The Hunger Games

"The Hunger Games" is a story about a game that the people are forced to play to remember their obligation to the government, and what the result of revolting against the capitol is (Collins, 2008).  Each year 2 young people (one male and one female) from each of the 12 districts are all combined and forced to fight each other to the death.  This "game" is televised and all members of society are required to watch. The winning district is given food and recognition for the next year, until the "reaping" comes again to take the next tributes away to battle to the death again.   
          This book is for children ages 12 and up.  "The Hunger Games" falls under the science fiction genre.  It follows the science fiction themes of survival, life in the future, and mind control (Galda, Cullinan, & Sipe, 2010). I consider this book quality because the themes are meaningful and as Galda, Cullinan, & Sipe (2010) explain, quality science fiction should cause readers to think about life, contain imaginative and consistent events, with well developed characters (p.209).  This book really made me consider my current situation and what could happen in the future.  I wondered how I would behave in that situation and what I would do to prepare myself if the world ever turned to that construct.

Reader Response Questions:
1. How are children selected to participate in the Hunger Games, and how can someone get out of participating once selected?
2. What are some benefits of being selected as a tribute?
3. What skills does the main character have that you believe will help her in the game?

Motivational Activites:
1. If this were our current situation, would you conform to these daily requirements, or would you try to revolt?  Write about why you chose to conform or revolt and what you would do to survive in either situation.
2. Society as depicted in this story is very different from our modern day society.  The values and habits of the people are very different.  Consider what you believe would be the "ideal" society.  Write about it.  What would it be structured like?  What would be the role of law enforcement, what would be the monetary instruments, how would members of society interact with each other, and what activities would people participate in regularly?

"The Hunger Games" is the first book in the famous trilogy, which is now also a major motion picture.  Suzanne Collins published the New York Times best selling 5-book series "The Underland Chronicles" before writing "The Hunger Games" (amazon, n.d.). She was also on the writing staff of several Nickelodeon shows!  I have not read her other series, but I loved every one of the Hunger Games books.  They were full of emotion for me, as I felt the characters and the world that Collins presented in her beautiful writings.  

References

Amazon. (n.d.) Suzanne Collins. Retrieved from     
         http://www.amazon.com/SuzanneCollins/e/B001H6V7I0/
         ref=sr_tc_2_0?qid=1428843394&sr=8-2-ent
Collins, S. (2008). The hunger games. New York, NY: Scholastic 
         Press. 
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child 
        (2nd ed.). Belmont, CA: Cengage Learning

Just Critters Who Care

When the young neighborhood critters get together to play ball, they accidentally hit the ball into the yard of Tiger's neighbor.  The spooky-looking yard is intimidating for the young animals.  Little critter decides to be brave and risk an encounter with the monster who is certain to live there.  He discovers that there is no monster there at all, rather a single older rabbit with no bunny to help her maintain things.  Little critter decides to get a team together to help her fix up her home and yard, calling the group "Critters Who Care" (Mayer, 2010).   

This picturebook falls under the fantasy fiction genre. The characters are talking animals who live in a world where all animals get along and work together. The overall design of this book is lovely.  The book is of medium size, large enough to see all the pictures well, but small enough for little hands to handle proficiently.  Galda, Cullinan, & Sipe (2010) explain that quality picturebooks should have a surprise or shift at page turns, inviting the reader to wonder what happens next and give the desire to continue moving through the story (p. 100).  I think this book does this nicely.  The text and illustrations establish the mood, setting, characters and theme of the story with illustrations that appropriately expand on the story (Galda, Cullinan,& Sipe, 2010, p. 127).  

This is an adorable story with an excellent message for children.  It teaches them that there is often more to a given situation than what we initially perceive.  It also demonstrates someone very young being very helpful and making a real difference in someone's life.  

These books are both written and illustrated by Mercer Mayer.  These colorful cartoons bring life and feeling to his stories.  His books are fun to look at.  There is a little spider and mouse in the background of each page of this book; another great way to engage young readers.

Reader Response Questions:
1. Why did the little critters think that there was a monster living at the house next to Tiger?
2. What did little critter do when he discovered the situation of the bunny who lived there?
3. How did the bunny feel about little critter's plan?

Motivational Activity:
Think of someone you know who could use your help.  If you put a team together to help this person, what would you call your group and how would you identify yourselves?  Write about what you would do, what you would call yourselves, and draw a picture of what your group's t-shirts would look like.

One of Saint Leo University's core values is respect (Saint Leo University, n.d.).  We learn to respect those we serve.  Providing children the opportunity to reach outside themselves to think of who they can help instead of always focusing on who can help them, allows them to develop deeper feelings of respect for mankind. Jesus Christ was our perfect example of loving and serving others and treating all people with respect and compassion.  Saint Leo University strives to follow that example by valuing excellence and respecting the gifts and talents of others (Saint Leo University, n.d.). 

I  love Mercer Mayer books.  I am drawn to his little critter who is such an adorable, lovable character.  I began reading his books when I was a young child and read them now with my children.  www.littlecritter.com has some great resources to get children involved with his books.  There are coloring pages, a sing-a-long section, new apps, interactive read and play, and more!

References
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child 
        (2nd ed.). Belmont, CA: Cengage Learning.

Meyer, M. (2010). Just critters who care. New York, NY: Harper 
       Collins.

Saint Leo University. (n.d.). Mission and values.   Retrieved 
       from http://www.saintleo.edu/about/florida-catholic-     
       university.aspx

There was an old woman who swallowed a fly!

I am a huge fan of poetry.  When I was considering different poems to include in this blog, I couldn't pass up the temptation to add this classic rhyme to the list.  "There was an old woman who swallowed a fly!" is one of my favorite stories to tell/sing to children.  The rhyme makes it easy to remember and retell, typical characteristic of quality folklore. This is the story of a woman who eventually dies because she swallows a fly.  

It's not the fly that actually kills her, it's all the other animals and insects that she swallows to catch the thing she swallowed before.  

What I like about this particular version from other tellings of this tale, is that the book is really big!  Too big to fit on a shelf.  It's taller and wider than most books.  It makes it easy to use in the classroom to ensure that all the children are able to see the pages easily.  I also love that the illustrations give the reader a clue to what animal will be eaten next.  

On this page it shows that the "Old Woman" just ate the bird, but you see the cat at the bottom who is about to be eaten to catch the bird.  Each page of the story does this "foreshadowing" to help the young reader prepare for the next page.   I also love that the drawings are colorful, bright, and fun!  It makes the book exciting.  

Reader Response Questions: 
1. Do you think this story could actually happen?
2. At the very start of the story, after she swallowed the fly, the author says that the old woman may die.  What did you think about that statement at the start of the story verses the end of the story?
3. What could the old woman have done differently to stay alive?

Motivational Activity:
We all make mistakes.  Think of a time when you have made a mistake.  Have you made the situation worse by trying to resolve it the wrong way?  Write about some things you, or someone you know, may be struggling with and some easier solutions that you hadn't considered before.  

Reference
Straw, W. (2007). There was an old woman who swallowed a fly! 
           Australia: Brolly Books.

Compost Stew

Earth Day is soon approaching.  If you are looking for a new way to help the environment, I have just the recipe for you, "Compost Stew" (Siddals, 2010)!  This book gives you the recipe to make compost.  Composting is a way of naturally breaking down some of the items we throw out regularly.  This book teaches children more about how they can help help in the process.  

There are many things I like about this creative children's non-fiction book.  It follows the A,B,C's.  It rhymes. It has characters from different cultures as well as animals you will find at home and on the farm. In addition to having a novel subject topic, the style of illustration is new and exciting as well.  These things, I feel, all work together to make this an interesting and engaging non-fiction book for children.  It simplifies the subject matter, as it can be confusing even for some adults!  It shows many children from all different cultures participating.  People on the farm, and people in the neighborhood can all make "Compost Stew" (Siddals, 2010).
The "Chef's  Notes" in the back of the book give some additional information to help you decide which "ingredients" may or may not be good to use in your "stew" (Siddals, 2010).  

The illustrator uses gouache and collage to create the illustrations (Siddals, 2010). These illustrations help illuminate the subject matter and are fascinating to look at. I believe this book meets Galda, Cullinan, & Sipes (2010) recommendations for quality non-fiction for children.



Reflection Questions:
1. How do you make compost stew?
2. What are some things at home that you use regularly that would work great in compost stew?
3. How does compost stew help the environment?

Motivational Activity:
Think of what you have at home that you could use to hold compost.  Make a poster for your family that shows how you could work together to make a compost stew, what ways it helps the environment, and what you can use the compost for when it is done "cooking".  

References
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child 
         (2nd ed.). Belmont, CA: Cengage Learning. 

Siddals, M. (2010). Compost stew: An a to z recipe for the earth. 
         Berkley, MI: Tricycle Press. 

If You Lived With The Iroquois

This historical non-fiction book for intermediate readers, explains what your life would be like if you lived with the Iroquois.  The Iroquois are Native American Indians.  This book gives children a very detailed view of how these people lived.  In this book you can read about how their houses were arranged, where they found food, how they named babies, what happened if they got sick, what kind of clothes they wore, and much more!  

This book is very organized.  The table of contents outlines every section of the book and allows easy access to any topic of interest included.  The items of consideration are thoughtfully expressed with great detail.  The illustrations assist the reader in understanding the content of the text.  The drawings are beautifully done and help develop the mood and setting of the book. The information seems authentic and is similar to other things I have read about Native American people.  

Reader Response Questions:
1. What new thing did you learn about the Iroquois that was most interesting to you?
2. What are some ways they treated the land differently than we do today?
3. How did they know what day or time it was?
Motivational Activites:
1. In the book you read about wampum, or beads cut from seashells used to make belts or strings.  Design your own wampum and explain what special meaning it has for you.  What are some times you would use it or need it?
2. Think of the lifestyle of the Iroquois people.  Write about the things they did that you feel we should continue to do, as well as some things that you feel would have benefited those people that we practice today.

I found this book to be very fascinating. It is interesting to see how civilization was before we came here.  There was a lot of information here that would be useful in the classroom for discussion as well as activities.

References
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child   
         (2nd ed.). Belmont, CA: Cengage Learning. 
Levine, E. (1998). If you lived with the iroquois. New York, NY: 
         Scholastic Inc. 

Penguins, Penguins, Everywhere!

Take some stunning illustrations, catchy rhymes, and exotic animals, put them all together and you have a book that children will want to read over and over.  "Penguins, Penguins, Everywhere!", by Bob Barner is one of those books (2007).  

This book gives some basic facts about penguins: different types of penguins, where they live, predators, care for the young, etc.  The back of the book contains more fun facts about penguins, as well as a directory of 17 different kinds of penguins listing where they live and how much they weigh.  

This non-fiction children's book is such an appealing way to learn about this animal.  In my opinion, this book has my highest ratings of Galda, Cullinan, & Sipes (2010) considerations of quality non-fiction books.  The facts are accurate and suited to the target audience.  The facts are presented in a logical sequence.  The format is attractive and reader-friendly with fantastic illustrations which illuminate the facts to young readers.  The writing is extremely interesting and the author's enthusiasm is clearly parent (Galda, Cullinan, & Sipe, 2010, p. 306).  

I LOVE the illustrations in this book.  They are bright, bold, and so catchy and attractive!  These illustrations were created with cut and torn paper (Barner, 2007).  For young readers it is essential to get their attention.  This book will not only get their attention, but HOLD it and keep them wanting more.  

Reader Response Questions: 
1. Where do penguins live?
2. After the eggs are laid, who watches the eggs until they are hatched?
3. What kinds of animals want to eat penguins?
4. What do penguins do to stay safe?
5. How do penguins stay warm/cool?

Motivational Activities:
1. Think about what kind of penguin you would be if you were a penguin.  Draw a picture of what your habitat would look like.  
2. Make a list of some things that we can do to protect the environment to keep it safe for penguins. 

References
Barner, B. (2007). Penguins, penguins, everywhere! New York, NY: Scholastic Inc.

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child (2nd ed.). Belmont, CA: Cengage Learning.  

The Book Thief

"The Book Thief", by Markus Zusak, is the story of a little girl who steals and feeds her soul with books.  It is an interesting story told from the perspective of death.  The story takes place in Nazi Germany in 1939.  The little girl loses her family at the beginning of the story.  Death witnesses her first book snatching, and remembers her as he continues to bump into her on his path.  This is a story of survival, love, and integrity.  

This book is a historical fiction.  Galda, Cullinan, & Sipe (2010) explain that this genre of book should depict attitudes and events which are consistent with the historical evidence of the time period with social issues honestly portrayed (p. 257).  I believe this book accomplishes that task.  It also is an excellent narrative, evoking strong feelings from the reader (it did from me anyway, including tears!).  The theme echoes a larger historical concern and the characters are well developed (Galda, Cullinan, & Sipe, 2010).  This is an advanced book, for children 12 and up, so there aren't many pictures in the book.  The pictures are of a story written for her, and excerpts from books she has stolen.  The author uses beautiful language to paint a picture to the reader.  There is also different types of fonts used in the book to create a unique feeling in this story.

Reader Response Questions:
1. What does death see first? How does this continue to be a theme throughout the book?
2. What lessons or qualities do you think the girl learns from her step-father?
3. What are some things the girl and the man in the basement have in common?
4. How is your response to this story after reading it different from your initial feelings about the book when you started reading it?

Motivational Activity:
1. At one point in the story the little girl risks the possibility of death by helping her jew friend she sees marching down the street and giving him some bread. Write about how you felt when you read that experience.  How far are you willing to go to help another human being?  
2. In this book there are several examples of respect and disrespect for other human beings.  Saint Leo University has chosen respect as one of the core values for students and faculty to live by (Saint Leo University, n.d.).  Write about an example of respect that you read in the story that stood out to you.  What are some ways we can show more respect for those around us?

This story touched on the dignity of human life.  How to live with dignity, how to retain it, and how easy it is for some to lose.  

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child
       (2nd ed.). Belmont, CA: Cengage Learning. 

Saint Leo University. (n.d.).  Core Values. Retrieved from 
       http://www.saintleo.edu/about/florida-catholic-university.aspx

Zusak, M. (2005). The book thief. New York, NY: Alfred A. Knopf.

Ignis

What good is a fire-breathing dragon if he cannot breathe fire?  That was the question of this little dragon named Ignis.  He could run faster and jump higher than all the other dragons, but he was unable to breathe fire.  The book Ignis, is the tale of a little dragon who sets off to find his fire.  Everyone loved him for who he was, but he was unable to accept himself.  

Ignis longed to breathe fire like the other dragons.  He visited other animals to see if perhaps he belonged with them instead.  With each encounter he felt the fire inside him grow stronger.  

He met a little girl with whom he spent a week.  They had many great experiences and the flame in his heart grew even stronger.  He continued his search until he found the thing that would ignite the flame that was growing in his heart.

There have long been folktales about men and dragons.  This one is a sweet story that all can relate to.  The author said of this story, "It echoes everyone's need to discover identity and somewhere to belong" (Wilson, 2001).  
Galda, Cullinan, & Sipe (2010) explain that quality folklore should explore universal themes, preserve the structure of oral stories, and echo spoken language, with uncluttered plots, clearly defined conflicts, and decisive resolutions (p. 178, 184).  I feel like this book contains those features.  The telling of the tale is not in verse or a rhythmic style, so I don't know how easy the word by word retelling would be, but I feel that the story is one that is easily reworded without losing meaning of the storyline.  

One of the best features of this book are the illustrations!  They really give a feel for the mood and setting of the story.  Even the title page gives an old, folklore-type feel to the story. It was also incredible to me how life-like the little girl in the story was portrayed.  This book was beautifully illustrated in watercolor paint.  

Reader Response Questions:
1. If Ignis had not gone on his journey do you think he would have found the spark that ignited his internal flame? Explain why you feel this way.
2. If everyone accepted him for just the way he was, why do you believe Ignis did not feel complete without the ability to breathe fire?
3. What are some ways you are trying to improve yourself even when the others around you don't require you to do so?

Motivational Activity
Think of someone you know who is trying to ignite the flame they have in themselves.  Write them a letter expressing some great qualities or abilities you see in them that they may not see in themselves. 

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the child 
         (2nd ed.). Belmont, CA: Cengage Learning.

Wilson, G., (2001). Ignis. Cambridge, MA: Candlewick Press.

Zoe Gets Ready

"Zoe Gets Ready" is an adorable little story from the contemporary realistic fiction genre (Murguia, 2012; Galda, Cullinan, & Sipe, 2010).  Zoe is a little girl who only gets to pick out her clothes on Saturdays. Every other day her mom picks her clothes out.  What Zoe wears is largely determined in her mind by what she will be doing for the day. The story takes you through the outfits she considers wearing, and what her day would be like if she wore them. Her dress changes are interspersed with her mother encouraging her to hurry up and to not make a mess in her room.  Zoe finally decides to wear all the outfits (Murguia, 2012)!  

I feel this fits under the contemporary realistic genre of picture books, as the dialogue and thoughts of the characters are natural, the plot is understandable to the intended age group, and the theme is applicable to the readers' lives (Galda, Cullinan, & Sipe, 2010).  This is something not only the children can relate to, but the parents reading it to them as well.  The story is great, but the illustrations add so much to the story as well.  They do as any good picturebook illustrations do, they help establish the mood and setting of the book and appropriately expand on the text (Galda, Cullinan, & Sipe, 2010, p.127). Not mentioned in the text but depicted through the pictures, is the younger sibling who follows Zoe around and wants to be part of her adventures.  The pictures are bright and colorful cartoons. The illustrations are created by the writer.  They are very attractive, and are what initially drew me to this particular book.  

Reader Response Questions:
1. What kinds of activities do you do, or like doing, that you read about Zoe doing in the story?
2. On what occasions do you get to select what you wear?  What do you choose?
3. How does picking out your own outfit help you feel like a "big kid"?




Motivational Activities:
1. Draw a picture of something that you get to do all by yourself that makes you feel very "grown up".  
2. Pick someone in the class to help you act out one of your favorite activities. Tell if there are special clothes you like to wear for this activity and why.  

Bethanie Murguia has written many other books. There are 2 other "Zoe" books following this one: "Zoe's Room (No Sisters Allowed)", and "Zoe's Jungle" (Murguia, 2013; Murguia, 2014).  Please check out her professional website at: www.aquapup.com.  








References

Galda,L., Cullinan, B., & Sipe, L. (2010).Literature and the child (2nd ed.) 
         Belmont, CA: Cengage Learning. 
Murguia, B. (2012). Zoe gets ready. New York, NY: Arthur A. Levine Books. 
Murguia, B. (2013). Zoe's room. New York, NY:Arthur A. Levine Books. 
Murguia, B. (2014). Zoe's jungle. New York, NY: Arthur A. Levine Books.  

Lafcadio

Fantasy is my favorite genre of children's books.  Galda, Cullinan, & Sipe (2010) explain that good fantasy books should be believable and consistent, with clearly defined conflict and strong characterization (p. 24).  "Lafcadio", by Shel Silverstein, is definitely one of those "good" fantasy books!

This book is extremely entertaining to read.  It is written from the perspective of "Uncle Shelby", who is speaking to the reader as an old dear friend or family member.  The story is about a lion who was not afraid of the hunters who came to shoot at him.  After an interaction with a hunter, Lafcadio took the hunter's gun and began practicing with it.  He became a pretty expert shot.  He defended his fellow lions from future hunters until one day, a man came to invite him to join human civilization and become part of a circus. The story tells of Lafcadio becoming part of the human world and then later returning home to the jungle.  

Shel Silverstein uses these adorable cartoons to illustrate his book.  All of these cartoons are colorless, but not emotionless.  They give a light fun feel to the text, which is also an entertaining journey with the storyteller.  These pictures expand on the story properly, not merely duplicating what is described in the text (Galda, Cullinan, & Sipe, 2010).  

Reader Response Questions:

1. If you were Lafcadio, would you have stayed in the jungle or gone to join the circus as he did?

2. He loved marshmallows! What new or exciting things would you want to try from the human world if you were a lion?

3. At the end of the story Lafcadio gets bored with his fame and fortune.  Why do you think that is?

Motivational Activities:

1. In the conclusion of the story we read about how Lafcadio has forgotten who he is and where he came from.  What are some things that you can do to help you remember where you came from as you travel your different journeys in life?  Write about your ideas.

2. In the story we read about how Lafcadio practiced and practiced each day so that he could become really expert at firing a gun.  Why is practice important?  Write about some things you would like to become expert at and how you think practicing could help you accomplish your goals.

I love Shel Silverstein books.  They are all engaging to young people and usually filled with poetry and laughter.  The stories, like this one, usually have a deeper meaning.  This makes his writings relatable to adults as well as children.

References

Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the 

     child (7th ed.). Belmont, CA: Cengage Learning.

Silverstein, S. (1963) Lafcadio: The lion who shot back. New

     York: Harper & Row.

Are Haunted Houses Real?

Children love mysteries.  There's nothing more mysterious than a haunted house!  "Are Haunted Houses Real?", by Patrick Perish, helps the wondering young mind answer some questions about haunted houses.  It explains why some people may think a house is haunted.  It discusses some famous haunted houses, and tells of some haunted houses that aren't really haunted.  
                                                                        

 This children's nonfiction book is colorful and engaging.  There are key words throughout the text which are written in a different color than the other text, and listed in a glossary in the back of the book so that children can better understand the possibly unfamiliar words.  The text and illustrations all appear accurate.  The pictures of historical haunted houses give children a better understanding of the information in the text.  There are references in the back of the book for more reading on the topic, as well as some fun websites to further engage children on the subject.

Response Questions:
1. What would you do if you thought your house was haunted?
2. How could you tell if you were in a haunted house?
3. If you were trying to make a haunted house, what things would you be sure to include?

I think this is a great book! My daughter actually brought this one home from her school library and I thought it was perfect for this assignment. She has read it several times and doesn't seem to tire of it.  I also love that it gives information but has not scared her in any way.  It is a non-frightening resource for something that children may find scary as well as mysterious.  

References
Galda, L., Cullinan, B., & Sipe, L. (2010). Literature and the  
         child (2nd ed.). Belmont, CA: Cengage Learning. 
Perish, P. (2014) Are haunted houses real?  Mankato, MN: 
        Amicus