
traveling circus, while looking for his past and seeing what’s in his future. A strong historical novel told in
a child-true voice brings the shocking facts about the lives of children at the turn of the century alive for
the reader.
Themes: Self-reliance; Orphanages; Coal mines mining; Circus, West Virginia
Author Information:
www.harpercollins.com
http://www.harpercollins.com/authors/12608/Tracey_Porter/index.aspx
Discussion Questions: (Standard 3; Benchmark 5)
1.
2.
3.
4.
5.
Do you think Billy really can communicate with spirits? What in the story makes you think the
way you do? How does your opinion about this affect the way you read the story?
As Billy learns different things about his past, his birth, and his mother’s death, how does this
knowledge affect his future?
Billy makes several hard choices. What do you think is the hardest choice he makes and why?
If you could meet Billy Creekmore tomorrow, what would you tell him about the differences
between his time and yours? What would be important for him to know?
Compare and contrast Billy’s various bosses, including Mr. Beadle, Mr. Newgate, the Captain, and
Mr. Sparks.
Activities:
1. As the students read, have them keep a list of towns, states, rivers and other places where Billy
goes. Map out Billy’s trip as best you can with this information. Discuss how students would feel
about going on Billy’s journey themselves. (Standard 3; Benchmark 4)
2. Research what life was like at the turn of the twentieth century. Topics might include clothing,
food, child labor, orphanages, United Mine Workers, or traveling circuses. Have the students share
five pieces of information they learned either verbally or in a electronic presentation. (Standard 3;
Benchmark 4)
3. Examine the chapter titles. They are done with different fonts etc. Design an advertisement for
the book following the design of the chapter titles. (Standard 5; Benchmark 3)
Similar Books for Further Reading
 The Journal of Otto Peltonen by William Durbin
 Fire in the Hole by Mary Cronk Farrell
 Breaker Boys by Pat Hughes
Cracker! The Best Dog in Viet Nam
Cracker! The best dog in Viet Nam. Kadohata, Cynthia;
New York, Atheneum Books, 2007.
Grade Level: 6-8
Hardback ISBN & cost: 1416906371, 9781416906377, 16.99
Paperback ISBN: Aladdin Paperbacks 9781416906384 141690638X
Blanket Permission to Reproduce Book Jackets:
Atheneum Books for Young Readers/Simon & Schuster Children’s Publishing
Synopsis:
A young soldier in Vietnam bonds with his bomb-sniffing dog.
General Review:
A German shepherd dog is trained to sniff out bombs, traps, and the enemy.
Told in part through the point of view of the German shepherd “Cracker,” this book is an action-packed
glimpse into the Vietnam War as seen through the eyes of a dog and her handler.
Themes: German shepherd dog – War use – Juvenile fiction; Dogs – War use – Juvenile fiction; Vietnam
War, 1961-1975 – Juvenile fiction; Human-animal relationships – Juvenile fiction
Author information
http://www.teenreads.com/authors/au-kadohata-cynthia.asp
http://www.scholastic.com/bookfairs/books/fb_detail.asp?bid=825&pid=MS&wid=%3C/div%3E
website is a short video of the author talking about her book.
This
Discussion Questions: (Standard 3; Benchmark 3)
1. Describe the difference between Rick’s relationship with Cracker and Cracker’s with Rick compared
to Willie and Cracker. Talk about trust and respect.
2. In Chapter 11-6th paragraph, the author explains, “The Vietcong were guerillas.” Explain what this
means. Discuss why dogs were needed in this war.
3. In Chapters 14-16, Cracker and Rick have several successful missions. Talk about their feelings
during and after these missions and how these missions change their relationship with each other.
4. At the end of Chapter 16, a joke has been played on Rick. Discuss why it helped soldiers to
survive to play practical jokes sometimes.
Activities:
1. Using Internet and book research, have students a write a paragraph about the Vietnam War.
Invite them to share their paragraphs in class. (Standard 9, Benchmark 1)
2. Begin your lesson about dogs used in wartime by assessing your student’s prior knowledge using
a K-W-L chart. List on a chart the facts that your students already know about dogs and wartime.
Next ask them to tell you what they want to know. After reading the book, have students tell you
what they have learned. (Standard 1, Benchmark 3)
3. Select a significant event from the book and draw an illustration. Be sure to include the page
number(s) where the event takes place and write an original caption for the illustration.
(Standard 5, Benchmark 3)
4. Dogs have extraordinary senses. Do research on the senses of dogs that make them
indispensable during times of war. (Standard 1, Benchmark 5)
5. Compare and contrast Cracker’s relationship with Willie and Rick. Use a Venn diagram. What type
of summary statement could you make based on the completed Venn Diagram?
(Standard 3, Benchmark 1)
6. Draw a timeline for the events chronicled in this story. (Standard 3, Benchmark 1)
Similar Books for Further Reading:
 Letters from Wolfie by Patti Sherlock
 War Dog: a novel by Martin Booth
Websites with related activities for this book:
www.simonsays.com/content/book.cfm?pld=626603&tab=7&agid=10
For more information and pictures of dogs used for war, try this website:
http://www.uswardogs.org
Elephant Run
Elephant Run, Roland Smith;
Hyperion Books, 2007.
Grade Level: 6-8
ISBN-13
ISBN-10
ISBN-13
ISBN-10
HB 978-1423104025; $15.99
HB 1423104021; $15.99
PB 978-1423104018
PB 1423104013
Blanket Permission to Reproduce Book Jackets:
Used by permission of the Publisher.
Synopsis:
Journey through the jungles of Burma and explore the effects World War II had on Burma and the use of
timber elephants on plantations.
General Review:
This history adventure about British colonization, forced occupation, and World War II finds 14-year-old
Nick on his British father’s teak plantation. Invading Japanese force Nick to work the plantation like a
servant while his father is taken as a prisoner of war. When the danger escalates, he along with a Monk
and his granddaughter escape through the jungles of Burma on the timber elephants used to work the
plantation. This story is filled with intrigue, danger, plot twists and suspense.
Themes: World War II, Timber elephants, Burma, Plantations, Jungles, Prisoners of War, Friendship,
Loyalty, Betrayal, Hope and Violence.
Author Information: www.Rolandsmith.com
Discussion Questions (Standard 3; Benchmark 5)
1. Describe Nick’s first encounter with Hannibal. What are the effects of this event over the next
several chapters? How would you have felt in this situation?
2. Compare and contrast the house (Hawk’s Nest) of Nick’s memory to the one he finds nine years
later. Why is it so deserted? What makes this place so important to Nick’s family?
3. How does the war find Nick in Burma and how does it affect his stay on the plantation?
4. Describe Nick’s days as a captive of the Japanese. Do you think that war forces people to behave
differently than they normally would, or reveals their true character?
5. Discuss the ten precepts a Buddhist monk novice must agree to live by. Which ones would be
most difficult for you?
Activities:
1. Create a list of important characters as you read the novel. Include their name, relationship to
Nick, their skills or attributes, and conflicts that include them. (Standard 2; Benchmark 4)
2. Draw a map of Burma to show the specific geographical setting of the novel. Include a legend.
(Standard 3; Benchmark 4)
3. Using the descriptions from the book, draw the following items: koongyi elephant bell, manhout
cowboy, gaur cow, civet cat, choon riding crop, natskin offering box, pangolin anteater. (Standard
3; Benchmark 5)
4. List and explain 8-10 new ideas you have learned about the time period of this novel and/or the
culture represented. (Standard 3; Benchmark 2)
5. Write a subchapter placing yourself in the novel as a new character. You might be an American
businessman trading for lumber at the beginning of the story, another American boy brought to the
Colonel for questioning or maybe an American prisoner of war. Indicate which chapter you will be
entering. Write in the third person, past tense to blend with the story. (Standard 3; Benchmark 4)
Similar Books for Further Reading:
 Code Talkers by Joseph Bruchac
 Boy Who Dared by Susan Campbell Bartoletti
 Someone Named Eva by Joan M. Wolf
Elijah of Buxton
Elijah of Buxton. Curtis, Christopher Paul;
New York: Scholastic Press, 2007.
Grade Level: 6-8
ISBN-13: 978-0-439-023450
ISBN and cost: 0439023459 Paperback, $6.95
Blanket Permission to Reproduce Book Jackets:
Used by permission of Publisher
Synopsis:
Elijah is an 11-year-old boy and first child to be born free in the in Buxton, Canada, a settlement
populated by runaway slaves. He learns the harsh realities of slavery when he journeys to America,
accompanying his friend, Mr. Leroy, who is attempting to retrieve his money.
General Review:
Once again, Christopher Paul Curtis creates a wonderful coming-of-age story, this time set against the
historical background of the real, “free” settlement of Buxton. Curtis’ story is reminiscent of Twain’s The
Adventure of Huckleberry Finn, filled with hilarious to heart-rending events, authentic dialect, memorable
supporting characters, and a lovable main character.
Themes: Slavery, Underground Railroad, Freedom, Judging the Content of Character
Author Information:
 www.nobodybutcurtis.com
 http://www.kidsreads.com/authors/au-curtis-christopher-paul.asp
Discussion Questions: (Standard 3; Benchmark 3)
1.
2.
3.
4.
5.
What was life like in Buxton?
Why was Elijah called “fra-gile”? Do you think it’s o.k. to be fragile? Why or why not?
When Mr. Tavis said, “Familiarity breeds contempt,” what did he mean?
What were some of the lesson, good or bad, Elijah learned from his experiences with the Preacher?
What do you think will happen to Elijah and Hope when they arrive at Buxton?
Activity Suggestions:
1. Draw a Venn diagram. Compare and contrast the lives of slaves to the free African-Americans in
Buxton. (Standard 5, Benchmark 3)
2. Fold a sheet of paper in half twice, and then, open it. Label each quad as follows: Elijah, Cooter,
Mr. Leroy, Preacher (or use alternate characters). In each square, write what you think that
character would say about Elijah and why. (For example: In the square, labeled Elijah, you would
write what Elijah thinks about himself.) (Standard 2, Benchmark 4)
3. Pa makes the same speech to all runaway slaves who make it to freedom in Buxton, pgs 164-165.
Write a short speech that you would give to newly arrived slaves, welcoming them to the freedom
of Buxton. (Standard 3, Benchmark 4)
4. Illustrate an event from the story. (Standard 3, Benchmark 4)
Further Reading:
 The Adventure of Huckleberry Finn by Mark Twain
 Harriet Tubman: Conductor on the Underground Railroad by Ann Petry
 Biographies: Harriet Tubman and Frederick Douglass
Other Resources:
 http://www.buxtonmuseum.com/
 http://www.collectionscanada.gc.ca/northern-star/index-e.html
From Emporia: The Story of William Allen White
From Emporia: The Story of William Allen White. Buller, Beverley Olson;
Kansas City, MO, Kansas City Star Books, 2007.
Grade Level: 6-8
ISBN # & cost: 978-1-933466-44-6, $24.95
Blanket Permission to Reproduce Book Jackets:
© 2007 Kansas City Star Books. Used with permission.
Synopsis:
The biography of two-time Pulitzer Prize winner William Allen White, this book describes the life and family
relationships of the distinguished Kansas citizen for whom a children’s book award named in his honor is
given each year. White comes to life as a small town Kansas boy who eventually looks far beyond his
Kansas roots and becomes a world renowned newspaper editor, globe trotter, and friend and confidante of
presidents, but who stays true to the small town Kansas values he absorbed as a child.
General Review:
Children and teachers of Kansas will be interested to learn more about the real William Allen White after
reading so many “William Allen White books,” as the students vote for the winner of this award each year.
Formerly an individual who may have seemed so distant from them, White is described as a person who
could inspire them to look beyond their own backyards and discover the wonders of issues throughout the
world. William Allen White is humanized as a real person, as the book includes descriptions of his close
relationship with his wife, as well as his grief when one of his children succumbs to an untimely death.
Many photographs depicting White’s life are sprinkled throughout this eye-appealing book, as well as
reproductions of some primary documents, including excerpts from editorials and letters he wrote.
Subject areas: White, William Allen, 1868-1944; Journalists – United States – 20th Century; Emporia
(Kan) – History; Emporia gazette (Emporia, Kan)
Themes: White, William Allen, 1868-1944; Journalists – United States – 20th Century; Emporia (Kan) –
History; Emporia Gazette (Emporia, Kan)
Author information: Beverley Olson Buller is a school librarian in Newton, Kansas and an active
member of the William Allen White Children’s Book Awards Committee. View the following website for
more information.
http://www.newton.k12.ks.us/sch/ch/From%20Emporia.htm
Discussion Questions: (Standard 3; Benchmark 3)
1. Brainstorm adjectives that best describe White as a boy, a man, an editor, and a critic of the world
around him.
2. White wrote in the Emporia Gazette that “people run all over the world looking for beauty, and the
truth is only they who stay at home find it.” What do you think he meant by this statement? Why
did White stay in Kansas, even after writing that “Kansas has gone downhill” in the editorial
entitled “What’s the Matter with Kansas?”
3. What effect did the “ocean of books” in the White household have on his children Bill and Mary’s
lives? List some specific actions of White’s children that might have resulted from growing up in
this atmosphere.
Activities:
1. Ask students to write letters to William Allen White describing the connections they made to his life
and their reactions to the book. (Standard 5, Benchmark 3)
2. Ask students to conduct further research on the city of Emporia, Kansas. (Standard 1, Benchmark
5)
3. Investigate further information about White’s friend, President Theodore Roosevelt. Write a report
on his accomplishments as President. (Standard 2, Benchmark 4)
4. Ask students to compare and contrast the life of William Allen White with another leader, such as
Martin Luther King, Jr. (Standard 3. Benchmark 2)
Similar Books for Further Reading
 The Wright Brothers: How They Invented the Airplane by Russell Freedman
 Eleanor Roosevelt: a Life of Discovery by Russell Freedman
 Abe Lincoln Crosses a Creek: A Tall, Thin Tale (Introducing His Forgotten Frontier
Friend), by Deborah Hopkinson
 What To Do About Alice? How Alice Roosevelt Broke the Rules, Charmed the World, and
Drove Her Father Teddy Crazy! by Barbara Kerley
Iron thunder: the battle between
the Monitor & the Merrimac: a Civil War Novel
Iron thunder; the battle between
the Monitor & the Merrimac: a Civil War Novel. Avi;
New York, Hyperion Books for Children, 2007.
Grade Level: 6-8
Hardback ISBN and cost: 9781423104469, $15.99
Blanket Permission to Reproduce Book Jackets:
Used by permission of the Publisher
Synopsis:
Tom Carroll must get a job to help support his mother and sister but what kind of job can a thirteen-yearold get that pays enough money? A friend of his mothers offers him a job working at the Brooklyn Navy
Yard. When Tom enters the Yard, he has no idea that in two months he would be part of the most
amazing adventure during the Civil War.
General Review:
In his first I WITNESS book, Avi has written about a time in our history that many students (and adults)
know very little about, the battle between the USS Monitor and the USS Merrimac. Thirteen-year-old Tom
Carroll narrates this compelling story about the hardships with his family, trying to escape a rebel spy,
helping to build the Monitor and finally the battle between the first two Ironclads, the Union’s Monitor and
the Confederate’s Merrimac. The illustrations by C.B. Mordan (who lives in Kansas) and the photographs
and pictures from the Mariners’ Museum and Library help to make this a fast-paced and exciting book to
read.
Themes: Civil war, historical fiction, armored vessels
Author Information:
 Avi’s official web site:
http://www.avi-writer.com/
 Interview with author about Historical Fiction with Children’s Book Council Magazine:
http://www.cbcbooks.org/cbcmagazine/meet/avi.html

Illustrator C. B. Mordan web site
http://cbmordan.com/main%20page.html
Discussion Questions: (Standard 3; Benchmark 3)
1. The “Copperhead” (a Confederate spy) told Tom to “keep your eyes open” and report back any
information about the Ironclad ship. He then gave Tom a gold coin. What did Tom do? Would you
have done the same thing?
2. At the age of thirteen, Tom was offered a job on the USS Monitor. Would Tom in today’s world be
offered a job on a ship? Why or why not? If you were Tom, would you have taken the job he was
offered?
3. Tom was afraid he would have nothing to do during the battle but Captain Worden had a very
special assignment for him. What did Tom do during the battle? Could you have done Tom’s job?
4. On page 169, Tom talks about the differences between the two Ironclads. From the descriptions,
which ship should have won the battle? Why?
Activities:
1. Research the USS Monitor at http://www.monitorcenter.org/. When did they find the wreckage of
the Monitor under the sea? How much has been recovered? Where is it on display? (Standard 1,
Benchmark 1)
2. Draw an illustration of your favorite part of the book but use only black ink like illustrator by C. B.
Mordan does in the book. (Standard 5, Benchmark 3)
Similar Books for Further Reading:
 Crispin: The Cross of Lead by Avi
 Crispin: At the Edge of the World by Avi
 Elijah of Buxton by Christopher Paul Curtis
 Hard Gold: The Colorado Gold Rush of 1859: A Tale of the Old West by Avi
 Fields of Fury: The American Civil War by James McPherson
 The Journal of James Edmond Pease: A Civil War Union Soldier, Virginia, 1863 by Jim
Murphy
Leap of Faith
Leap of Faith. Kimberly Brubaker Bradley
Dial Books for Young Readers, 2007.
Grade Level: 6-8
ISBN # and cost: 9780803731271, $16.99
Blanket Permission to Reproduce Book Jackets:
Leap of Faith by Kimberly Brubaker Bradley. Copyright © 2007.
Used with permission of Dial Books for Young Readers, a division of Penguin Young Readers Group.
Synopsis:
Forced to attend a Catholic middle school because of her conduct, Abigail discovers a talent for theater
and develops a true religious faith.
General Review:
At the opening of the story, sixth-grader Abigail has been expelled from middle school, forcing her nonreligious parents to send her to a private Catholic school. The author skillfully divulges the reasons behind
Abigail’s expulsion little by little throughout the story, revealing that Abigail used a knife to assault
another student in the cafeteria. As Abigail tries to become “invisible” in her new school, she discovers a
talent for acting in drama class, struggles to find a personal faith in God, and tries to break through to her
parents to get them to really listen to her explain the reason behind her violent incident. The author
effectively frames this serious subject matter for a middle school audience. This coming-of-age story does
an excellent job of showing how Abigail seeks out information about Catholicism and struggles with what it
means to have faith in something you can’t see, but is never preachy or heavy-handed. This realistic
story portrays a girl in crisis as she is able to work through difficult situations and issues to find peace with
herself, her parents, and God.
Themes: Catholic schools; Faith in God; Religion; Bullying; Parent-child relationships; Drama and theater.
Author information:
 "Kimberly Brubaker Bradley." Contemporary Authors Online from Gale’s Literature Resource Center
. Available through free access to KanED Education Desktop/State Library Databases.
 Author’s official Website
http://www.kimberlybrubakerbradley.com/
 A Conversation with Kimberly Brubaker Bradley (author interview)
http://blogcritics.org/archives/2006/11/17/125322.php
Discussion Questions: (Standard 3, Benchmark 3)
1. Why does Abigail attack Brett McAvery in the cafeteria? Is her attack justified? Why or why not?
What other course of action might she have chosen in this situation?
2. Do you think Abigail’s parents are responsible for the attack in the cafeteria? Why or why not?
3. Why does Abigail slap Chris during drama class?
4. How is Mrs. Brashares (Chris’s mom) important in the story?
5. Describe Abigail’s relationship with her parents at the beginning of the book. What is her
relationship with them like at the end of the book? What caused the change?
6. How does Abigail change and grow as a person throughout the story?
7. Once Abigail learns the rituals and routines of the Catholic church services, she finds comfort and
peace in them. Are there any special rituals or ceremonies that are meaningful to you?
8. Abigail struggles with taking a “leap of faith” by believing in something she can’t see. Who or
what do you have faith in? How do you keep that faith alive?
Activities:
1. Research different religions or faiths. How are they the same? How are they different?
(Standard 2, Benchmark 4; Standard 3, Benchmarks 1, 3)
2. Try some drama games or reader’s theater. (Standard 3, Benchmark 4; Standard 5, Benchmark
2; Standard 9, Benchmark 1)
Drama Games:
 “Five Easy Drama Games for the Early Elementary Classroom” by Theresa Sotto
http://artsedge.kennedy-center.org/content/3917/
 Creative Drama Lesson Plans
http://www.childdrama.com/lessons.html
 Theater Games
http://library.thinkquest.org/5291/games.html
 Drama Resource: Drama Games
http://www.dramaresource.com/index.php?/Drama-Games/
 Improv Encyclopedia has lists of drama games
http://improvencyclopedia.org/
Reader’s Theater scripts (available free online):
 Aaron Shepard’s Reader’s Theater Page
http://aaronshep.com/rt/RTE.html
(my favorites are “The Legend of Lightning Larry” and “Three Sideways Stories from Wayside
School”)
 Double Trouble in Walla Walla by Andrew Clements RT script (funny tongue twisters)
http://www.timelessteacherstuff.com/readerstheater/DoubleTrouble.html
 Reader’s Theater Scripts for popular stories and children’s books
http://www.timelessteacherstuff.com/
Similar Books for Further Reading
 Larger-than-life Lara by Dandi Daley Mackall
 The Wednesday Wars by Gary D. Schmidt
 No More Dead Dogs by Gordon Korman
 Replay by Sharon Creech
 Surviving the Applewhites by Stephanie Tolan
 Ruthie’s Gift by Kimberly Brubaker Bradley (the play they present in Leap of Faith)
Leepike Ridge
Leepike Ridge. Wilson, N.D;
New York, Random House, 2007.
Grade Level: grades 6-8)
ISBN 13 (hardback): 9780375838736
ISBN 10 (hardback): 0375838732
ISBN (paperback) & cost: 9780375838743; 0375838740; $15.99
Blanket Permission to Reproduce Book Jackets:
Random House
Synopsis:
Tom thought he would do about anything to prevent his widowed mother from marrying Jeffrey, a teacher
at his school. However, Tom hadn’t bargained for the mysterious adventure he soon found himself on!
Even though the authorities have given up on finding Tom after he suddenly disappears, his mom just
feels in her bones that he is still alive, and doesn’t want to give up looking for the son with whom she had
so strongly bonded after his father’s death.
General Review:
Anyone who has faced seemingly impossible odds will be able to relate to Tom, who struggles to grow up
without a father, and then faces being stuck in an underground cave with only a corpse as a companion!
Can he possibly find the strength and hope necessary to escape from this dark, damp prison? Readers will
follow Tom with bated breath as he tries to decide who to trust, and pushes himself to the limits of
endurance.
Themes: Subject areas: Missing persons – Juvenile fiction; Caves – Juvenile fiction; Adventure and
adventurers – Juvenile fiction; Mothers and sons – Juvenile fiction; Buried treasure – Juvenile fiction
Author information:
N. D. Wilson is a Fellow of Literature at New Saint Andrews College, where he
teaches classical rhetoric to freshmen. He is also the managing editor for Credenda/Agenda magazine, a
small Trinitarian cultural journal. He lives in Moscow, Idaho with his wife and four children
(http://www.powells.com/kidsqa/wilson.html).
Author’s website:
http://www.ndwilson.com/ndw
Discussion Questions: (Standard 3; Benchmark 3)
1. Why does Tom’s mother tell him to apologize to Mr. Veatch (Jeffrey)? Do you think he should?
2. Have you ever visited a cave? Was your experience anything like Tom’s?
3. What role does Argus play in the story? How have animals affected how you’ve felt during
traumatic adventures in your life?
4. What treasures do Tom and his mother find?
Activities:
1. Research caves in the United States. Can you find any information on underground cave and
lakes? Standard 5, Benchmark 3
2. Look up information on water clocks that are similar to the one Reg built . Sketch a diagram of
such a clock which explains how it works. Standard 5, Benchmark 3
3. What would you write on a cave wall (as Reg did) if you thought you were going to be there
forever? Pretend you are stuck in an underground cave, and design your own cave inscription.
Standard 5 Benchmark 3
Similar Books for Further Reading
 Brian's Winter by Gary Paulsen
 Abel's Island by William Steig
 Hatchet by Gary Paulsen
 A Girl Named Disaster by Nancy Farmer
Miss Spitfire: Reaching Helen Keller
Miss Spitfire: Reaching Helen Keller, Sarah Miller,
Atheneum Books for Young Readers, 2007
Grade Level: 6th-8th
ISBN # and cost: 978-1-41692542-2, 1-4169-2542-2, $16.99
Blanket Permission to Reproduce Book Jackets:
Atheneum Books for Young Readers/Simon & Schuster Children’s Publishing
Synopsis:
At age twenty, partially-blind, lonely but spirited Annie Sullivan travels from Massachusetts to Alabama to
try and teach six-year-old Helen Keller, deaf and blind since age two, self-discipline and communication
skills. Includes: historical notes and timeline.
General Review:
This historical fiction novel takes biographical material of famed deaf-blind girl Helen Keller and her
teacher Annie Sullivan, and brings it to life with emotion. Though many know the amazing story of how
Sullivan broke through to teach Keller language skills, this story is unique in its honest and detailed
portrayal of the enormous physical, mental, and emotional effort it took for the two to forge a bond. The
author is particularly skillful in revealing how Sullivan’s rough childhood and upbringing gave her the
tenacity needed to tame a wild and overindulged Helen. Sullivan’s dedication to unlocking Helen’s mind
despite numerous obstacles is miraculous and inspiring. Primary sources in the form of excerpts from
Annie’s letters add to the book’s authenticity. Told from Annie’s point of view, this is a new spin on an
often-told story that is a candid portrait of a struggle toward the light.
Themes: Blindness; Deafness; Helen Keller; Annie Sullivan; Teachers; Teacher-student relationships;
Communication; Perseverance.
Author Information:
1. Author Sarah Miller’s official website (author information, audio clip, downloadable book jacket,
and downloadable reading guide) http://www.sarahmillerbooks.com/
2. Interview with Sarah Miller
http://slayground.livejournal.com/230418.html
3. Interview with Sarah Miller from Embracing the Child
http://www.embracingthechild.org/amiller.html
4. Sarah Miller’s Blog
http://sarahmillerbooks.blogspot.com/
Discussion Questions: (Standard 3, Benchmark 3)
1. Compare and contrast Helen Keller with Annie Sullivan. How were they alike? How were they
different? How did Helen and Annie’s similarities help Annie reach Helen?
2. Why was Helen such an undisciplined mess? Do you blame her family? Would you have done
things differently if you were part of her family?
3. Why did Annie want to take Helen away from her family for a while? Do you agree it was
necessary?
4. Was Annie unnecessarily cruel to Helen? Why or why not?
5. What character traits did Annie have that helped her find success with Helen?
6. Imagine that you were going to lose your sight and hearing in one week. What experiences
would you want to have between now and then? (places to go, things to see and do)
7. If you lost your sight, what would you miss seeing the most? If you lost your hearing, what
would you miss hearing the most?

An excellent Reader Guide, including an author interview, more discussion questions and
activity ideas, is available online at:
http://www.sarahmillerbooks.com/Reader_Guide___Miss_Spitfire.doc
Activity Suggestions:
1. Learn more about Braille, finger spelling, or American Sign Language (ASL). (Standard 3,
Benchmark 2)
2. Learn more about Helen Keller. This book provides an in-depth look at her initial experience
with teacher Annie Sullivan, but what about the rest of her life? What did she go on to
accomplish? (Standard 3, Benchmarks 2, 3)
3. Imagine that you are creating a proposal for Helen Keller to be honored with a national holiday.
Write a proposal that explains why she deserves such an honor. How and when should the day
be celebrated? (Standard 3, Benchmarks 1, 2, 3, 4)
4. Play games that force you to communicate in unconventional ways and discuss the challenges
you face. Play charades (acting things out without talking). Spend a day not speaking,
communicating only through writing. Blindfold students and have them identify objects by touch
only. (Standard 3, Benchmark 3)
Braille sites:




Braille Bug – A site from the American Foundation for the Blind to teach sighted kids in grades 3-6
about Braille http://www.afb.org/braillebug/
Braille: Deciphering the Code http://www.afb.org/braillebug/braille_deciphering.asp
“You’ve Got Braille” Braille translator http://pbskids.org/arthur/print/braille/index.html
Worley, Helen L. “The Dots of Louis Braille.” Children’s Digest Jan/Feb 2008: 16-17. (Available
through free access to World Book Online through Kan-Ed/Education Desktop.)
ASL sites:




Surfing the Net with Kids: Sign Language
http://www.surfnetkids.com/signlanguage.htm
Animated ASL Dictionary
http://commtechlab.msu.edu/sites/aslweb/browser.htm
Arthur’s Sign Design
http://pbskids.org/arthur/print/signdesign/index.html
Thinkquest: ASL for kids
http://library.thinkquest.org/5875/index.htm
Helen Keller resources:


Helen Keller Kids Museum Online (includes video clips)
http://www.afb.org/braillebug/hkmuseum.asp
The Miracle Worker, 1962 movie with Anne Bancroft and Patty Duke (adapted from the book Helen
Keller: The Story of My Life)
Follow-Up Books:
If you liked Miss Spitfire, you might also want to try:
 Helen Keller: The Story of My Life by Helen Keller (autobiography)
 Teacher: Anne Sullivan Macy by Helen Keller (biography)
 Helen Keller: Her Life in Pictures by George Sullivan (biography)
Night of the Howling Dogs
Night of the Howling Dogs; Salisbury, Graham;
Wendy Lamb Books (division of Random House), 2007.
Grade Level: 5-9
ISBN-13
ISBN-10
ISBN-13
ISBN-10
(hardback) & cost: 978035731225; $16.99
(hardback) & cost: 0385731221; $16.99
(paperback) & cost: 9780440238393; $6.50
(paperback) & cost: 0440238390; $6.50
Blanket Permission to Reproduce Book Jackets:
Wendy Lamb/Random House
Synopsis:
Survival skills are put to the test in 1975, when eleven Boy Scouts and their leaders who are camping at
Halape, Hawaii experience a massive earthquake strike followed by a tsunami.
General Review:
When hearing that Louie will be joining his Boy Scout troop, eighth grader Dylan’s anticipation turns to
dread. But Louie was the least of Dylan’s worries when an earthquake hits their campground, and then a
tsunami floods the area. Dylan and Louie must use each other’s strengths to help the others. A tale,
based on a true event, of courage, strength and survival that will have the reader not wanting to put the
book down.
Themes: Natural disasters, Bullies, Boy Scouts, Camping, Courage, Hawaii, Survival, Tsunamis
Author Information:
www.randomhouse.com
 Favorite Children’s Authors and Illustrators – vol 5 (Traditions Books)
 Writers for Young Adults – vol 3 (Scribner’s Sons)
 Continuum Encyclopedia of Children’s Literature (Continuum)
 Major Authors & Illustrators for Children and Young Adults – Supplement (Gale)
Discussion Questions: (Standard 3; Benchmark 5)
1. Have you ever been bullied by someone older than you? Did something happen, like in this story,
to change your relationship with or your opinion of that person?
2. In the story, there was a myth that seeing a dog repeatedly meant trouble to come. In everyday
life, we hear about myths such as “my nose is itching, I must be going to have company.” What
myths have you heard, and do you believe them?
3. Have you ever been involved in a natural disaster or known someone who has been? What
survival skills have your parents taught you so that you could be prepared for a natural disaster
that is common in your area?
Activities:
1.
Research what survival skills are taught by the Boy Scouts of America. Which badges need to be
earned? (Standard 2; Benchmark 4)
2. Research the true event that this book was based upon. Compare and contrast the events and
people involved with the events and characters of the book. How historically accurate was the
author? (Standard 2; Benchmark 4)
3. Using print and electronic resources, have your students become experts on survival. They can
learn safety and survival skills, and use the information to create a poster or brochure. Have each
student choose a different natural disaster: avalanche, flood, tornado, hurricane, forest fire,
earthquake, or getting lost in the woods. (Standard 5; Benchmark 3)
Similar Books for Further Reading
 Earthquake Terror by Peg Kehret
 Night of the Twister by Ivy Ruckman
 Quake by Joe Cottonwood
 A Week in the Woods by Andrew Clements
Schooled
Schooled. Korman, Gordon;
Hyperion Books for Children, New York, 2007.
Grade Level: 6-8
ISBN & cost: 978-078685692-3, $15.99
Blanket Permission to Reproduce Book Jackets:
Used by permission of the Publisher
Synopsis:
After growing up totally removed from today’s world, raised and homeschooled by his grandmother
“Rain,” an aging “hippie” who is still living in her own world circa the 1960’s, Capricorn (“Cap”) is thrust
into a new life as a student at a public middle school when Rain has to enter a rehabilitation facility for a
broken hip. Cap must try to fit into a world he has been taught to stay away from, and after he is elected
eighth grade president as a joke by the “cool” crowd, he and his classmates have to acknowledge that
some of the values that Rain taught him perhaps aren’t too old-fashioned for today’s world.
General Review:
Anyone who has ever felt out of place in a crowd will relate to Cap’s experiences as the new kid who
doesn’t dress right among students who equate in-style clothes with worthiness.
Themes: Middle school students – Juvenile fiction; Home schooling – Juvenile fiction; Hippies – Juvenile
fiction; Zen Buddhism – Juvenile fiction; Leadership in children – Juvenile fiction; United States – History,
1961-1969 – Juvenile fiction; Student government – Juvenile fiction
Author information: http://www.gordonkorman.com/
Something About the Author, Volume 81
Korman, Gordon in Contemporary Authors Online from Gale’s Literature Resource Center. Available
through free access to KanED Education Desktop/State Library Databases.
Discussion Questions: (Standard 3; Benchmark 3)
1. Put yourself in their place: You don’t have a television, as Cap and Rain didn’t at the commune.
What type of activities would you do in place of watching television? Could you survive without
a cell phone and a computer?
2. What kind of person was Sophie at the beginning of the story? What incidents happened in
Schooled that changed Sophie’s opinion about Cap, and why do you think so?
(Literature Standard 4, Benchmark 2) Zach
3. What is the significance of the title? (Reading Standard 1, Benchmark 5)
4. When Sophie heard “All You Need is Love” when taking her driving test, suddenly her tears were
flowing, and she couldn’t stop crying. Why do you think that happened? Has music ever affected
you emotionally in this way?
Activities:
1. Interview someone in your family or your town who lived through the 1960’s. Write a short
paper about changes they observe in today’s world versus that era.
(Standard 3: Benchmark 2)
2. Go to the library and find information about communes that were active during the 1960’s. If
possible, find someone who lived in one and interview him or her about experiences there.
(Standard 1; Benchmark 5)
3.
Research to learn more about music and musicians of the 60’s era that are mentioned in the
book. (Standard 3, Benchmark 3; Standard 5, Benchmark 1)
Similar Books for Further Reading
 The Patron Saint of Butterflies by Cecilia Galante
 The Wednesday Wars by Gary D. Schmidt
 Born to Rock by Gordon Korman