Belonging Bookclub

Annotated Bibliography: Stories of Belonging, Courage, Determination & More. #EDU5615

[jenmarchiano]

Woak, JB (2010). The Invisible Backpack: The Adventures of Dakota Stone. Baltimore, MD: PublishAmerica. Dakota Stone has just graduated college and has no one to celebrate this huge milestone with. Rather than feeling joyous on this special day, he feels completely lost, with no sense of belonging, as a result of going in and out of numerous foster care homes and no family to call his own. The only steady person in his life is his mentor, Jesse, who has organized a journey of self-discovery for Dakota as a graduation gift. As Dakota travels all over the world, he meets new people who provide him with tools to help him sort through his invisible backpack and accept the heavy weight of his past experiences.  Through this journey, Dakota takes back his life, finds the love of his life, and most importantly finds himself belonging to a new family, one that is better than any he could have ever imagined. Chapter Book, JMM

Thoughts: Originally, I came across this book just for the purposes of my belonging reading blog. Thinking it would be something to read in order to summarize, give my thoughts on, and offer ways in which it could be used in a classroom, I never imagined the impact it would have on my own life.Dakota’s adventure ended up bringing me on my own adventure, allowing me to reflect on my past experiences, how I have handled them and what I could have done differently.  His story not only kept me entertained, but provided me with my own “treasure chest” of learning nuggets that will help me accept the experiences within my invisible backpack and allow me to grow with them as well. Dakota’s story provides me with extraordinary guidelines and tools that I can always refer back to whenever I feel like I need reminders on how to live a happy, healthier life.

Classroom Applications: Obviously this book, if used in a classroom, would be for an older audience. Personally, I would suggest it for a senior high school English course as it offers priceless “learning nuggets” and tools that can be used to discover and empower oneself. I think this book would be truly beneficial for this age group since they are just about to embark on their own journey. College may very well be the first time many of these students get their chance to live away from their parents. Reading this novel may set them on the right path, giving them helpful tools to live by and utilize in their everyday life. Many eighteen year olds live in the present, making impulsive decisions without paying much mind to how their actions now will affect their future, but this book, if presented in the right way, could help students better understand their actions and who they are as individuals.  The chapters are short enough that teachers can read this aloud to students during class and enlightening discussions can be generated after each chapter, both about the story line and the learning nuggets that most chapters entail. Just as Dakota writes in the journal that he keeps, students can create their own journals, reflecting on their past experiences, milestones, and hopes for the future, putting their writing skills to work. Reading this story aloud to students and discussing it would have a greater impact on students than just letting them loose to read this book on their own. Students, especially at this age, might not understand or appreciate the true value of Dakota’s story without the insightful contributions of, and guidance from, their teachers and peers.

[jenmarchiano]

Thoughts: Although this short clip does not have any words, I was able to clearly understand the emotions of the main character, whom I will call “Red Friend,” based off of the actions of each character and the music that plays in the background. As I watched this film unravel, I felt sad for “Red Friend” and empathized with her because she just wanted to belong, fit in, and play with the others. When she finally finds a friend at the end who seems similar to her, and welcomes her with a friendly wave back, I personally felt lighter and happier. In under 4 minutes, and without any dialogue, so much was said. I believe every student, no matter how old, has felt this way at least once; thus, allowing them to be able to relate to “Red Friend” and empathize with her.

Classroom Applications: Across the grades, so much can be done with this short clip. With the early elementary classes, this film can be shown as a way to support or initiate discussions on how our actions can and do affect those who are around us. In my first grade classroom, we teach our students to be inclusive, making sure everyone is a part of play or activities. Together, we also created the rule: You can’t say you can’t play! With this video, children can discuss what happened, how certain actions made our “Red Friend” feel, and what could be done differently to avoid making “Red Friend” feel as if she doesn’t belong. With young children this video also teaches empathy, allowing the children to feel for “Red Friend” and help them to better understand why we should always include everyone. For the older grades, anywhere from older elementary to high school, students can create their own skits and produce their own short film. Students in all grades need to be mindful of how their actions make others feel. By creating their own skits and videos, students will become cognizant of certain situations that unfortunately do make others feel as if they do not belong. The ultimate goal of this project would be to address these types of situations and come up with solutions to alleviate the problem in order to make everyone feel welcome. Hopefully, this will help them apply it to their own lives, creating a much more inviting environment for all.

[jenmarchiano]

Hamilton, V., & Dillon, D. & L. (Illus.) (1985). The People Could Fly. New York, NY: Alfred Knopf Inc. Originally told to keep spirits high and dreams alive during slavery, The People Could Fly provides a collection of folktales that portray and retell African American accounts from this time. Folktale, JMM.

Thoughts: I found this collection of tales to be very interesting and enlightening. Although I have heard about the “power of the word” in many of my graduate courses, I never truly understood what was meant by that expression until reading these tales. For African Americans, the word was often times all they had. The stories they would create to express their feelings, frustrations, hopes and dreams, and overall experiences served as their encouragement and motivation to keep going and not give up. Their retellings of such stories gave them the courage to make it through these awful circumstances. I felt that their stories gave me a better perspective on slavery. Instead of just hearing or learning about it, I felt engaged in each tale. They made me feel as if I was a person living through that time too.

Classroom Applications: This collection of stories is a fantastic resource to use in middle school or high school classrooms. In addition to using other educational resources to discuss and unpack the issue and history of slavery in Social Studies, The People Could Fly would be a great tool to use as a way to integrate this topic into other subjects such as English, Language Arts, or Writing. It can be read as a read aloud to any one of those age groups or students could, either individually or in groups, read each story and do an in depth analysis of each tale. Students can look at the various roles of each character, the presence and use of power, the particular language used, and the underlying themes that occur throughout. This collection of tales has the power to bring a whole new perspective on a very significant part of our history.

[jenmarchiano]

DePaola, Tomie. (1983). The Legend of Bluebonnet. New York, NY: Penguin Putnam Books for Young Readers. This old Texas tale retells the story of how the Texas state flower came to be thanks to the courageous and selfless act of a young girl. Set during a rough period of famine and drought, the Comanche tribe prays to the Great Spirits to send healing rain to their people.  The only way to bring upon the rain, however, is to stop taking so much from the Earth and actually give something back by sacrificing their most prized possession.  As none are willing to sacrifice any of their belongings, She-Who-Is-Alone finds the courage to take matters into her own hands and offer her special doll to the Great Spirits. It is the only thing she has left from her family who died, but her ultimate sacrifice for the greater good brings rain to her community.   Folktale, JMM.

Thoughts: The underlying themes of this particular tale are very powerful. She-Who-Is-Alone lost all of her family members to the terrible famine that has swept through the Comanche land. Even through her loss and devastation, she is strong and courageous enough to give up the only thing she truly has left. She-Who-Is-Alone demonstrates such selflessness and consideration for her people by sacrificing her most prized possession when no one else would. These are great characteristics I would love to talk about with my students and work to instill in them. I think this would create a better classroom community where we all care and look after one another even if it means we have to sacrifice something for ourselves. DePaola’s illustrations successfully portray the bleak circumstances the drought has brought upon the Comanche tribe and their land. As the book goes on, more color is brought into the illustrations as She-Who-Is-Alone comes to realize what she must do to save her people. When the rain finally pours down on the land, DePaola depicts a much more beautiful and enjoyable place to live.

Classroom Applications: The Legend of Bluebonnet offers a nice opportunity for teachers and students to explore information about the 50 states. If an upper elementary class is studying the states and their capitals in Social Studies, this could be a nice story to introduce during Languages Arts. If it is read as a read aloud with the class, there can be a discussion on state flowers, in particular the state flower of Texas, since the story pertains to that, and the flower of the state they are in. During reading, the teacher can pose questions that encourage text to self connections such as: What is something very special to you that you might sacrifice just as She-Who-Is-Not-Alone did? In writing, students can also get creative, making up their own tale of how their state flower came to be. 

[jenmarchiano]

Bruchac, Joseph. (2001). Skeleton Man. New York, NY: HarperCollins.Molly wakes up one morning to find that her parents have not come home yet from being out the night before. Adamant that her parents will come back eventually, Molly waits for hours, even days for their return. With no such luck Social Services eventually comes to get her and a mysterious man shows up to claim Molly, saying that he is her long lost uncle. Reluctantly, Molly has no choice but to go with him. With an innate feeling that  this man is not who he claims to be, and that her parents are still alive, Molly finds the courage to be brave and take matters into her own hands in order to find her parents. Fantasy, JMM.

Thoughts: I foundthis story to be very engaging. At the end of each chapter I was curious to know what would happen to Molly next. Due to my curiosity and anxiousness, I had a hard time putting this book down. As I am a natural scaredy cat though, I could not help but to feel scared for Molly. I commend her bravery, courage, and determination to remain calm and not run away from her problem.  I thought it was refreshing to read a book that has a young heroine featured. I think this would be a fun and captivating read for some children.

Classroom Application:  Skeleton Man is relatively short so I could see this book being read aloud with an upper elementary class or middle school class. If it is being read aloud, I think it would create the perfect opportunity to talk in depth about this type of genre. Children need to be aware of what fantasy means and what it can entail. They need to know that these concepts are not real; they are imaginary.This book could also just be kept in the classroom for children who might be interested to pick it up and read it independently. There is ample opportunity to discuss literary elements such as onomatopoeia. In various instances throughout the book Bruchac uses words such as “tschick-a-tschick-tschick-a-tschick” to describe Skeleton Man’s bones rubbing together, “thump, thump, thump” to describe footsteps coming up the stairs, “WHACK-WHACK!” for knocking on the bedroom door, and “SNICK!” for the click of the lock. In writing, children can have fun making up their own onomatopoeias in their creative writing pieces or even poems.

[jenmarchiano]

McDermott, Gerald. (1972). Anansi the Spider: A Tale from the Ashanti. New York, NY: Henry Holt and Company. This Anansi story tells of the infamous spider and his six sons; See Trouble, Road Builder, River Drinker, Game Skinner, Stone Thrower, and Cushion. As Anansi is always a trickster, getting himself into trouble, his six good sons are able to use their own special powers to help save their father from a troublesome scenario. Folktale, JMM.

Thoughts: The first thing that stuck out to me about this folktale was its pictures. The author makes use of very bold colors, combining them with traditional African design motifs. I enjoyed how McDermott incorporated this aspect of the African culture into the Ashanti tale. I also really liked how the six sons were able to come to their father’s rescue and each use their own unique ability or skill to help. Usually, it is the parents who must come to their child’s aid. It also encourages the idea of teamwork since no son’s singular ability could have worked alone to help save Anansi. I see great use for this fun story in my classroom where teamwork is one of the mission skills my school works to instill in our students.

Classroom Applications: This folktale could be read as a read aloud alongside other Anansi stories, such as Anansi and the Moss-Covered Rock. By exposure to various tales that follow the same West African character, children can do a character study. They can even dip into folktales from others cultures as well to see if Anansi resembles any characters from those backgrounds. Since there are multiple characters in this story, each holding a prominent part, students would have fun doing a Reader’s Theater, reciting lines and acting out their character’s part. This would greatly help fluency and expression during reading. Children may also want to discuss or write their own ending to the book. In this version, Anansi cannot decide on which son to reward since they all contributed equally in his rescue. Thus, the globe of light, also known as the moon, is brought up into the sky for everyone to enjoy. As children discuss or write their own ending, they may want to change the outcome of the story. Have students support their decision, explaining why they choose a specific son to win the prize or why they did not. 

[jenmarchiano]

Lloyd, Alexander. (2007). The Golden Dream of Carlo Chuchio. New York, NY: Henry Holt. After his parents passed away from contracting the plague, Carlo Chuchio has had to move in with, and work for, his unpleasant uncle. Much more of a daydreamer than hard worker, Carlo finds himself easily distracted when at work or running errands. His tendency of becoming easily distracted leads him to discover a treasure map which sets him off on the journey of his lifetime. Leaving his home city of Magenta, Carlo travels across the sea to different cities and ports in the Middle East, picking up new companions and making new enemies. On this long journey along the Road of Golden Dreams, Carlo begins to lose sight of the treasure indicated on the map. Through his endless determination and courage he begins to discover who he is, finds the love of his life, and ultimately realizes that these two things are the true treasure, worth more than any gold he had originally set out to find. Fantasy, JMM.

Thoughts: At first I found this chapter book hard to get into because I was not familiar with the lifestyle of, and some of the language used in, Carlo’s culture, but as my imagination took hold, this soon changed. I was able to zip through chapters, unable to stop or put the book down. The adventures and experiences of Carlo became my adventures and experiences. I was eager to continue reading to learn what would happen to Carlo and his companions on this long journey. Each companion had a special quality about them which made them crucial to the story. I liked how their personalities worked to balance each other out. Initially starting out as a treasure hunt, motivations began to change during the course of the book. I thought it was heart-warming at the end to realize that it was more important for Carlo to learn who he is and find himself among good friends and the love of his life than among gold and jewels.

Classroom Applications: As this fantasy chapter book is approximately 300 pages, I feel that it would be too long for a read aloud. Especially with the amount of violence that can be found in the book, I would not recommend it for elementary students. In a middle school classroom however, I think it would be a good story to keep in the room for children to pick up and read if this particular genre appeals to them and the storyline is of interest to them. For those who do read it, there are numerous vocabulary words that could be introduced. This book could also lend itself to character studies since each character is so different from one another. Children could pick a character they feel most connected to and write a creative writing piece from that character’s point of view, taking them on a whole new adventure. Children could also just choose to write their own adventure and storyline, making up their own new characters.

[jenmarchiano]

"Belonging to a group means being needed, as well as needful, and believing that you have something vital to contribute. Every child can contribute care for others in many ways - by listening and responding with relevance and attention, by showing concern for the feelings and viewpoints of others, by developing a capacity for empathy."

From Ruth Sydney Charney's article: Teaching Children to Care: Management in Responsive Classroom

[jenmarchiano]

Fleischman, P., & Pedersen, J. (Illus.) (1997). Seedfolks. New York, NY: HarperTrophy.  Set in a Cleveland community, this story captures the lives of various individuals. Coming from all different walks of life, these people, of varying ages, races, languages, and abilities begin to heal their personal wounds by planting in, and together maintaining, a community garden. Chapter Book, JMM.

Thoughts: I was intrigued with this short chapter book from the very beginning. The author brilliantly weaves different lives together and describes how each person finds their own way to identify with others who plant in the garden. It is remarkable to think that if it were not for this space, these individuals would have never interacted with each other. As each individual begins to heal their wounds through gardening, they also come to feel a sense of community and belonging within an otherwise very divided city.

Classroom Applications: As there are many different characters who contribute their own narrative, students of a 5th grade classroom or older can do an in-depth character analysis. Students can choose which character they would like to study further and work together to do a close read on whichever character they choose.Charts can also be made identifying each character’s reasons or motivations for planting in the garden.  Additionally, there are various instances where characters are noticed in another person’s account and this provides great opportunities for students to make inferences. For example, in Virgil’s chapter she speaks of a “wrinkled old man in a straw hat” (p. 42). By posing questions and asking students to think deeper about descriptions and detail, the teacher can assess whether or not students are picking up on the details of previous characters and realizing the connections between characters.Yet another fun activity that students can do is draw a picture of the garden the way they imagine it from reading this story. If possible, it would also be a great idea to have a class garden outside. Students can take on the responsibility of working together to maintain this garden and find their own purpose in planting their own seeds.

[jenmarchiano]

Kimmel, E., & Stevens, J. (Illus.) (1988). Anansi and the Moss-Covered Rock. New York, NY: Holiday House. This version of a West African folktale features the well-known trickster character, Anansi the spider. With the help of a magic moss-covered rock, Anansi is able to trick all of the animals in the forest and steal their food. Luckily, one animal is able to trick Anansi himself and return the food back to its rightful owners, but if you think Anansi learned his lesson you are sadly mistaken.Folktale, JMM.

Thoughts: I really liked this folktale. I thought the pictures were bright and colorful, making it very appealing to the eye. Although I enjoyed the pictures and think that children would too, I would have also appreciated illustrations that had more of a West African feel to it. I think this would allow the readers to gain even more insight into this beautiful culture.

Classroom Applications: This particular version of the Anansi story can be broken up nicely into a script to accommodate children in a Readers Theater. As children pick parts and begin to read over their lines, they can really get the feel of their characters, helping their fluency and expression. Word studies can also be done, especially studying words that contain the hard and soft ‘c’. The teacher can point out the difference in sounds and children can explore the text further, finding and making a list of words that fit into these two categories. In addition to word studies, a character study can also be done on Anansi. Other folktales featuring Anansi the spider can be read and children can discuss multiple factors such as how and if the character has changed across stories.

[jenmarchiano]

Walsh, Melanie. (2002). My Nose, Your Nose. Boston, MA: HMH Books for Young Readers. After noticing differences between their own personal attributes, characters also discover a commonality between them for each of these distinct characteristics. Picture Book, JMM.

Thoughts: Overall, I felt the message behind this book was a great one for students, especially in the younger grades to learn. As children are very aware of who is around them, students tend to constantly compare themselves to their peers in the classroom. Unfortunately, if it is in terms of comparing academic performance, this does not always have a positive effect on students. I think however, that this picture book allows children to embrace their natural curiosity to explore the various attributes of themselves and of their classmates. It gives them a better sense of self and an acceptance of diversity. I loved how the author included commonalities amongst the characters because it helps children feel as if they belong. When they know that they share a characteristic, hobby, or interest with someone else, children will feel more comfortable with their company and environment. Encouraging children to look past their apparent differences and to find connections between one another is a great quality to instill in young minds.

Classroom Applications: Similar to Kostecki-Shaw’s Same, Same but Different picture book, this books sets the stage for many wonderful activities that celebrate individuality, yet commonality too. One in particular that I am doing in my classroom now is pairing students up and having them analyze their own personal features and interests. After reading this story aloud, it will be important to discuss how to be respectful of differences children find and to celebrate those qualities. Rather than making children feel insecure about their characteristics, it is essential that all students feel safe and free of any judgment. Once students are divided up into pairs, they will work together to find separate qualities they each possess and come up with a similarity they share that pertains to that distinct characteristic. For example, children’s responses may look something like Walsh’s idea: Daisy has short legs, while Kit has long legs, but they both kick hard in the swimming pool. In this lesson, children are required to think deeply with their partners and to ask critical questions that allow them to get to know each other on a more intimate level. Afterwards, children will illustrate their findings which can be put up on the bulletin board (at least that is what I have done with my class) as a way to respectfully share and celebrate their findings and be proud of who they are.

[jenmarchiano]

Kostecki-Shaw, Jenny S. (2011). Same, Same but Different. New York, NY: Henry Holt and Company. Two picture pals exchange illustrations and brief blurbs, telling each other about their lives, homes, and environments in general.  By asking insightful questions, they come to recognize aspects that are the same, yet different between them in their two worlds. In the end, they question whether they really are from two different worlds. Picture Book, JMM.

Thoughts: I loved this book. I found the pictures to be extraordinary, displaying the different worlds of each boy. I liked how the author begins the story showing where in the world they are located and then becomes more specific as the book goes on, showing their cities, homes, animals, methods of transportation as well as their languages and alphabets.My favorite part comes at the end of the book. On a two page layout, the illustration shows both boys sleeping in their rooms with the pictures and letters we saw on previous pages hanging up on their walls. It adds a spectacular touch and really pulls the book together at the end. I also think it shows the impact that someone’s writing, or drawing, can have on another person.Through their picture pal relationship, both boys share their lives with one another and begin to feel like they are from, and belong in, the same world. They are able to look past their apparent differences and see similarities between their two very unique worlds.

Classroom Applications: Since Kostecki-Shaw offers so many unique and wonderful examples of how the two main characters lead different lives, it gives students a perfect opportunity to learn more about another class in a different part of the world. Due to the fact that this book is geared more towards the younger elementary grades, a class can work together to generate their own questions to ask their buddy class. Coming up with questions as a group rather than individually may produce more informative results since these young brains can bounce thoughts or insightful questions off of each other. Buddy classes can stay in touch through pictures and brief descriptions, by writing letters, or by skyping if this resource is available. Good questions that can be pulled from this book and used as a starting point include: How many people live in your house? What is your alphabet? What is your favorite hobby/pastime? What kind of animals do you have? Where do you live? Is it a city or a town? How do you get places? How do you say this (pick a word) in your language? With these starting questions, children can then come up with their own questions to ask as they learn more about their buddy class.

[jenmarchiano]

Grimes, N., & Christie, G. (Illus.). (2010). Almost Zero. New York, NY: Penguin Group Inc. After a fire destroys a friend’s house, Dyamonde feels compelled to start a clothing drive to help get this friend and her family back on their feet. Realizing that the family will need more than just clothes, Dyamonde is determined to gather other various necessities for them too. In doing this, Dyamonde begins to realize all that she has and takes for granted. Her understanding of wants and needs really comes into perspective as she starts to recognize how much she is lucky to have and how quickly it can be taken away. Chapter Book, JMM. 

Thoughts: I really enjoyed this short chapter book. It was a quick read, with small and engaging chapters. I felt that the author really captured the thinking of young, and sometimes egocentric, children. At the beginning of the book, Dyamonde thought she was entitled to getting anything she wanted which is how some adolescents feel because they have not yet realized how lucky they are to have all that they do. This book took me on a refreshing journey with this main character, allowing me to see how much she had changed by the end of the story.

Classroom Applications: Almost Zero can be read as a read aloud to young elementary students since not all of the children will be able to read this on an independent level. Every so often there are illustrations that can be shared with the class too, which they will love. During, or post reading, discussions can be had on why Dyamonde felt it was so important to start the clothing drive. After this question has been posed, teachers can see where the conversation goes. Responses from students may be enlightening and segway into other conversations about the accessibility of certain resources for various people or families. This book creates a perfect opportunity for the class to organize their own clothing or food drive with the help of, and guidance from, their teacher. Children can get creative, making signs to advertise and becoming leaders by taking charge of something that can be so meaningful. A social studies lesson can also be done on needs and wants. A lesson on this also lends itself to introducing various types of graphic organizers that will clearly categorize these two groups.  

[jenmarchiano]

Rocco, John (2011). Blackout. New York, NY: Disney. On a normal summer night in the city, everyone is preoccupied with their usual activities, that is, until the lights go out. With no power or access to their typical activities, a family is able to spend some quality time together. What a nice change this is, because not everyone likes normal. Picture Book, JMM.

Thoughts: I absolutely loved this book. I enjoyed the beautiful illustrations, similar to a comic book display, and the placing of the text to coincide with what was happening on that particular page. For example, when the characters were going up to the rooftop, the words followed the same pattern, working their way up the page. I was able to connect with this story because often times, my family is busy doing different things. I always enjoy times when the power goes out and everyday activities are shut down. It allows for some quality bonding time, which is definitely worth more than any toy or gadget.

Classroom Applications: This book creates an opportunity for students to work on a creative writing piece.  As this book is geared more towards elementary students, these children can set up their creative story using the “power of the panel.” Their story lines can be segmented into different sections with a picture that corresponds to the idea of that box. On the bottom, students will be asked to write a full and complete sentence to explain the overall gist of each page. This project allows students to have fun with their stories and get creative, but does expect them to summarize using complete sentences.

[jenmarchiano]

Winter, Jeanette. (2005). The Librarian of Basra. New York, NY: Harcourt Inc. A true story from Iraq describes the unbelievable courage of the librarian of Basra. Worried that the “fires of war” will destroy the precious library books, Alia Muhammad Baker is determined to move them to a safe place, despite the authority’s objection to having them moved. Little by little, each and every day, Alia relocates the books. As the war moves closer, and with the help of friends, Alia saves all of the books before the library is burnt down. As she waits for peace to come in Basra, she will continue to protect her books. Nonfiction Picture Book, JMM.

Thoughts: Winter’s use of color in this picture book accurately symbolizes the state in which Basra is in at that moment. In the beginning, a bright yellow is used, but as the war begins to move closer, the colors transform into an orange and eventually red, indicating the fires of war have arrived! Towards the end, to signify that the war has calmed down in Basra the colors become a bit lighter. Especially when Alia is shown dreaming of peace, the colors used are a light blue, portraying a serene setting. I liked that this picture book focuses on the effects the Iraqi war has on institutions such as a library, because it makes the idea of war more accessible to a younger audience, like an elementary class. Instead of introducing young children to the horrors of war and destruction of people, it approaches war from a different perspective, describing the threats it poses on a town and in this case, the library of Basra and its books.

Classroom Applications: This book could be read aloud to older elementary students, or even older, so that the teacher can appropriately facilitate any conversations that may come up at the end.  Either before or after reading this book aloud with students, the teacher and students can locate Iraq on the map and see where it is in relation to where they are currently located in the world. Following the read aloud, children can conduct further research into Iraq, finding information that would give them greater insight into what it would be like to live there. Students can also look for text to real world, or self, connections. Students can think about how this story relates to their life, thoughts, and feelings and what they would do if something bad happened to their library. Would they help? As an extension, and for those who are curious, this could either be done individually or as a class, students can write to Jeanette Winter to find out if Alia’s library has been rebuilt. Having an answer to this may provide closure for some students. Students can also work together to draw and design a new library for Alia and the city of Basra.

[jenmarchiano]

Nelson, M., & San Artists of the Kuru Art Project of Botswana.(2012). Ostrich and Lark. Honesdale, Pa.: Boyds Mills Press.The story, which captures the feel of a traditional African folktale, tells of an unlikely friendship between two characters, Ostrich and Lark. Lark, has a boisterous personality, singing loud and proud every morning, while Ostrich is more subdued, remaining silent. Eventually, Ostrich surprises himself, and all the other animals, including Lark, by finding enough courage one day to unearth his own unique voice. Picture Book, JMM.

Thoughts: The spectacular artwork, by the San artists of the Kuru Art Project of Botswana is bold, bright and beautiful, inspired by the ancient rock paintings of the Sans people. Although I was very fond of the illustrations, I found the pages to be a bit distracting. Because of this I think this picture book would be great to use as a read aloud, where children can just listen to the story while absorbing the paintings. Overall, I think it is a magical story with a powerful message of finding one’s own voice and embracing it. I definitely think it is worth sharing and reading.

Classroom Applications: As mentioned before, this picture book would be great to use as a read aloud. Many discussions can follow about the unique friendship between Ostrich and Lark and the significance of Ostrich finding his own voice. An analysis and discussion can also be had on the Sans artwork. Afterwards, students can be encouraged to choose a bird from the story, possibly one they might identify with, and try to paint the character in the same San style that is used in the books’ illustrations.

[jenmarchiano]