Salt Water Taffy: The Seaside Adventures of Jack and Benny, Vol. 1: The Legend of Old Salty [graphic novel], by Matthew Loux

Salt Water Taffy: The Seaside Adventures of Jack and Benny, Vol. 1: The Legend of Old Salty [graphic novel], by Matthew Loux. Portland, OR: Oni Press, 2008. 96 pp. ISBN-13: 9781932664942


“Angus: Have you boys heard of the legendary sea monster of Chowder Bay?....She goes by the name of ‘Old Salty.’ Some say she’s lived in Chowder Bay for thousands of years! They say she carved out the bay with her two monstrous claws during the mesolithic age.” p. 34

Reader's Annotation
A whole summer in Maine without TV is not Jack’s idea of a good time…until he and his little brother Benny meet Angus, who warns them about “Old Salty,” the monster who lurks just off the shore.

About the Author
Matthew Loux grew up in eastern Connecticut, vacationing often along the New England coastline. He attended college at the School of Visual Arts in New York City, and now lives in Brooklyn. He is the creator of Sidescrollers, one of ALA’s and YALSA’s “Top 10 Great Graphic Novels for Teens”.

Genre
Adventure, Comedy

Reading Level/Interest Age
9-11 years

Plot Summary
Brothers Jack and Benny, eleven and eight years old respectively, along with their mom and dad, are going to spend the summer at Chowder Bay, a quiet little town on the coast of Maine. Jack is very unhappy about the thought of a summer without TV, but Benny is looking forward to the new experience. To Jack’s further disgust, the family’s first stop in town is a shop selling this awful-looking candy called taffy. But when he tastes it, he is instantly hooked. Once the family is settled in their vacation house, the brothers meet Angus O’Neil, who mentions that there is a sea monster living in the bay. Angus had a previous tussle with the monster, a huge lobster called “Old Salty,” and has been trying to get a good photograph of her since. Suddenly, the summer is filled with excitement for the boys. When the taffy shop is later robbed, the intrigue deepens. Who would do such a thing? And why does the state investigator sent to solve the crime look so unusual? Solving this mystery and preventing further candy theft will require Angus and the boys to keep their eyes open and remain alert…and perhaps even encourage a small rebellion.

Series Note
Subsequent titles in this series include Vol. 2: A Climb Up Mt. Barnabas (2008) and Vol. 3: The Truth About Dr. True (2009).

Critical Evaluation
This funny and action-filled story moves along at a fast pace, and is really a short gem. In black and white drawings, Loux conveys the characters' emotions with just enough detail, but not so much that it takes away from the plot. I liked the fact that a page or two of action without dialogue sometimes appears, this provided a nice balance. Jack and Benny have distinct personalities, and each has a chance to shine. There are a couple surprising plot twists toward the end, which leave the reader wondering what will happen in the next installment of this quarterly series. I found myself smiling throughout the story, and laughing out loud at many scenes, especially those involving the smaller lobsters’ social interactions. And I did not predict the outcome of the mystery surrounding the state investigator…very inventive! I highly recommend this graphic novel for its humor and energy, and its focus on making one’s own fun in any circumstance.

Booktalking Ideas
• Show and read some of the scenes involving Jack and Benny’s sightings of mysterious dark figures.
• Give a character booktalk as Jack, deciding that the vacation just might be exciting after all.

Curriculum Ideas
• Literature: Students find and share with the class other stories or folktales involving legendary creatures.
• Art/Literature: As a class, students create a graphic short story in turns, each student viewing only the cells/pictures of the student who contributed just before them, before they continue the story with their own cells. At the end, all cells will be put together for all to enjoy.

Potential Challenge Issue & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
A classmate recommended this graphic novel during her group genre presentation, and I thought it sounded great!

Secrets, Lies, Gizmos, and Spies: A History of Spies and Espionage, by Janet Wyman Coleman with the International Spy Museum

Secrets, Lies, Gizmos, and Spies: A History of Spies and Espionage, by Janet Wyman Coleman with the International Spy Museum. New York: Abrams Books for Young Readers, 2006. 113 pp. ISBN-13: 9780810957565


“The imagination is crucial to all aspects of espionage, including ‘hiding places’…. Confederate spy Betty Duvall carried dispatches coiled in her hair. During World War II, members of the French resistance put intelligence inside the handlebars of their bicycles.” p. 44

Reader's Annotation
If you’ve got a camera in your pen, secret plans in the soles of your shoes, and know that the word “babysitter” really means “bodyguard”, then you might be a spy. But if not, and you want to learn about the history of spies and spying -- including their codes, gadgets, and daring missions -- then you’ve come to the right place.

About the Authors
In addition to this book, Janet Wyman Coleman has also written the award-winning Baseball for Everyone: Stories from the Great Game, as well as Famous Bears and Friends and Fast Eddie. She lives near Boston, Massachusetts. The International Spy Museum in Washington, D.C. is the only public museum in the United States dedicated solely to international espionage, and contains the largest collection of related artifacts ever displayed publicly. The museum has many interactive exhibits and programs for adults and children, and its Web site presents a monthly podcast, resources for educators, games, and much additional information.

Genre
Nonfiction: espionage, history

Reading Level/Interest Age
12-14 yrs.

Content Summary
This book gives a historical overview of espionage all over the world, yet focuses more on American-related spying in its discussion of the twentieth century. It is broken into themed sections, which start with key espionage terminology and a timeline of the world history of espionage and other events involving secrecy from 1800 B.C. to 2005 A.D. Covered next are disguises and covers, bugging and secret transmission of information, cameras, and code-makers and code-breakers. Following this are sections on misinformation and propaganda, clandestine operations, spying based under the ground, weapons and detection devices, and tools of interrogation and spies’ responses. The final sections of the book detail spy blunders, female spies, celebrities and writers who became spies, and fictional spies in literature and on the screen. Throughout these sections we are introduced to the espionage-related or secret work of figures such as Virginia Hall, George Washington, Harriet Tubman, Elizabeth Van Lew, Eli Cohen, W. Somerset Maugham, and others. Many fascinating facts are also included throughout the text, e.g., the very successful camera-toting pigeons used in WWI; information on how spying helped the Americans defeat the larger British force in the American Revolution; and how in the 1970s, fugitive Canadian diplomats were disguised by the CIA as a flamboyant Hollywood film crew in order to get them safely out of Iran, just to name a sampling.

Critical Evaluation
This book is literally packed with facts, and is presented extremely attractively, with the background of each topic section in a different bold color. The color coding is very helpful, especially given that the book contains no index or table of contents, very surprising for a nonfiction book. The book is large, measuring over 10 x 8 inches, lending itself well to its display of large detailed images of spy equipment, encoded notes, historical images, portraits, and many other pictures. The text is easy to read and flows well, and interesting quotes from espionage figures are used effectively to enhance the narrative. I was glad to see that women's role in international espionage is included in such detail, something which is lacking in many historical texts. Overall, this an informative and often very entertaining read. I learned quite a bit about espionage that I had not known before, and would recommend this book as an interesting introduction to the topic for tweens through adults.

Booktalking Ideas
• Talk about some of the innovative gadgets and hiding places that spies have used over the years.
• Talk about some of the espionage blunders which have occurred throughout history.

Curriculum Ideas
• Critical Thinking: Students break into groups and create coded messages, which other groups then try to crack. Here are some code-making resources from the Texas State Library .
• History: Students study how secrecy and espionage changed history by aiding American figures such as Harriet Tubman, and groups such as the Culpeper Spy Ring.

Potential Challenge Issues & Defense
Violence used in espionage:
• Become familiar enough with the book’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I first learned of the International Spy Museum during my research for another class project, and was quite impressed with their programs and Web site. When I learned of their connection with this book, I knew I had to check it out.

Fantastic Mr. Fox, by Wes Anderson & Noah Baumbach (based on the book by Roald Dahl)

Fantastic Mr. Fox. Screenplay by Wes Anderson & Noah Baumbach, based on the book by Roald Dahl. Directed by Wes Anderson. Fox Studios, 2009. 87 minutes. Rated PG.



“ Mrs. Fox [to her son]: You’re different. We all are, him [Mr. Fox] especially. But there’s something kind of fantastic about that, isn’t there?”

Viewer's Annotation
Mr. Fox, formerly a chicken thief and now a respectable newspaper columnist, wants to have just one more adventure by stealing from the nasty farmers Boggis, Bunce, and Bean. But the farmers retaliate, creating unforeseen consequences. Will Mr. Fox be able to redeem himself and save his family and friends’ very lives before it’s too late?

About the Author & Screenwriters
Roald Dahl was born in Wales to Norwegian parents in 1916. Dahl remembered his mother as a great storyteller, and his father kept a diary, as Dahl himself did from age eight. Dahl began writing professionally in 1942, about World War II. He wrote for both adults and children, authoring over 40 books and over 60 short stories. When he passed away in 1990, he was in the middle of writing three books.

A Houston, Texas native, Wes Anderson loved filmmaking and performance as a child, shooting movies and staging school plays. He majored in philosophy at the University of Texas, where he became friends with classmate Owen Wilson. The two co-wrote the short film Bottle Rocket after college. Anderson has also co-written and/or directed films such as Rushmore, The Royal Tenenbaums, and The Darjeeling Limited.

Noah Baumbach, who is from New York, made his writing and directing debut at age 26 with Kicking and Screaming. He also wrote The Squid and the Whale and Margot at the Wedding, and has co-written with Wes Anderson before. He and his wife, Jennifer Jason Leigh, are expecting their first child in March 2010.

Genre
Fantasy, Comedy, Action

Interest Age
9-11+ years

Plot Summary
Mr. Fox is a newspaper columnist living happily, if not opulently, with his wife, Mrs. Fox, and son, Ash, in an underground home. When Mr. Fox decides that he’d like to move his family into a house with a view, he chooses a beech tree close to the farms of Boggis, Bunce, and Bean. A former chicken-thief, Mr. Fox would love to have just one more adventure in this arena. Thus he and his friend Kylie the possum pull off three successful raids. Meanwhile, Ash is feeling very jealous of his cousin, Kristofferson, who is staying temporarily with the Fox family. Kristofferson excels at everything, including martial arts, team sports, and academics. Ash on the other hand, tries his best, but does not yet possess Kristofferson’s maturity or mastery. But life becomes difficult for all when the farmers decide to try to kill Mr. Fox, only succeeding in getting his tail. The farmers' continued pursuit drives the Fox family underground, where they realize that Mr. Fox’s actions have forced all the other animals underground too. To feed everyone, Mr. Fox tunnels into the farms and steals from them. The farmers ultimately pump cider into the animals’ new tunnel homes, forcing the animals into the sewer system. At this point, Ash and Kristofferson attempt to steal Mr. Fox’s tail back from the farmers. In this attempt, however, Kristofferson is captured. To get Kristofferson back, Mr. Fox proposes a meeting with the farmers. But when he realizes that their agreement to meet is a trap, Mr. Fox tries to convince the other animals that they must take dramatic action. But even if his creative plan is successful, there is still the issue of figuring out a way for his family and the other animals to survive indefinitely in the sewers.

Critical Evaluation
The lushly depicted world of this stop-motion animation film is engrossing from start to finish. The storylines mentioned above are expressed in an action-filled plot, balanced by domestic interaction and conflicts in the Fox household, along with a few moments of philosophical musings on the part of some of the characters. However, the tone of the movie is humorous and light throughout, even in the animals’ darkest hours. Each animal has a distinct personality, but Mr. Fox is the most developed character. He is intelligent, calm yet gregarious, and up for adventure. In conversation, he notes in a couple instances that he will always have fox characteristics and instincts, and this is clearly shown in the way he tears into his food and how a verbal argument with his friend Badger turns into snarling and waving of paws. Mr. Fox comes to the realization at one point that some of his actions are motivated by his need for everyone to think he's “fantastic”. Tweens will identify with Mr. Fox’s son, Ash, as he navigates his way through what appears to be middle or high school, and is not yet seen by his dad as competent enough to help him in his chicken-stealing escapades. Ash’s hurt feelings over the presence of his cousin Kristofferson in his household and his desire to outshine Kristofferson mirror the emotions that a human tween or young teen would go through in a similar situation. A major theme of the movie is that each of us, like Mr. Fox and his penchant for chicken-stealing, has a basic nature or urges that will always be a part of us. The trick is to fulfill our individual desires in a way that does not negatively affect our family and friends, or the community. The importance of recognizing and celebrating the differences and strengths of each individual is an additional theme.

Talking Up The Film
• Give a character booktalk as Ash, focusing on his jealousy of the multi-talented Kristofferson.
• Give a character booktalk as Mrs. Fox, giving her perspective on Mr. Fox’s chicken and cider-stealing.

Curriculum Ideas
• Literature: Students read the novel on which the movie is based, and compare the two.
• Science: Students research the traits of the animals depicted in the film, to see how they compare with the animals' personalities in the film.

Potential Challenge Issues & Defense
Alcohol consumption, violence:
• Become familiar enough with the film’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to movie reviews from authoritative sources.
• Obtain movie reviews from tweens who have seen it.

Why I Chose This Movie
I have always loved Roald Dahl, and as the novel Fantastic Mr. Fox is a good pick for ages 9-11 (and as Wes Anderson also co-wrote The Royal Tenenbaums, one of my favorite films of all time), I ran to the theater to see the FMF movie!

Wonderland [graphic novel], written by Tommy Kovac and illustrated by Sonny Liew

Wonderland, written by Tommy Kovac and illustrated by Sonny Liew. New York: Disney Press, 2008. 160 pp. ISBN-13: 97814423104513


“Mary Ann: Well, with her [Alice] and her sharp tongue being gone, they seem to want me to be some sort of rebel leader, and steal the crown away from the Queen of Hearts. I don’t know what they see – it’s just nonsense. A serving girl like me… White Rabbit: Oh, Mary Ann, I think you’d be delightful at rebellion! It would be so orderly and tidy.” p. 124

Reader's Annotation
Mary Ann is spending her days as dutiful housemaid to the White Rabbit. And when the Queen of Spades comes along and claims her as her own servant, she meekly agrees. But the small forest animals believe that Mary Ann is destined to lead an uprising against the royals…will Mary Ann ever believe in herself?

About the Writer & Illustrator
Writer Tommy Kovac is an avid reader who works at a library and has worked at several others previously. Per his Web site, he has no formal art or writing training, but has been writing and illustrating comics and graphic novels since 1999, including Stitch, Skelebunnies, and Autumn. He is also co-creator of an indie zine, Library Bonnet. He lives in Orange County, California, with his husband, Anthony, and their dog, Mr. Scoots. Illustrator Sonny Liew is also a comic artist who has been nominated for several Eisner Awards. He has worked on My Faith In Frankie, Regifters, along with the Xeric-awarded Malinky Robot. He has also contributed to the comic anthologies Flight and 24Seven. He has additionally done concept work for MMORPG games. He lives in Singapore with his cat.

Reading Level/Interest Age
9-11 years

Plot Summary
Mary Ann, who was the White Rabbit’s housemaid in Alice in Wonderland, is our protagonist in this graphic novel. She is a hard-working young woman who is obsessed with cleanliness, and seems to believe that serving others is her place in life. She carries with her at all times Feather, a talking duster with the head of a bird. The Queen of Hearts is firmly in charge of Wonderland, where they all live, and is about to behead the Rabbit for his purported association with the “Alice Monster” who visited Wonderland earlier and spoke her mind. Mary Ann and the Rabbit thus run off and hide in the Tulgey Wood, where Mary Ann falls into a treacle well and meets the Queen of Spades, who proceeds to claim her as her own housemaid. Underconfident Mary Ann agrees. After the entire party escapes the well, a deer, Sir Edward the Tailor, plants a seed in Mary Ann’s mind when he asks her if she actually feels fulfilled by her line of work. Later, in the Looking Glass House, Mary Ann meets some small animals who tell her that they think she has it in her to lead a rebellion against the royals. Mary Ann reveals that she has had dreams in which she is the outspoken Alice. The group’s further adventures take them finally to the castle where the Queen of Spades is in the midst of overthrowing the Queen of Hearts in a chaotic scene. Mary Ann, with her innate cleanliness, is horrified by the disorder, and her talent for tidiness comes to the fore -- she decides to cut all the playing cards into little pieces to put an end to all the figurative game-playing once and for all. But when the throne is subsequently offered to her, what will the newly self-empowered Mary Ann choose as her destiny?

Critical Evaluation
This is a very inventive take on what a minor character of Alice in Wonderland’s life may be like. The story arc moves along at a good pace, with moments of reflection throughout, and characterization is quite satisfying -- each creature and human’s distinct personality is clearly and humorously shown in their expressions, words, and actions. The illustrations are bursting with beautiful and richly varied shades of blue, red, and pink, and capture the story’s action, hilarity, and moments of mayhem. There is not a large amount of text per page, but more than enough to tell the story in an engaging way, with many humorous asides to boot. The story contains a strong message that each of us is the master of our own destiny, and that if we don’t realize our innate strengths and take charge of our own lives, it is very likely that other people will. Mary Ann transforms from a young woman whose lack of confidence has trapped her in a cycle of near-slavery to the whims of others, to someone who recognizes that she has valuable talents and possesses the power to change her life and the world. By the end of the story, it is clear that the Rabbit now respects Mary Ann and sees her in an entirely different light, undoubtedly because she now respects herself.

Booktalking Ideas
• Give an episode booktalk about the scene in which the Queen of Hearts calls in the Rabbit to behead him for treason for supposedly consorting with Alice.
• Give a character booktalk as Mary Ann, as she contemplates the smaller forest animals’ proposal that she become their rebel leader.

Curriculum Ideas
• Art: Invite an illustrator to speak and provide drawing lessons, and students can then create their own mini-graphic novel together.
• Literature: Students read Alice in Wonderland and Through the Looking Glass, and compare their storylines and characterization with those of this graphic novel.

Potential Challenge Issues & Defense
Violence and hookah smoking, possibly:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I saw it by chance when I was browsing the library recently, and loved the idea of a story focusing on a background character of a famous novel. I was also drawn in by the gorgeous artwork, and the black paint splattered over the cover title suggested the intriguing possibility that something was amiss in this fantasy world.

Meet Me at the Corner [Web site], created by Donna Guthrie

Meet Me at the Corner [Web site], created by Donna Guthrie. Accessed on November 25, 2009 at http://www.meetmeatthecorner.org/


“Meet Me at the Corner Virtual Field Trips for Kids takes you to meet fascinating people from all over the world.” (homepage)


User's Annotation
Want to learn how to make video podcasts about interesting people, events, or your favorite books? Then check out Meet Me at the Corner, where you can learn how to do this and more, and submit your videos to be possibly edited and shown on the Internet!

About the Site’s Creator
In 2006, Donna W. Guthrie founded Meet Me at the Corner. She has authored more than twenty award-winning books for children, among them a middle grade fiction novel, Frankie Murphy’s Kiss List. She has also taught kindergarten through fifth grade, and is a visiting professor at Colorado College where she teaches children’s writing. She has a Master of Fine Arts in Children’s and Young Adult Writing.

Genre
Web site: video production

Interest Age
9-14 yrs.

Site Content
This is a Web site where kids can learn how to create video podcasts and submit them for possible editing and posting online. The age range of children who can submit videos is not specified, but the children in the videos that I watched appeared to be 9-14 years old. The percentage of submitted videos which are posted on the site is not specified. The site contains video podcasting lessons which very clearly demonstrate the process from start to finish. Storyboarding templates are also provided. The meat of the site is a collection of about 80 videos created by children: principally interviews of adults skilled in some area, book reviews, or a piece on an event which took place in the child’s hometown. Just a small sample of the topics included are: music, sports, art, travel, astronomy, history, and poetry. A new video appears every two weeks, and many of the videos included links to learning activities, related Web sites, and recommended books. The topics of the next videos scheduled to appear this month and next are: the U.S.S. Midway Museum in San Diego, the artwork in the New York City subway system, and model trains. There is also a page listing links to art and writing contests.

Critical Evaluation
I am very impressed with this site, and found it very user-friendly. There are a few commercial ads and of course the Amazon store, but I think the educational value of the site far outweighs the small commercial intrusion. And people are watching the videos on this site – each has been viewed at least hundreds, if not thousands of times, based on site stats. I found the video podcasting lessons quite informative, yet easy to understand, and I even learned several good tips myself. The site is very well-organized and I liked the music and design elements at the beginning of each video, very current and attractive for kids and adults alike. It is obvious that thoughtful preparation has gone into the learning activities and lists of Web site recommendations and books. My only wish, however, is of course that the list of recommended books be moved from the bottom to the top of the page, or at least somewhere in the middle. Despite a few issues with choppy sound during the videos (and this may well have been due to my computer), I highly recommend this site. And I’m absolutely certain that we’re going to see poised 12-year-old Emma as a filmmaker or CNN news correspondent someday. :)

Talking Up The Site
• Show clips from a few of the videos on the site which offer instruction on make a video podcast.
• Show clips from a few videos which kids have submitted to the site.

Curriculum Ideas
• Critical Thinking: Each student reviews a favorite video on the site, sharing with classmates its strong points and areas for possible improvement.
• Media Production: In small groups, students story board and create videos, and then submit them to the site.

Potential Challenge Issue & Defense
Site includes an Amazon store and a few commercial advertisements:
• Become familiar enough with the site’s content to promote its merits.
• Refer to library’s Internet policies.
• Refer to site reviews from authoritative sources.
• Obtain site reviews from tweens who have used it.

Why I Chose This Site
I wanted to review a site at which tweens can learn the basics of video production.

Hate that Cat, by Sharon Creech

Hate that Cat, by Sharon Creech. New York: Joanna Cotler Books, 2008. 153 pp. ISBN-13: 9780061430923


“Thank you for telling me / I could FORGET / those confusing words / and that it isn’t knowing the words / that describe writing / that is important – / it is the thoughts in our heads / that are most important / and that feeling the rhythm / is even more / wondrous / than hearing the rhythm.” p. 56

Reader's Annotation
Last school year, Jack came to love poetry. This year, with the guidance of Miss Stretchberry, he’ll learn about alliteration and onomatopoeia…and maybe even about giving second chances to mean black cats, and how to bring the world to his hearing-challenged mother.

About the Author
Sharon Creech was born in Ohio, and grew up with her parents, a sister and three brothers. Her childhood experiences, and especially family car trips, often figure into her writing. She earned a Master’s degree in literature and writing, and has taught high school language arts in Switzerland and England. Creech has written several books for children -- including the Nobel-prize-winning Walk Two Moons -- but has also written a play, adult fiction, and poetry. She and her husband, who have two grown children, are living in a cottage in England this year. On her Web site (link above), she writes: “Being with my family is what I enjoy most. The next-best thing is writing stories.”

Genre
Journal, Poetry, Novel in Verse

Reading Level/Interest Age
Ages 10-12

Plot Summary
Like Love That Dog, this is also a novel in verse told in the first-person by Jack in the form of a journal assigned by his teacher. In this novel, Jack is once again in Miss Stretchberry’s class, as she has moved up a grade with her students. She introduces the literary devices of alliteration and onomatopoeia, emphasizing, however, that what really matters when writing and enjoying poetry is expressing oneself and giving oneself over to the sensual enjoyment of the poem. Although Jack is meant to be only one year older than he was in the first novel, the level of his vocabulary is advanced for his apparent age at a few moments, perhaps deliberately, suggesting the effect that the study of great literature can have on someone’s ability to express himself. Jack grows in two areas in this novel. First, Jack learns about the mistake of prejudgment courtesy of a neighborhood black cat, at first a seemingly selfish creature. However, through exposure to kittens, poems about cats, and a surprising action on the part of the black cat itself, Jack begins to see the cat differently. The more dramatic growth, however, occurs when Jack begins to wonder whether his mother, who is hearing-challenged, can feel the rhythm of poetry as he can. He thus decides to be more proactive in helping his mother to expand her sensory world.

Series Note
This novel is the sequel to Love That Dog (2001), which I have reviewed here.

Critical Evaluation
While sequels often pale in comparison to their predecessors, Hate that Cat is just as unique and impacting as Love that Dog, in the way that Creech subtly brings a tween’s world to life for us with the relatively short entries in his elementary classroom journal. The importance of family, a recurrent theme in Creech’s work, is a major component of this novel. Early on we see the solidarity of Jack’s nuclear family, in response to Uncle Bill’s pronouncements on what real poetry should and should not look like. When Jack counters these notions and defends poets such as William Carlos Williams, Jack’s father clearly demonstrates his support of Jack. And as the novel develops, we become deeply aware of the love that Jack feels toward his mother, emerging in his touching observations of her, e.g.: “…I cannot explain / how my mother paints / words / with / her / hands / but / she / does…” (p. 73). We see Jack’s growing realization that she may need his help in order to also enjoy the gift of poetry that he has received, e.g.: “And I cannot explain / how-- / when we paint words / with each other-- / I hear sounds / but I do not know / if she hears anything-- / any strange or amazing / or good or terrible / or sparkling or fizzing / sound / at / all” (pp. 73-74). Through Jack’s assistance to his mother, we see the tying together of the theme of family and the theme of the beauty of language, another idea extremely important in Creech’s writing. Creech appears to be reminding us that the wonder and magic of language is at its richest when we share it with others.

Booktalking Ideas
• Talk about Jack’s changing feelings about cats, hinting at, but ending just before the fat black cat does a surprising good turn for Skitter McKitter.
• Give a character booktalk as Jack’s mother thinking aloud (explain that in the book she does not speak with her voice). Have someone simultaneously sign this booktalk if possible.

Curriculum Ideas
• Literature: Over several weeks, students write poems in each of the styles of the poems which Jack’s class studies, culminating in a class poetry reading in front of family and friends.
• Research Skills: Students search poetry databases and printed reference guides, and also interview people they know, to find poems on a topic of interest to them, and share their favorite with the class.

Potential Challenge Issues & Defense
I do not foresee any challenges to this book, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the book’s content to promote its literary merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I recently read and loved Love That Dog, and had to read the sequel.

American Medical Association Boy’s Guide to Becoming a Teen, by Amy B. Middleman & Kate Gruenwald Pfeifer

American Medical Association Boy’s Guide to Becoming a Teen, by Amy B. Middleman & Kate Gruenwald Pfeifer. Illustrated by Brie Spangler. San Francisco, CA: Jossey-Bass, 2006. 128 pp. ISBN-13: 9780787983437


“The truth is that everyone needs to talk about their feelings. Reaching out to others for support is actually a sign of strength – not weakness. You’ll be surprised at how much better you feel, and you will find that everyone has these same feelings from time to time.” p. 81


Reader's Annotation
Are you a guy with questions about becoming a teenager? From peer pressure to body odor to dating to talking to your parents, and everything in between, turn to this guide for the information.

About the Author & Editor
Author Kate Gruenwald Pfeifer is a licensed clinical social worker who has a Master’s degree in social work and a certificate in child and adolescent psychodynamic psychotherapy. She is a school social worker who supervises several middle school social work programs, and also has a private practice serving children and adolescents. Medical Editor Amy B. Middleman is a medical doctor and also has Master’s degrees in Education and Public Health. She is a board-certified Adolescent Medicine specialist and Associate Professor of Pediatrics. In her medical practice, she specializes in adolescent care. For information on both author and editor, see this page.

Genre
Nonfiction: health

Reading Level/Interest Age
11-13 yrs.

Content Summary
This guide for pre-teen boys answers questions that many in this age group have about becoming a teenager. The format of the guide is very similar to that of the American Medical Association Girl’s Guide to Becoming a Teen. The nine chapters cover the topics of: puberty, eating and exercise, height, appearance (skin, teeth, and hair), the reproductive system, physiological aspects of male sexuality, feelings, relationships, and sex. Each chapter starts off with a brief introduction to the topic. Then the majority of each chapter consists of questions which pre-teens may have (one or two per page) followed by concise and clear answers. Also included throughout the text are “Real Boys, Real Feelings” two-page spreads which list the thoughts and concerns of actual boys, e.g., ‘I used to be popular but now....I spend more time alone than before.’ or ‘My dad yells at my soccer coach during games and makes me want to crawl in a hole…’. Most pages include a drawing or two of a boy relating to the topic at hand, and there are also clear labeled drawings of aspects of male anatomy. Additionally, there are “Mythbuster” boxes which clear up commonly believed myths about teen health issues, and boxes with more detailed information on various topics. The book concludes with a list of recommended Web sites which pre-teen boys can consult for further information, and a glossary.

Critical Evaluation
This is a clear and well-organized guide that I think many pre-teen boys will find useful. It addresses a wide range of questions, including topics as diverse as feelings about parents’ divorce, grief, pressure to use drugs, how to handle anger, pubic hair growth, low self-esteem, relationships, height, and so many others. The text is not preachy, but presents valuable information objectively, accompanied by sound advice in situations where many pre-teens are prone to impulsive actions. As in the AMA Girl’s Guide, however, I felt that topics such as sexual orientation and depression could have been covered in more depth. While the illustrations are attractive, I think that some boys will find them a bit “cutesy” at times, and as with the AMA Girl’s Guide, I would have liked to see a wider range of body sizes depicted, including especially heavier boys. Also I would suggest that the word “guys” be used instead of “boys” in future printings, as the former is how many pre-teen boys see themselves. But despite these minor concerns, I highly recommend this book, and wish more high-quality guides for boys such as this existed.

Booktalking Ideas
• Give a general overview of the book, and mention a couple humorous anecdotes about the issues that concerned you (teacher/librarian) as a pre-teen.
• Read aloud several of the myths mentioned in the “Mythbusters” boxes.
• See my review of the AMA Girl’s Guide for alternative booktalking ideas.

Curriculum Ideas
• Health: With your school’s and parents’ permission, have each boy meet individually with the school counselor to discuss any questions/concerns about the book or related topics that they did not want to bring up in front of the group.
• Health: Boys brainstorm ways to handle anger, frustration, etc., in small groups, and then share these with the class.
• See my review of the AMA Girl’s Guide for alternative curriculum ideas.

Potential Challenge Issue & Defense
Discussion of sex and sexual orientation, and drawings of male anatomy:
• Become familiar enough with the book’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I was impressed with the AMA Girl’s Guide, and wanted to review their guide for boys.

American Medical Association Girl’s Guide to Becoming a Teen, by Amy B. Middleman & Kate Gruenwald Pfeifer

American Medical Association Girl’s Guide to Becoming a Teen, by Amy B. Middleman & Kate Gruenwald Pfeifer. Illustrated by Brie Spangler. San Francisco, CA: Jossey-Bass, 2006. 128 pp. ISBN-13: 9780787983444


“There is no one way you ‘should’ feel at this time in your life. Different girls have different feelings about starting puberty. Your feelings may even change from day to day.” p. 8


Reader's Annotation
Looking forward to being a teenage girl, but not quite sure what to expect? From acne to crushes to changing moods and friendships, and so much more, this easy-to-read guide covers it all.

About the Author & Editor
Author Kate Gruenwald Pfeifer is a licensed clinical social worker who has a Master’s degree in social work and a certificate in child and adolescent psychodynamic psychotherapy. She is a school social worker who supervises several middle school social work programs, and also has a private practice serving children and adolescents. Medical Editor Amy B. Middleman is a medical doctor and also has Master’s degrees in Education and Public Health. She is a board-certified Adolescent Medicine specialist and Associate Professor of Pediatrics. In her medical practice, she specializes in adolescent care. For information on both author and editor, see this page.

Genre
Nonfiction: health

Reading Level/Interest Age
11-13 yrs.

Content Summary
This guide for pre-teen girls answers questions that many in this age group have about becoming a teenager. The nine chapters cover the topics of: puberty, eating and exercise, height, appearance (skin, teeth, and hair), the reproductive system, menstruation, feelings, relationships, and sex. Each chapter starts off with a brief introduction to the topic. Then the majority of each chapter consists of questions which pre-teens may have (one or two per page) followed by concise and clear answers. Also included throughout the text are “Real Girls, Real Feelings” two-page spreads which list the thoughts and concerns of actual girls, e.g., ‘I hate being the tallest girl in my class…’ or ‘A friend told me her boyfriend kept trying to get her to do sexual stuff…’. Most pages include a drawing or two of a girl relating to the topic at hand, and there are also clear labeled drawings of aspects of female anatomy. Additionally, there are “Mythbuster” boxes which clear up commonly believed myths about teen health issues, as well as boxes with more detailed information on various topics. The book concludes with a list of recommended Web sites which pre-teen girls can consult for further information, and a glossary.

Critical Evaluation
This is an attractive and easy-to-read guide that is not condescending. It takes pre-teens’ questions seriously and discusses them openly, if somewhat briefly in a couple instances. But overall, I think this brevity is appropriate for an introductory guide, and a longer book may scare away potential readers. I think that the wide range of questions that this book addresses openly and honestly is great: topics such as masturbation, bullying, cliques, sexual harassment, bra sizes, tampons, tattoos, and so many others, as well as a lot of practical tips regarding the appearance concerns that become so important in pre-teen and teen years. I felt that topics such as sexual orientation and depression could have been covered in more depth, however, given the sizeable number of pre-teens who have questions related to these topics. I liked very much that the guide encourages girls to discuss issues of concern with trusted adults before making major decisions. Just a few minor quibbles with the illustrations: although they are fun and upbeat, I would have liked to see a wider range of body sizes depicted (e.g., there are only a few drawings of heavier girls) and a few less "perfect" faces. But despite this, I very highly recommend this book…it is one I wish I’d had in my own pre-teen years.

Booktalking Ideas
• Read aloud several of the actual thoughts of real girls which are included in the book on the “Real Girls, Real Feelings” pages.
• Ask the girls in the audience what questions they have about becoming a teen, and then read aloud answers to these or similar questions from the book.
• See my review of the American Medical Association Boy’s Guide to Becoming A Teen for alternative booktalking ideas.

Curriculum Ideas
• Health: Each girl types a question/concern they have about becoming a teen on a piece of paper, without adding her name. Tape these around the room, and read each question aloud and discuss as a group…girls will realize that others have the same concerns that they do, and be better prepared for teen issues that each may not have thought of on her own.
• Critical thinking: Each girl visits one of the “Find Out More!” Web sites recommended at the end of the book, and then shares with the other girls a couple things she learned from it, the site’s strong points, and suggestions she has for improvement. She then shares her thoughts with that site’s administrator via email.
• See my review of the AMA Boy’s Guide for alternative curriculum ideas.

Potential Challenge Issue & Defense
Discussion of sex and sexual orientation, and drawings of female anatomy:
• Become familiar enough with the book’s content to promote its merits.
• Refer to library’s collection development policy.
• Refer to book reviews from authoritative sources such as ALA, School Library Journal, etc.
• Obtain book reviews from tweens who have read it.

Why I Chose This Book
I wanted to review a self-esteem/health guide for pre-teen girls, and of those that I found, this one had received more favorable reviews than others.