American Born Chinese [graphic novel] by Gene Luen Yang

 

“Wei-Chen: But talking is more than he has ever done. Because he is a little cowardly turtle. Jin: Shut Up. I’ve talked to her before. Suzy: You know, I could be wrong – but I don’t think dropping your books in front of her and then giggling to yourself counts as conversation.” p. 94

Reader's Annotation
Meet a supernatural monkey with grandiose dreams, an awkward middle-school student, and a popular high school basketball player. What could they possibly have in common? In this funny and thoughtful graphic novel, Gene Luen Yang reveals the answer…and also why public bathroom powdered soap should not be used as deodorant on a first date.

About the Author
Gene Luen Yang began publishing comics in 1996. The next year, he received a Xeric Grant to create Gordon Yamamoto and the King of the Geeks. His American Born Chinese became the first graphic novel to be nominated for a National Book Award, as well as the first to win a Printz Award. 

Summary
This graphic novel is actually made up of three different stories. One involves Monkey King, a figure of ancient Chinese legend who was born to rule over all the monkeys of the world. He is a master of martial arts and is loved by his subjects, but he has greater aspirations: he wants to be a god. The second story involves the middle school experience of Jin Wang, a boy who moves with his family to a new neighborhood, where he is the only Chinese-American at his predominantly white new school. He is teased and picked on quite a bit by some of the other students, but does have a best friend, Wei-Chen. Jin develops a crush on a classmate named Amelia, but just can’t get up the courage to ask her out. The protagonist of the third story is Danny, a very popular boy at his high school. Unfortunately, as happens every year, his Chinese cousin Chin-Kee, who seems to specialize in inadvertently publicly embarrassing Danny, has come to visit. In previous years Danny has actually had to transfer schools because of Chin-Kee’s behavior. And this year, if anything, Chin-Kee is even more mortifying.

Critical Evaluation
Yang has put his novel together in a very interesting way, alternating back and forth between the three stories. In this way he is able to drop subtle hints about their interconnectedness, which is not revealed until a few very surprising and hilarious plot twists in the final few pages. Yang’s drawings are bold and colorful, and he is able to convey much emotion with just a few simple lines on a character’s face. While the scenes of the Monkey King story are action-packed, the scenes of Danny and Jin’s stories are not as fast-paced, and instead focus more on conversations between characters. In these latter two stories, Yang comments on subjects such as friendship, first romance, discrimination, and the self-consciousness that most tweens and teens feel at times. In the Monkey King story, Yang addresses the subjects of father-son relationships, the damage that conceit and blind ambition can cause, and appreciating what one has.  

Booktalking Ideas
• Give a character talk as Jin, when he decides that to get Amelia’s attention, he should perm his hair.
• Give an episode booktalk of Danny’s discovery of Chin-Kee dancing on the table at the library.

Curriculum Ideas
• Literature/History: Students read a few of the Monkey King fables.

Emma-Jean Lazarus Fell Out of a Tree [sound recording], by Lauren Tarshis

Emma-Jean Lazarus Fell Out of a Tree [sound recording], by Lauren Tarshis. Read by Mamie Gummer. New York: Random House/Listening Library, 2007. 3 CDs/3 hrs. 4 min. ISBN-13: 9780739351222


“In fact, she believed that one was unlikely to find a finer group of young people than the 103 boys and 98 girls with whom she spent her school days. But their behavior was often irrational. And as a result, their lives were messy. Emma-Jean disliked disorder of any kind, and had thus made it her habit to keep herself separate, to observe from afar.” p. 4 (print version)

Reader's Annotation
Emma-Jean is all logic, and Colleen is all heart. When these two opposites meet by chance one day in the school bathroom, their lives will never be the same again.

About the Author
Lauren Tarshis grew up near New York City. As a child, she had a learning disability which made reading very challenging. Through approaching reading in a different way, however, she surmounted this difficulty and became a voracious reader. She has now written two “Emma-Jean” novels, the second being Emma-Jean Fell in Love. She is the editor of Storyworks, a literature magazine for 4th-6th graders. Tarshis lives in Connecticut, with her husband and four children. In her spare time she likes to bake chocolate cakes, draw, make collages, and explore new cities.

Genre
Realistic Fiction

Reading Level/Interest Age
9-11 years

Plot Summary
The protagonist of this novel is 7th-grader Emma-Jean Lazarus, who is extremely intelligent and very logical. Emma-Jean’s father passed away two years before the novel starts, and she cannot get used to the idea of her mother ever falling in love with another man. At school, Emma-Jean has remained a bit aloof from the other students, because she considers their behavior to be irrational, and does not want to be drawn into the same kinds of emotional messes in which they often find themselves. This all changes one day, however, when she happens to encounter Colleen Pomerantz crying in the bathroom. Colleen’s personality is perhaps the polar opposite to Emma-Jean’s. Colleen is too concerned with what other people think of her, and frets all the time over whether she may have mistreated someone, or whether something about her appearance doesn’t look right. When she meets Emma-Jean, her current crisis involves another girl trying to steal her best friend. But Emma-Jean believes she can use her logic to help Colleen out.

Series Note
The sequel to this novel is Emma-Jean Fell in Love (2007).

Critical Evaluation
Emma Jean is a very unique character unlike most others that tween readers will likely have encountered. And finding out some of the possible reasons for her behavior is half the fun of reading the book. Another interesting aspect about this novel is that while much of it is told from Emma-Jean’s perspective, portions are told from Colleen’s perspective. The novel is fairly slow-paced, although the girls do have some adventures surrounding Emma-Jean’s new interest in helping people solve their problems, sometimes by any means necessary. Emma-Jean’s feeling that her mother should never love another man again -- even though Emma-Jeans’s father passed away two years earlier – is very realistic. This also leads to one of the very comedic moments in the novel, as Emma-Jean finds herself writing a letter to her mother’s suitor in India. And overall, the novel is quite humorous. Mamie Gummer reads the novel very expressively in this audio version. I highly recommend this very insightful novel to tweens.

Booktalking Ideas
Give a booktalk about Emma-Jean and Colleen’s first meeting in the bathroom.

Curriculum Ideas
Literature: Students study the poet for whom Emma-Jean Lazarus is named: Emma Lazarus, who wrote the poem on the Statue of Liberty.

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 thought that Emma-Jean’s personality and love of order sounded so unusual for someone her age, making her an intriguing character.

Stuck in the Middle: Seventeen Comics from an Unpleasant Age. Editor Ariel Schrag.

Stuck in the Middle: Seventeen Comics from an Unpleasant Age. Editor Ariel Schrag. New York: Viking, 2007. 210 pp. ISBN-13: 9780670062218


“I can remember feeling like I was constantly on radar, only to learn in later years that virtually everyone was experiencing similar feelings of insecurity.” - Jace Smith, p. 70

Reader's Annotation
Middle school is not always easy! Come read some comics by artists who’ve been there…and lived to tell the tale.

About the Editor
Ariel Schrag was born in Berkeley, California in 1979. She graduated from Columbia University in 2003 with a degree in literature. In 2004 she began teaching a workshop on graphic novels at The New School. Schrag is the author of the autobiographical graphic novels Awkward, Definition, Potential, and Likewise, which discuss her high school experience. Potential was nominated for an Eisner Award. She wrote for two seasons of the Showtime series, The L Word. Schrag’s illustrations and comics have appeared in publications such as The San Francisco Chronicle, Jane, Paper, and The Village Voice. She lives in both Los Angeles and New York.

Genre
Comic Collection

Reading Level/Interest Age
12-14 years

Content of Book
Stuck in the Middle was selected for New York Public Library's “Books for the Teen Age” list in 2008. It is a collection of black and white comics by 17 artists, which all focus on the challenges of the middle school experience. The artists included are: Vanessa Davis, Joe Matt, Tania Schrag, Eric Enright, Ariel Schrag, Jace Smith, Daniel Clowes, Cole Johnson, Nick Eliopulos, Gabrielle Bell, Dash Shaw, Lauren Weinstein, Jim Hoover, Robyn Chapman, Ariel Bordeaux, and Aaron Renier. A sample of the topics addressed in the comics are: the ups and downs of close friendships, as in Ariel Schrag’s “Plan on the Number Seven Bus;” self-consciousness, such as in Dash Shaw’s “Crater Face;” child abuse and first love, such as in Robyn Chapman’s “Never Go Home;” and a survival guide, as in Jace Smith’s entertaining “Tips for Surviving Middle School.” The styles of the comics are diverse, from the fairly simple line drawings of Eric Enright, to the more detailed 1970s style of Gabrielle Bell, to Dash Shaw’s mingling of various styles in one comic.

Critical Evaluation
This is an excellent collection of comics which really hits the mark in its depiction of the anxieties of the middle school years. We can all remember those embarrassing moments, and these 17 artists capture them with complete honesty, and a lot of humor. I also think that the great variance in styles in this book will demonstrate to aspiring tween artists that there is no set of rules that one must follow in order to create art. Although the themes of this collection are varied, a common feeling that the protagonists of many of the comics express is a sense of being misunderstood or alone. Often, though, a turn of events shows that the other tweens around them also feel the same way, or the protagonist ends up finding a friend when or where they least expect. I highly recommend this collection of comics to tweens -- extremely funny and perceptive!

Booktalking Ideas
Share the opening pages of some of the comics, showing different styles of drawing and different perspectives on the middle school experience.

Curriculum Ideas
Have a class discussion with students about the book – could they identify with any of the characters in the comics and/or what other issues are important to them?

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 loved the fact that this is a collection of new comics, and that they all focus on the middle school experience.

American Girl Online Games, by American Girl, LLC

American Girls Online Games, by American Girl, LLC, 2009. http://www.americangirl.com/fun/index.php?section=games


“We hope our stories, characters, and more speak to girls everywhere, helping them become all that they can be.” - American Girl: Our Company

Player's Annotation
From playing mancala with Addy, to escaping from enemies with Kaya, to starting a business with Kit, come have some fun with games at American Girl!

About the Creator
The American Girl brand was founded as Pleasant Company, in 1986, the same year that the first doll catalog appeared. Pleasant Company was acquired by Mattel, Inc. in 1998. American Girl products now include: the American Girl characters, the Bitty Baby line, the Just Like You dolls, and the American Girl magazines and books. I could not find information concerning the creation of the American Girl Web site or online games, other than the copyright on the American Girl homepage of “American Girl, LLC.”

Genre
Games: Historical Girl Characters

Interest Age
9-11 years

Playing the Game
The American Girl Web site in its entirety receives 52 million visits per year. The site includes many features, including 70+ games (a few of the games are actually two or more activities under one game heading). The games range in level of difficulty. On the simpler end are games like “Pet Sledding,” which involves maneuvering one’s pet down a snowy slope while trying to avoid rocks and picking up presents at the same time. A more complex game is “Kit’s Money Matters” which involves setting up an egg-selling business, strategizing new approaches when customers are not buying, as well as deciding whether to spend profits on fun items or those which may increase business. But a common feature of all the games is that users do not have to register or download anything in order to play them. Each game is played in a decent size pop-up box (almost 5” x 7” on my laptop screen) larger than those on many other game sites. Also, there are no advertisements around most of the games (see “Doll’s Journey” games below, however) other than the fairly unobtrusive links to other parts of the site.

Critical Evaluation
This is a very well-organized game site, allowing users to sort the games into categories, such as those involving historical characters, those involving pets, etc. I especially liked the games in the “Doll’s Journey” category, as they contain links to educational information on the country in which the game takes place. However, the downside is that they also contain a link to create a travel diary for your doll, so there’s a bit of commercial pressure on those girls who don’t own one. A helpful feature of the site is the detailed instructions that are provided for the more involved games. And a stand-out aspect of these games is their musical accompaniment – each game’s is quite distinct, and the pieces are actually quite atmospheric and interesting, unlike the repetitive refrains on other game sites. It is fairly easy to maneuver objects in the games -- the objects on the screen respond fairly instantaneously to one’s touch on the keyboard. The tone of the games is upbeat, and even those involving escape or some form of danger are not what I would call dark. I would recommend this game site to tween girls who want to have a little fun, and I think certain games such as “Kit’s Money Matters” could even be used as educational tools.

Talking Up the Game
Talk about the fact that there are a variety of levels of difficulty, both between games and within games.

Curriculum Ideas
History: Students study the historical time periods connected with the games.

Potential Challenge Issues & Defense
I do not foresee any challenges to this game, but if any were to arise, the following steps could be taken in defense:
• Become familiar enough with the game’s content to promote its merits.
• Refer to library’s Internet and gaming policies.
• Refer to game reviews from authoritative sources.
• Obtain game reviews from tweens who have played it.

Why I Chose This Game
I wanted to review a couple games which do not require players to register on the game site or on a social networking site, etc. And I know that the American Girl brand is popular with tweens, so I thought I’d check out their offerings.

Tween Tribune: News For Kids & News By Kids, by TweenTribune

Tween Tribune: News For Kids & News By Kids, by TweenTribune, 2009. http://tweentribune.com/


“Our democracy depends upon a well-informed public, so it's important to foster a daily news-reading habit at an early age.” - About Us: tweentribune.com

Reader's Annotation
Learn about everything from world events to simply weird events on this news site…and submit your stories and comments as well!

About the Author
Tween Tribune is produced by Tweentribune.com, whose managing editor is Alan Jacobson. Jacobson has worked in the communications industry as a photographer, designer, and editor. He has received honors from the Society for News Design, and is a graduate of the Philadelphia College of Art. He's the father of two tweens himself, and the president of BrassTacksDesign, which provides editorial, advertising and technical support to newspapers.

Genre
Web site: daily news

Interest Age
10-14 years

Content of Site
This is a news site for tweens, and claims to be the only such site for tweens which updates its news on a daily basis. Based on the vocabulary level and short length of the articles, this site could be used by ages 10 and up. The homepage indicates that the principal news stories posted are selected by tweens working with professional journalists. Tweens can also submit content to the site, such as links to news stories that they find interesting, stories they have written themselves, book reviews, and comments on the stories posted. The site is free to use, but students must register in conjunction with their teacher. This is a nice feature which should hopefully prevent adults from registering and misrepresenting themselves as tweens. Additionally, students are never contacted by the site’s creators. There are several handy features for teachers, including the ability to moderate their students’ comments. The site generates a homepage for each student, as well as one for the class. The site is well organized, with news stories on the left, and a list of subject categories and tweens’ comments on the right.

Critical Evaluation
What I love most about this site is how well it integrates “hard news” of domestic and international events, celebrity updates, and strange-but-true stories into one package. Tweens will enjoy giggling at the news of the odd, and hopefully then notice the “serious” news piece above or below it. The inclusion of tweens’ comments after the articles (at least 10,400+ comments posted since 2008) is another great feature which I think will further persuade tweens that this site – and keeping up on the news in general – is relevant to them. And the fact that tweens are involved in selection of the principal articles gives the site even more “tween credibility”. However, the way in which tweens are involved in the selection process is not explained in enough detail. Another omission is that the news articles written by adults do not include authors’ names. A strong point of the site is the lack of advertisements. Overall, a great site for tweens, which so many seem to be enjoying already.

Talking Up the Site
• Read a couple of the more entertaining news stories aloud, including tweens’ comments.
• Show students examples of some of the ways that they can contribute to the site.

Curriculum Ideas
Language Arts: Students write and submit stories to the site themselves.

Potential Challenge Issues & Defense
I do not foresee any challenges to this site, but if any were to arise, the following steps could be taken in defense:
• 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 learned of this site through Common Sense Media, which reviews and estimates age ratings for all forms of children’s media.

The GREENS [Web site], by WGBH Educational Foundation

The GREENS [Web site], by WGBH Educational Foundation, 2009. http://www.meetthegreens.org/


“Izz’s Dad:Izz is something of a campaigner herself. Her most recent campaign was entitled ‘Save Wales.’ ‘Save Wales’ was, truth be told, a clerical mistake; her spell-checker failed to catch the ‘whales’ typo before the posters went up at her school.” - The GREENS: Izz

User's Annotation
Come hang out with The GREENS, and learn how to make instruments out of vegetables, create your own wrapping paper, and even play some green games. Join middle school students and cousins Izz and Dex as they learn about taking care of the environment!

About the Site’s Creator
The GREENS Web site is produced by Boston’s WGBH, which is PBS’s single largest producer of public media content for television and the Web. WGBH was formed in 1951, and is also a local broadcaster of several television and radio stations in New England. The TED community and photographer Edward Burtynsky were involved in the genesis of The GREENS Web site, and The GREENS Executive Producer is Bill Schribman of WGBH's Interactive Kids Group.

Genre
Web Site: environmental sustainability

Interest Age
9-11 years

Site Content
The goal of the award-winning GREENS site is to encourage kids to consider the environment and how they can live in it in a more sustainable manner, as well as to spark interest in recycling, water conservation, and green living in general. A principal feature of the site is a series of animated episodes which focus on topics such as electricity, landfills, reducing consumption, pet-related environmental issues, and several others. These episodes feature two main characters, middle school cousins Izz and Dex. The other characters on the site are Izz’s mom and dad, Dex’s mom and her boyfriend, Granny, the pet cat, neighbor Jolie and her friend Hector, neighbor Mrs. Greener, and CJ, a researcher from the local aquarium. Each character has written an entertaining bio of themselves or another character. The site also contains a “blog”, which is actually a posting of educational information, readers’ book reviews and ideas, and links to new episodes. There are 7-10 postings each month, which are “commented on” by Izz and Dex. However, it is not an actual blog where users can comment. There are additionally some simple but enjoyable games, which present environmental information while the user plays.

Critical Evaluation
Kudos to the site’s creators for making green living so much fun – once I arrived at The GREENS, I did not want to leave! This is one of the most engaging resources that I have reviewed this semester, and I very highly recommend it to both tweens and young teens. The graphics are beautifully done (including characters’ skin tones in shades of green and purple, etc.) and very in tune with pop culture, and as such are the perfect vehicle for the educational content. The characters are very likeable and upbeat, and their enthusiasm is contagious. I think tweens will catch their excitement for environmental consciousness. There is a good dose of humor in the animation, but it is not goofy. The site is very easy to navigate, but you may also want to check the site map -- which organizes content by episode -- to make sure you don’t miss anything. For a fairly new site, it has a lot of great content. However, I would suggest that its creators increase its interactivity. Users can currently submit ideas and book reviews, as well as vote on environmental questions, but hopefully in the future there will also be a true blog/comment area where users can contribute in greater numbers. But, overall, an amazing and very creative site.

Talking Up the Site
• Give a character talk as either Izz or Dex, the main characters of the site.
• Show an episode or two of the site’s animated show, or let tweens explore the games.

Curriculum Ideas
• Ecology: As a class, begin composting.
• Music: Each student creates an edible instrument , such as a carrot strummer or an eggplant clapper.

Potential Challenge Issues & Defense
I do not foresee any challenges to this site, but if any were to arise, the following steps could be taken in defense:
• 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 learned of this site through Common Sense Media, which reviews and estimates age ratings for all forms of children’s media.

Earth-Friendly Crafts for Kids: 50 Awesome Things to Make with Recycled Stuff, by Heather Smith with Joe Rhatigan

Earth-Friendly Crafts for Kids: 50 Awesome Things to Make with Recycled Stuff, by Heather Smith with Joe Rhatigan. New York: Lark Books, 2002. 144 pp. ISBN-10: 1579903401


“This is not a book about talking to trees and rescuing baby birds, though we encourage both of those things…The projects and activities on the following pages show you cool ways to reduce, reuse, and recycle the things that we use regularly.” p. 6

Reader's Annotation
Would you like to make a recycled rain stick? What about a tin can xylophone? Or a tire picture frame? Find out in this book how to make all these crafts, and many more!

About the Authors
Heather Smith has written other books for children, including Geography Fun: Cool Activities and Projects for Young Explorers, Geography Crafts for Kids: 50 Cool Projects and Activities for Exploring the World, and Awesome Things to Make with Recycled Stuff.

Joe Rhatigan has written more than fifteen books for children and adults, including The Kids' Guide to Nature Adventures and Out-of-This-World Astronomy. He launched and is the former editorial director of Lark Books' children's program. Rhatigan lives in Asheville, North Carolina, with his wife, three kids, and cat.

Genre
Nonfiction: crafts, recycling

Reading Level/Interest Age
9-11 years

Content Summary
The book starts with an introduction which very briefly discusses the importance of using the Earth’s resources wisely and also gives an idea of the kinds of crafts in the book. Following this is a list of some basic materials that tweens will need for most of the crafts in the book: glue, scissors, appropriate workspace, etc. Next, the authors include a page of definitions of “Earth-Friendly Lingo”, including terms such as “hazardous waste” and “renewable resource,” etc. The bulk of the book consists of instructions for making 50 crafts, usually 2-3 pages each. The crafts are categorized into sections based on the primary material used in creation, such as glass, plastic, metal, paper, etc. Throughout the book the authors have included discussions of issues surrounding glass, metal, and plastic, etc. They also include discussion of issues such as composting and the ocean, as well as tips for being earth-friendly in everyday life.

Critical Evaluation
I love that this book is just so alive, with bold colors, photos of kids making the crafts, and of course clear images of the completed crafts themselves. The written instructions for the crafts are very clear, but I did wish there were a few more illustrations of the steps required to make the crafts. I also really like that most of the crafts are not difficult to put together. Those that require adult assistance are marked. Some of the crafts that particularly grabbed my attention include: glow-in-the-dark mobiles made from old vinyl records and CDs, film cannister mini-lights which are made colorful with tissue paper, candy tin travel games which allow tweens to get creative with acrylic paints and old magazines, handmade paper, and paper beads. And I really like the way that the authors have interspersed the information pages on materials such as glass, paper, etc. throughout the craft projects. I think this makes it much more likely that readers will actually take a look at this information. I highly recommend this book for tweens, and young teens as well…I may make a couple of the crafts myself over winter break!

Booktalking Ideas
• Show samples which you have made of a couple of the crafts.
• Talk about the importance of recycling and repurposing what we commonly throw away as trash.

Curriculum Ideas
• Art: Each month, let students help you pick out a couple crafts from the book to make. Students bring recycled materials from home to use.
• Ecology: Students study the environmental effects of the accumulation of trash.

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 love crafting myself, and creative expression is such a positive and necessary thing for tweens and any age group.

Teen Ink [Web site], created by The Young Authors Foundation, Inc.

Teen Ink [Web site], created by The Young Authors Foundation, Inc. http://teenink.com/


“…one of the greatest needs of young people is to preserve their sense of self-worth. Teen Ink's role is to listen to its contributors and provide a forum in which teens can express themselves through poetry, essays, stories, reviews, art and photography.” - Teen Ink FAQ

User's Annotation
Are you a teen who likes to write, or do you want to read what other teens are writing? Then come check out Teen Ink, dedicated solely to publishing the creatve writing, nonfiction, and visual art of teens!

About the Site’s Creator
The Young Authors Foundation is a nonprofit foundation founded in 1989 to create a forum where teens’ writing can be published. It is currently published in three formats: 1) Teen Ink, a monthly print magazine which reaches hundreds of thousands of students in public and private high schools and middle schools, 2) the Poetry Journal, published three times a year, and 3) the Teen Ink Web site, with daily features to allow additional teens an opportunity to be published.

Genre
Web site: writing and visual art

Interest Age
13-14+ years

Site Content
Teen Ink is a Web site for ages 13-19, where teens can submit their writing in various genres (fiction: action/adventure, thriller/mystery, romance, etc.; and nonfiction: memoir, heroes, personal experience, etc.) as well as photography or photographs of their other artwork (collage, sculpture, etc.) for possible publication on the site and/or in the Teen Ink print magazine. Free registration on the site is required for submitting one’s work and commenting on the work of others. Each submission is reviewed by one to two editors, and a small portion of the thousands of annual entries are published. Once a piece is published on the site, members can vote for their favorites and post comments. But there are also other ways to get involved with Teen Ink. There are writing contests on specific topics, and current contests include: essays on travel and culture, poetry, and movie reviews of New Moon, to name a few. Teens can also write a blog on the site about any subject of interest, and comment on others’ blogs. On the Bulletin Board, teens can write on any subject. And via Facebook and Myspace, Teen Ink coordinates weekly writing exercises where can teens workshop with hundreds of other teens or free-write for feedback.

Critical Evaluation
I love the concept of this site, a place where aspiring teen writers do not have to compete with adults, and can improve their writing as a community. This site is very inviting in its attractive layout. The stories and articles which are published online are paired with intriguing images, heightening readers’ interest. Only teens’ first names and last initials are published, protecting their privacy. And it is possible to have pieces of a very personal nature published anonymously. Most importantly, this is a very active site, judging by the hundreds to thousands of pieces published in each category. And many teens comment on each work that is posted, usually in a good-natured and supportive way. I was surprised to read in the FAQ section that only 175 teachers across the country are involved with the Teen Ink print magazine, but I imagine that classroom involvement with the online site is much higher. There are quite a few ads on the site, but these are all either in the right margin, except for one banner ad at the top of the screen, so they don’t really interfere with the site content. I definitely would have wanted to participate in the programs on this site as a young teen.

Talking Up the Site
• Show some of the published artwork.
• Read one of the published stories aloud.

Curriculum Ideas
Language Arts: Set up a class blog where students can submit their literary and artistic creations and classmates can comment.

Potential Challenge Issues & Defense
Commercial advertisements on site:
• 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 young teens who use it.

Why I Chose This Site
I discovered this site during my research for my group genre presentation, and wanted to explore it in more depth as a resource for young teens.

The Graveyard Book, by Neil Gaiman

The Graveyard Book, by Neil Gaiman. Illustrated by Dave McKean. New York: HarperCollins Publishers, 2008. 312 pp. ISBN-13: 978006053092


“Silas hesitated. ‘…they are, for the most part, done with the world. You are not. You’re alive, Bod. That means you have infinite potential. You can do anything, make anything, dream anything. If you change the world, the world will change. Potential.’” p. 179

Reader's Annotation
Nobody Owens is a boy who has grown up in a graveyard. From the ghosts and other creatures there who have raised him, he has learned many amazing and incredible skills. But sometimes what he’d like most is just to have a friend who’s alive like him.

About the Author
Neil Gaiman was born in Portchester, England. As a boy, he read his way through the entire children’s collection, and part of the adult collection, of the local library. After high school he worked as a journalist. As a writer, he first penned short stories and then comics for adults. He has gone on to also create fiction for adults and children, poetry, song lyrics, drama, and film. He won both the 2009 Newbery Medal and Hugo Award for The Graveyard Book. Some of his other works for children include Coraline, The Day I Swapped My Dad for Two Goldfish, and The Wolves in the Walls. He has a son and daughter, and now lives near Minneapolis, Minnesota.

Genre
Supernatural, Horror, Fantasy

Reading Level/Interest Age
12-14 years

Plot Summary
One night in a place called Old Town, a father, mother, and their daughter are killed. The only member of the family who survives is the youngest, a baby. The infant, adventurous by nature, crawls up the hill to the local cemetery, where at his mother’s frantic urging, the deceased Mrs. Owens agrees to protect him from the killer and raise him. The baby is given the first name of Nobody – or Bod for short -- and is brought up by the late residents from beyond the grave, and a mysterious and wise figure who agrees to be his guardian, Silas. In his childhood, Bod makes one friend, Scarlett Amber Perkins, but she soon has to leave and move to Scotland. But while childhood is somewhat lonely at times for Bod, he learns many ghostly skills, such as fading in plain sight and dreamwalking, and gains experience in other worlds, such as that of the ghouls. In these adventures, he relies on his knowledge, Silas, and his tutor, Miss Lupescu, to keep him safe. But Jack, the man who killed Bod’s family, is still after him, and when Bod becomes a little too well known at the local school, Jack picks up his scent. Now Jack will stop at nothing to find the boy he should have killed long ago, and Bod will need to call upon all his training and courage if he is to survive and rid the world of the darkness that Jack and his kind represent.

Critical Evaluation
This is an utterly unique novel which had me enthralled from start to finish. What I enjoyed most was the description of the setting and the characters: the great detail with which Gaiman depicts the world of the graveyard, its residents, and the many fantastical creatures that Bod encounters. Bod’s adventure after passing through the ghoul gate stands out in particular for the masterful way in which Gaiman creates a setting of bleakness and dread, punctuated with moments of humor based on the personalities and strange habits of the ghouls. And he also manages to include social commentary, such as noting that one of the ghouls is the 33rd President of the United States -- Truman, who devastated Japan with the atomic bomb. Another notable aspect of Gaiman’s storytelling is that he doesn’t always state everything explicitly, but instead provides enough detail for the reader to piece things together. A prominent example of this is Gaiman’s periodic mention of Silas’s traits and habits, clearly suggesting -- but never actually stating -- the type of being that he is. Although the plot is fast-paced and quite suspenseful at times, I enjoyed the fact that for the most part, Gaiman allows us to dwell in scenes a bit while Bod gets to know new characters or learns a life lesson. However, I do wish that we had come to know the inner thoughts of Bod in more depth. Many may argue that we have, but I guess I like my protagonists more introspective than most. But on the other hand, to make Bod more introspective might have ruined the unique perspective that Gaiman has created: that of the reader seeing the world directly through Bod’s eyes, but with their own conclusions mixed with his. This novel is a must-read for 12-14 year olds – and even younger tweens who can handle the scary moments.

Booktalking Ideas
• Give a character booktalk as Scarlett, mentioning her thoughts about Bod.
• Give an episode booktalk about Bod’s visit past the ghoul gate.

Curriculum Ideas
• Literature: Students read The Jungle Book, by Rudyard Kipling, which Gaiman indicate as a great influence. Have class discussion on possible similarities between the two novels.
• Language Arts: Students write their own stories about what their lives would be like if they were raised by fantastical or supernatural creatures.

Potential Challenge Issues & Defense
Violence:
• 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 had planned to read this book in August due to the fact that it won the Newbery and for its intriguing premise, but held off for a few months when I learned we’d be discussing it in class.

I Feel a Little Jumpy Around You: A Book of Her Poems and His Poems Presented in Pairs, edited by Naomi Shihab Nye and Paul B. Janeczko

I Feel a Little Jumpy Around You: A Book of Her Poems and His Poems Presented in Pairs, edited by Naomi Shihab Nye and Paul B. Janeczko. New York: Simon & Schuster Books for Young Readers, 1996. 256 pp. ISBN-10: 0689805187


“I imagine he carries his mother’s / wedding dress around in that filthy sack. / I imagine he takes the dress out on Sundays / and talks to it about the dogs, / the way he might talk to Pauline / if she ever gave him the chance. / About how to him those seven dogs / are seven faithful wives, / seven loaves, seven brothers.” - from One Man’s Family, by Rosemary Catacalos, p. 144

Reader's Annotation
Highly readable, often humorous, and always thought-provoking, this collection of poems will give you insight into why he thinks that way, why she acts this way…and how we balance each other.

About the Editors
Naomi Shihab Nye was born in St. Louis, Missouri, to a Palestinian father and an American mother. During high school, she lived in Jordan, Jerusalem, and Texas. She earned a B.A. in English and world religions. She has authored several books of poems, including You and Yours, which received the Isabella Gardner Poetry Award, 19 Varieties of Gazelle: Poems of the Middle East , and Red Suitcase. She has also received four Pushcart Prizes. She currently lives in San Antonio, Texas with her husband and son.

As a child, Paul B. Janeczko did as little homework as possible. But he did read the Hardy Boys, which got him into reading other authors. During college, he realized that he’d wasted a lot of time, and had a lot of learning to do to catch up with his classmates. After this turn-around, he earned a graduate degree and taught high school English. In 1990, he decided to leave teaching in order to focus on writing and working as a visiting poet. He’s now published over 40 works, and lives in western Maine with his wife, daughter, and poodle.

Genre
Poetry

Reading Level/Interest Age
12-14 years

Content Summary
This is a book of poetry, put together for young teens, which presents 196 poems in pairs of one each by a female and a male poet. In their introductions, the editors note that their intention was to focus on perceptions: how male and female poets see the world, themselves, and each other. They both believe that women and men are different in some ways, but alike in many others. The editors wanted to pair these poems in order that readers might consider the ties or tensions between them. Some poems were paired because they balance each other and shed light on one another, and some paired because they oppose each other. And the editors note that by the end of their selection process, they often weren’t sure whether gender or simply individual perspective created the differences. They have included both well-known poets, some from other countries who are not as well-known in the United States, and some poems that had not been published before this volume. The poems are grouped into four sections which bear some, but not a precise, relationship to the nature of the poems contained in each: “Heads on Fire,” “Foreign Exchange,” “The Real Names of Everything,” and “Separate Longings”. A great feature of this book resulted from the editors’ questioning of the poets about the role that gender has played in their lives and writing. Excerpts from these answers are included in a separate section after the poems. Along the bottom of this section is the running faxed conversation between the two editors as they assembled this book, included by them to show an often humorous example of the joys and frustrations inherent in working with the opposite sex.

Critical Evaluation
What I loved most about this collection is that the poems are very accessible: I didn’t see any poems that I would label as abstract; most are instead about clearly identifiable real-life experiences to which young people, and anyone, can relate. Yet these are not childish poems, they are filled with the multifaceted nature of dealing with the opposite sex and trying to understand ourselves, something which young teens are beginning to explore. Not all, but many of the poems concern the narrator’s or a family member’s experience as a young teen, describing in a very true-to-life way the joys and heartbreaks experienced at that age in connection with interactions with the opposite sex. Two of the most enjoyable examples are: Edward Hirsch’s The Skokie Theatre, which describes his intense emotion during his first intimate movie date, followed by the awkwardness afterward outside the theater, and Maria Mazziotti Gillan’s My Daughter at 14: Christmas Dance, 1981 , about a mother picking up her daughter after a dance, and their respective nervousness and elation resulting from the daughter’s enjoyment of the evening. I very highly recommend this anthology -- an insightful, thought-provoking, and often humorous collection for male and female readers of any age.

Booktalking Ideas
• Read several of the poems aloud.
• Ask the members of the audience to recall situations in which their opinion on something differed from that of a friend. Based on one of the situations brought up, read a related poem pair aloud.

Curriculum Ideas
• Social Science: Students each interview a few males and females about some pre-determined topics. Afterwards, the whole class compares notes to see if there are any common male or female tendencies in the answers.
• Literature/History: Each student chooses a favorite poem from the book and researches the life of its author.

Potential Challenge Issues & Defense
Sexual references:
• 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 young teens who have read it.

Why I Chose This Book
I thought that the juxtaposition of poems by women and men on similar topics sounded very interesting. And I heard Naomi Shihab Nye interviewed recently.

Goosebumps Horrorland #7: My Friends Call Me Monster, by R. L. Stine

Goosebumps Horrorland #7: My Friends Call Me Monster, by R. L. Stine. New York: Scholastic Inc., 2009. 138 pp. ISBN-13: 9780439918756


“I hid the dog whistle under my desk. She hadn’t seen me blow it. She had no idea what a mechanical genius Michael Munroe is. Yeah, I’m real good with tech stuff. People don’t expect it, because I’m Monster, the big hulk of a dude who is always getting into trouble.” p. 10

Reader's Annotation
Well, it’s certainly been a strange couple of days for Michael Munroe…seeing his teacher sitting happily on top of a giant egg, and then the cold strange way she stared at him at school the next day. Somehow, he’s got to get back in her house and see what hatches out of that egg!

About the Author
R. L. Stine was born in Columbus, Ohio in 1943. At the age of nine, when he discovered a typewriter in the attic, he took it down into his room, and began typing stories and joke books. After graduating Ohio State University, he began writing humor books for kids. In 1986, he made the switch to horror novels. He is the author of the Fear Street and Goosebumps series, and his most recent series are Rotten School and Goosebumps Horrorland. Stine lives in New York City with his wife, Jane, and his dog, Minnie. His son, Matthew, is a composer.

Genre
Horror

Reading Level/Interest Age
9-11 years

Plot Summary
This book contains two stories. In the first, My Friends Call Me Monster, middle-school student Michael “Monster” Munroe and his friends Daisy and DeWayne sneak into the house of their teacher, Mrs. Hardesty, and happen to see her sitting on top of an enormous egg. Michael later slips back into her house in time to see a scaly green clawed monster hatch, and overhear her telling several other monsters that they will soon take over the world. Determined to stop her plan, he returns again to her house, but she unfortunately she sees him, and force-feeds him some scrambled monster eggs. To Michael’s complete horror, he then turns into a monster! Michael must figure out a way to escape, not only from her house, but also from the other monsters with whom he finds himself imprisoned in the basement. And then there’s the matter of preventing monster world domination!

The second story, Enter Horrorland, is shorter, and is one installment in a series that takes place in the Horrorland theme park. The same tween, Michael, is the protagonist of this installment, and he and other tweens are roaming the park, searching for a way to escape. They soon find themselves in a room with caged half-man half-ape creatures, one of which grabs one of the boys. They luckily escape this area, and Michael goes on to Goodbye Land alone, hoping to find an exit from the park. While there, at a park employee’s coaxing, he walks through a mirror. But he doesn’t then find himself back in the outside world…but in the possibly more dangerous Panic Park!

Series Note
This novel is part of the Goosebumps Horrorland series, of which there are twelve titles.

Critical Evaluation
These are actually the first two horror stories I have ever read voluntarily (had to read some disturbing classic stories in high school…in a mandatory reading course whose theme was actually “death”), either for children or adults. I have always avoided horror novels, as horror movies scare me. But I am happy to say I survived R. L. Stine! I actually found the first story, My Friends Call Me Monster, more gross than scary, and quite enjoyable in its well-paced back-to-back strange revelations. I found that I was curious myself to uncover the mystery surrounding Mrs. Hardesty. And I like the way that Stine dropped hints early on regarding Mr. Wong, as well as the surprising related plot twists in the story’s final scenes. I would have liked to get to know the character of Michael better...he is intriguing, as he has trouble at times controlling his temper, and also made a comment early on about being a little misunderstood. The second story, Enter Horrorland, I actually did find a bit scary at moments. I think this was due to the knowledge that the tweens had already been trapped in the park for at least 24 hours, and escape did not seem imminent. Also, in this story, it was more uncertain who could be trusted, and the tone was a bit darker, more psychological. But I would recommend both stories to tweens who enjoy horror: suspense and lots of action, and a few chills…without nightmares later.

Booktalking Ideas
• Give a character booktalk as Michael Munroe, expressing the thoughts running through his head as he watches Mrs. Hardesty hatch the monster egg.
• Give an episode booktalk about Michael being trapped with the monsters in the basement.

Curriculum Ideas
• Literature: Read aloud to the class some stories from other countries and time periods about monsters. Students then brainstorm to figure out what it is about monsters that makes them so frightening…what are the qualities that most monsters have in common?
• Art/Ecology: Drawing on the dumpster and monster scenes in the novel, students repurpose metal, cardboard, plastic, and other trash from home into sculptures of monsters.

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
Despite my fear of horror novels, considering R. L. Stine’s mega-popularity, I thought it high time to read him in the name of library science. :)

Teens in Peru (Global Connections Series), by Sandy Donovan

Teens in Peru (Global Connections Series), by Sandy Donovan. Minneapolis, Minnesota: Compass Point Books, 2009. 96 pp. ISBN-13: 9780756538521


“In one part of Lima, a well-dressed teenager might spend his after-school hours…preparing for when he will enter the family business. Just blocks away, another teen may spend her days…scouring the streets for potentially valuable trash….She cannot take time off to attend school full time in the hope of getting a better job someday.” p. 61

Reader's Annotation
Ever wonder what teens in another part of the world do after school, or for fun on the weekend? Or what they like to eat, or what their family life and homes are like? Open up a Global Connections book and find out!

About the Author
Sandy Donovan has an undergraduate degree in political science and journalism, and a master’s degree in labor policy. She has worked as a reporter, editor, and Web developer, as well as authored several books for children. She lives in Minneapolis with her family.

Genre
Nonfiction: social conditions, geography

Reading Level/Interest Age
12-14 years

Content Summary
Donovan begins with a brief introduction to the lives of teens in Peru, noting the very different experiences of those from poor families who live in the rural highlands or in shantytowns in coastal cities, and those from upper-income families who often live in cities and attend private schools. She notes that teens make up a full one-third of the Peruvian population, and that the median age in Peru is 25. Donovan divides her text into six chapters. In her chapter on schooling, she highlights that while 77% of children attend school through age 16, the quality of the school facility is quite different in rural and urban settings. In the next chapter, on housing and diet, she mentions that 95% of urban teens live in shantytowns or slums. In her chapter on friendship and family life, she describes the various ethnic groups in Peru: indigenous groups like the Quechua, mestizos of mixed Spanish and indigenous ancestry, and the descendants of the Spanish conquistadores. On the chapter on celebrations, she discusses Inti Raymi, or the Inca Festival of the Sun; Catholic holidays; and the quinceañero (spelled instead with a final “a” in many other countries) for one’s 15th birthday. In her chapter on work, Donovan discusses the prevalence of child labor. Finally, in her chapter on leisure activities, she contrasts the fact that rural teens often attend community events with their families for fun, while wealthy urban teens are more likely to have the freedom and funds to hang out at the beaches or nightclubs with their friends.

Series Note
To date, there are at least 29 books in the Global Connections series, each focusing on the lives of teens in a specific country.

Critical Evaluation
I think what I like most about this book is the stories that the photos tell. Many are of the quality that one would find in National Geographic, showing the Peruvian people in everyday settings at school, work, and leisure. The often very stark contrast between the lives of the minority of wealthier teens and the overwhelming majority of poorer teens is clear in these images, one notable example being an image of teens picking through garbage shown next to one of a group of teens strolling downtown with a digital camera (pp. 48-49). I think Donovan does quite a good job in the text of presenting each topic as thoroughly as she can in the short space she has, complete with corresponding statistics, and pronunciation guides. However, I felt that her introduction and conclusion sections were too short, and thus a bit too general in their statements. In fact, I think the Global Connections book series, as great as it is, could be even better if the length of each book were to be doubled in order to address the topic in an even more substantial way. I don’t think this would be off-putting to young teens, as I feel that most would view these books -- even at their present length -- as a reference source which they would not read cover-to-cover anyway, and would still be drawn in by the amazing photos. I appreciated the fact that the book includes a couple pages of key population, economic, and other facts about Peru; a timeline of Peruvian history; a glossary; and a list of a few related nonfiction and fiction titles and a link to Web resources.

Booktalking Ideas
• Talk about the vastly different lifestyles of Peruvian teens from different socioeconomic groups, showing images from the book which illustrate this.
• Talk about what teens do for fun in Peru.

Curriculum Ideas
• Literature: Donovan suggests some fiction titles related to Peru. Students can read one of these or select another, and discuss it informally in class.
• Language Arts: In the spirit of this series’ goal of connecting teens to their peers in other countries, teens can establish pen-pal correspondence with a classroom in Peru if possible. This may be aided by the fact that the Peruvian government is purchasing inexpensive laptops for schoolchildren, and I believe providing Internet connection.

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
This book is very current, and when I was a young teen myself, I was much more interested in the lives of teens in other countries, than adults. I had also read favorable reviews of the series.

Cracker!: The Best Dog in Vietnam [sound recording], by Cynthia Kadohata

Cracker!: The Best Dog in Vietnam [sound recording], by Cynthia Kadohata. Read by Kimberly Farr. New York: Random House/Listening Library, 2007. 6 CDs/7 hrs., 32 min. ISBN-13: 9780739348567


“…she’d felt something out there in the bush today….She felt like she was herself. That was strange, because ‘herself’ really loved lying in a soft bed. But out there, searching for something she knew was important to Rick, and somehow also important to her, she was herself.” p. 122 in print version

Reader's Annotation
Why has she been taken from Willie, where is she now, and what is it that this guy who keeps coming to her kennel and calling himself “Rick” wants? Cracker doesn’t know the answer to any of these questions, but she’s sure of one thing: Rick’s got to prove himself before she will do anything for him.

About the Author
Cynthia Kadohata was born in Chicago in 1956. Her family then moved to Georgia, then Arkansas, where they lived until Kadohata was nine years old. She earned her B.A. in journalism from the University of Southern California and has completed graduate coursework. The first story she ever wrote, still unpublished, was about a planet inhabited by one-legged ducks. She has now written seven novels, including 2005 Newbery-winner Kira-Kira. She lives in Los Angeles with her son and her Doberman, and loves road trips across the U.S., feeling that this is an important source of inspiration for her writing.

Genre
Realistic Fiction

Listening Level/Interest Age
12-14 years

Plot Summary
Cracker, a German shepherd, had a rough time early in life, but when caring 11-year-old Willie and his family adopted her, she learned to trust again. Unfortunately, Willie’s family soon has to move into a new building that does now allow dogs. So, based on an advertisement that Willie saw in the newspaper, it is decided that Cracker will become a scout dog for the U.S. Army in Vietnam. Once in military training, it takes Cracker some time to decide whether she likes Rick Hanski, the seventeen-year-old new guy who has been assigned to be her handler. She’s got to be sure that he is someone worthy of her respect, and more importantly, her trust. For his part, Rick, labeled as a “generalist” by a teacher at school, feels a keen desire to prove himself and excel at something. The thought of taking over the family hardware store does not appeal to him, and so he decides to join the army, where he plans to “whip the world”. It’s not easy at first in training, as Cracker does not initially feel like doing this stranger Rick’s bidding. But as she senses his growing love and commitment to her, she experiences a dramatic change. She increasingly finds that she loves to please him and also to be “important” with him as a team more than anything else. Rick and Cracker become one of the best dog and handler teams in training. But Vietnam is another thing entirely. There, Cracker and Rick are going to have to work as one, as the lives of the hundreds of men which the two will lead “on point” on various missions -- sniffing out bombs, booby traps, and the enemy – will depend on it. Are they up to the challenge?

Critical Evaluation
This is a thoroughly enjoyable novel that I cannot recommend highly enough, told as it is through the viewpoints of both Rick and his dog, Cracker. Although I do not have any knowledge of dog psychology or biology, I had a dog once myself -- and Cracker’s feelings and motivations appear so true-to-life, reflecting dogs’ innate instincts, along with their desire to please their humans and receive praise and affection from them. Cracker is an extremely likeable character, but she is not romanticized. Rick is a character with whom many will identify, with his great and confident plans of huge achievement balanced by a little self-doubt. While Kadohata keeps the action moving along, she allows us inside Rick’s head and we are privy to his honest thoughts. Although the novel’s vocabulary level is appropriate for 9-11 year olds, the necessary inclusion of serious subjects such as armed warfare and death make the story more meaningful for 12-14+ year-olds. Kimberly Farr’s reading of this audio version is superb and expressive, perfectly paced so that you don’t miss a word or any nuances of meaning. She verbally echoes the distinct personalities of Rick and Cracker that Kadohata has created. Kadohata conducted extensive research for this novel, interviewing many who served the military in Vietnam and having them later check her manuscript for accuracy: several dog handlers, a veterinary technician, and Special Forces and medical personnel. This novel is a must-read for so many reasons: those literary and historical, as well as for the insight it provides into the military wartime experience.

Booktalking Ideas
• Give a character booktalk as Cracker, as she meets Rick for the first time.
• Give a character booktalk as Rick, as he arrives in Vietnam.

Curriculum Ideas
• History: U.S. military dogs are thought to have saved at least 10,000 lives in Vietnam. Students can research the history of these dogs and their handlers, or other instances in which animals have served alongside people in military or other missions, and present short oral reports to the class.
• History: Students interview a local veteran about their military service, and create a multimedia electronic report, possibly including interview video clips, photos of the military service, etc.

Potential Challenge Issue & Defense
Warfare violence, smoking:
• 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 loved the idea of a story being told from both a dog and his human’s points of view.