Big Changes

Raina Telgemeier's Smile is about big changes in a young girl's life. No, not those kinds of changes (although as a father to two girls I'll have my share of those awkward moments). We're talking instead about subtler changes, hinted at from the start by the book's cover, which features a brace-clad smiley face. From Scholastic's Booktalk:

Aah, hanging out with your friends. You laugh. You go shopping. You have sleepovers and you always have fun. Well, imagine this: you and your friends are chasing each other one day and you trip. When you fall, you hit the cement. You hit the cement so hard that you knock out your two front teeth! This is exactly what happens to the character of Raina in the graphic novel Smile by Raina Telgemeier.

After an emergency trip to Dr. Golden's office, the dentist glues Raina's teeth back into her mouth. He covers them in gauze that soon becomes soggy and gross. When Raina takes off the gauze, she discovers that the teeth have been inserted too far. Now she looks like a vampire! Going to school looking like a vampire will definitely make boys notice her, but not in a good way.

While the book on its simplest level is the story of Raina's teeth trials, on a much larger level it's the story of a girl who struggles to maintain her own identity while still fitting in. One part I particularly love is when Raina comes to the realization that she has to move on from her former friends, who are acting less and less supportive, to a new circle of friends in high school. These transitions happen in real life, of course, but less often in middle school lit. Too often we're offered a much simpler, pat solution.

I love Smile for a number of reasons:

• It fits in with my year-long theme of Survival. While it's not survival in the life-and-death sense of The Devils' Arithmetic, it's as authentic (but not as gritty as) The Outsiders. Personally I'd rather face a multitude of other dangers before ever agreeing to be a middle school girl! Other themes for this book include Identity, Acceptance, Affiliation, Change, Coming of Age, Conflict, Choices, Relationships, Loyalty, Conformity, Belonging, and Differences.
• Its autobiographical format makes it more authentic. Truth is absolutely stranger than fiction, and we feel for our protagonist here because she is so true-to-life. (Learn more about Raina at her site).
• The narrative flows without gaps. Many graphic novels assume that readers will be able to plug bill holes between frames. At no time, however, does Telgemeier leave us wondering what we missed.
• The overall design and illustration are flawless. My six year-old was so taken with the illustrations that she squirreled away with the book for two hours, and "read" it from cover to cover, reading, of course, just those words she could. (She then asked to have it read aloud to her before bed each night). To get a good feel for the book's flow, check out this video trailer from Scholastic.
• Scholastic has printed it in standard paperback, rather than oversize, format. This not only allows the book to handled more easily, but avoids the look of a graphic novel. Some students would rather their friends see them with a chapter book than a "comic book." See how cruel middle school can be?
• It uses comic conventions. Thus readers who are successful with this book may move on to other graphic novels, which in turn will keep them reading. (Need some suggestions? Check out this previous post on Graphic Novels and New Literacies from this site).
• Scholastic has provided a very cool Make Your Own Smile Graphix site (see the screen shot here) where students can manipulate scenes, characters, objects, and speech bubbles to create their own stories.

A conference attendee once asked if I'd use a graphic novel (like Smile) for a classroom study, but I know full well that students would race to the end of their own. But I guess that's a good thing, right? And that's also why my classroom shelves boast a nice supply of these books.

Seeing Through New Eyes

The Seeing Stick
written by Jane Yolen
illustrated by Daniela Jaglenka Terrazzini

The Seeing Stick was originally written by Jane Yolen in 1977, and was a recipient of the Christopher Medal in 1978. The book tells the tale of young princess Hwei Ming, whose name, when translated to English, means “the lightless moon on the last day of the month...becoming luminous.” This is a fitting name, for the princess is blind, and enjoys none of what she is given due to the darkness of her world.

Hwei Ming’s father, the emperor of Peking, announces that if anyone can help his only daughter to see, that person will be rewarded with fortune in jewels. In rhythmic prose begging to be replicated the author writes:

"Monks came, of course, with their prayers and prayer wheels, for they thought in this way to help Hwei Ming to see. Magician-priests came, of course, with their incantations and spells, for they thought in this way to help Hwei
Ming to see. Physicians came, of course, with their potions and pins, for
they thought in this way to help Hwei Ming to see..."

but none can find a cure.

A solitary old man hears the emperor’s request, so he travels a great distance to Peking. “The sun rose hot on his right side, and the sun set cool on his left” provides the reader with the idea that the journey is long and not undertaken lightly.

When the old man finally arrives, clothes tattered and dirty from his travels, he is turned away by the city guards. But through cleverness and creativity the old man is brought before the emperor, and there he is able to show the princess a new way of seeing (no spoiler here!). Hwei Ming then becomes a teacher to other blind children of Peking. Only on the last page does the reader discover that the old man was blind as well.

My first concern as a teacher is to ask, "Does this book's treatment of blindness minimalize or stereotype that condition?"

In researching that question, I came across an excellent article in the Future Reflections, a publication of the National Federation for the Blind. In the The Lack of Insight in Children’s Literature Regarding Blindness by Merry‑Noel Chamberlain, the author takes to task many authors' rather contrived treatments of the topic of blindness. Their books, she argues, fall prey to nine stereotypes. But in speaking of The Seeing Stick, Chamberlain says:

Like Knots on a Counting Rope, this folk tale is successful in avoiding the nine stereotypes about blindness... While there were earlier ‘hints’ that the man was blind, that fact was not truly revealed until the end of the book. Thus, the young readers, who may not know much about blindness, would probably think of this character as simply an ‘individual’ and not a ‘blind person.’ The author showed that a blind individual is quite capable of traveling without a sighted escort, and she did this without suggesting that he had miraculous powers. By the same token, The Seeing Stick did not portray blindness “as total tragedy.” The book did show the grieving of Hwei Ming’s father, but this was later turned around when Hwei Ming learned some alternatives. There might have been a touch of Dr. Jernigan’s themes of “Blindness as a perfect virtue” and “Blindness as purification” in the characterization of the princess. She seemed to be disconnected with the world around her or somewhat shy. Apart from this, however, the book educated its readers about blindness in an accurate and dignified manner.

So the wonderful narrative of Jane Yolen not only stands the test of time, but it stands the test of current theory and practice. But understand what's equally cool about this new edition are the incredible illustrations by Daniela Jaglenka Terrazzini. Like the original version, the first pictures are monochromatic; color is slowly introduced as the old man enters Peking. But in this new edition, the full color pages, (reminiscent in their flowery detail and complexity of medieval manuscripts and Chinese calligraphy), are printed on glossy paper, with many elements of each illustration raised off the page, so the images can be almost read with the fingers. I've read an incredible number of picture books, but the beauty of these pages was a surprise even for me. I was, quite literally, seeing the story in a new way.

This book would make a wonderful addition to any well-rounded collection of international tales. It should also find its place into any unit or discussion on disabilities, perhaps better called differences (see this lower grade unit on Studying Differences through Literature for some ideas). If you're looking for some other picture books on differences, this list from the ESSL Children's Literature Blog is a good start, as is A Guide to Children's Literature and Disability.

Some 300 books into her career, Jane Yolen continues to be an incredible agent of change for children's literature. Be sure to visit her site to view her other titles, as well as the great collection of resources and interviews collected there.

Holocaust Picture Books

Universal Themes:

Acceptance, Courage, Determination, Heroism, Loss, Tolerance

NOTE: Since the publishing of this post, I have created an Annotated List of Holocaust Picture Books which includes the following books, and many more. Get that free resource and be sure to share recommendations I may have missed!

A growing number of teachers and parents who have attended my workshops or visited my sites have asked about picture books for teaching the Holocaust. Many teachers, for example, express interest in using picture books to establish historical background for novels such as The Devil's Arithmetic, Number the Stars, The Diary of a Young Girl, and Milkweed. Another great Holocaust-related novel is When Hitler Stole Pink Rabbit (read a review at Daphne Lee's The Places You Will Go blog).

I know from several years' experience with my own fourth graders that students at this level have an extremely limited (if not nonexistent) schema concerning World War II and the Holocaust. And furthermore, their parents typically do not want them to learn the gruesome details of the event. Picture books allow me to prepare students with just enough age-appropriate foundational knowledge to understand the social and historical context of a novel such as Number the Stars.

Some teachers have asked, "How can picture books address a serious topic such as the Holocaust, an historic event filled with equal parts tragedy and heroism, horror and courage? Don't picture books denigrate and disrespect the memories of those who perished and those who survived?"

I would challenge those teachers to examine the excellent picture books I've collected here. I think you'll agree that each of these texts will provide a concise, emotionally powerful account of this important human story that dignifies and honors all who were involved.

"... in spite of everything, I still believe that people are really good at
heart. I simply can’t build up my hopes on a foundation consisting of confusion,
misery, and death. I see the world gradually being turned into a wilderness, I
hear the ever approaching thunder, which will destroy us too, I can feel the
sufferings of millions and yet, if I look up into the heavens, I think that it
will all come right, that this cruelty too will end, and that peace and
tranquility will return again."

Anne Frank, The Diary of a Young Girl

Star of Fear, Star of Hope

by Jo Hoestlandt

In the middle of the night, children wonder about the strange comings and goings they witness in their apartment building. Why the mysterious knocks and whispered exchanges? Why do they never see some of their neighbors again? Told with brevity and illustrated with subdued colors, this books encapsulates the uncertainty and intensity of the times.

The Cats in Krasinski Square 

by Karen Hesse

Upon my first reading, I thought this book was somewhat of a joke, if not outright disrespectful. When the citizens of Warsaw hear that the Germans have learned of a plot to smuggle Jews through the train depot, an unlikely plot is hatched. The citizens, most of them children, gather all of the city's stray cats and bundle them in large sacks. These cats are later released at the station, confounding the Nazi dogs that were brought in to sniff out the Jews. I was shocked to read the final page and discover that this event actually occurred! Students are amazed to learn that kids their age could act with such bravery in such a desperate time.

The Butterfly
by Patricia Polacco

Monique awakens one night and imagines that she sees a ghost in her room. She later discovers that the ghost is actually a young Jewish girl, being hidden from the Nazis who occupy the French town. Although the symbol of a butterfly as freedom may seem too familiar to adults, students will enjoy identifying and discussing the metaphorical meaning of the book's title. This book, too, is based upon actual events, this time involving relatives of the author.

The Yellow Star: The Legend of King Christian X of Denmark 
by Carmen Agra Deedy

When Denmark is occupied by the Nazis, King Christian X is allowed to remain in office, and he faithfully rides, unguarded, through the streets of Copenhagen each day, greeting his subjects. When this popular king learns that the Nazis plan to force Danish Jews to wear stars, the king enlists his tailor to sew a Star of David on his tunic. The following day the king, who is not Jewish, proudly wears the star as he takes his morning ride. His subjects, inspired by this act of bravery and resistance, follow his example. Unfortunately, the author explains at the book's end, this story did not, in fact, happen in this way. But, she asks, what if it had? What if the king had summoned the courage to do this? And what if everyone in the world, when facing unfairness and prejudice, were brave enough to stand up for what is right?

I Never Saw Another Butterfly 
by Hana Volavkova

"Fifteen thousand children under the age of fifteen passed through the Terezin Concentration Camp. Fewer than 100 survived. In these poems and pictures drawn by the young inmates, we see the daily misery of these uprooted children, as well as their hopes and fears, their courage and optimism." (from the Amazon.com Review)

This unusual picture book contains drawings and verse from children who passed through a German concentration camp. A simple, yet powerful, book for sharing.

Before Reading Questions

• What do we know about World War II? Why was it called a world war? Which countries were at war?
• Who has ever heard of the Holocaust? What do we know about that event?
• What is meant by prejudice? What seems to be that word's root word? Who has ever heard of the word tolerance?

In my own class, two or three of these books are used to set historical background and build schema. As we begin our novel, other picture books are read to see this event from different perspectives. The selection and order of picture books depends upon many variables including the age of students, existing knowledge, the chosen novel, and selected themes. As the unit progresses you may decide that you need to include additional picture books to fill in learning gaps.

After Reading Questions

• What are your feelings about this book?
• What would you have done in this same situation?
• Who had difficult choices to make? Who was forced to act in a certain way without any other choice?
• Think about our themes for this unit. How are those themes addressed here?
• Let me share with you what the author wrote at the end of this book (share any additional historical information which the author or editor have provided). How does that help us better understand what we read?

Extension Ideas: Language Arts

• The nation of Israel created a postage stamp and a monument to honor the Danes who helped smuggle Jews from their country during World War II. Similarly, students could design a stamp, monument, or other memorial to honor a person or group of people who exhibited bravery or integrity during this troubling time.
• Many Jews were able to emigrate from Europe in order to escape the Nazi regime. Who were some of the most famous Jewish refugees? What contributions have they made to American culture? An excellent picture book for understanding the refuge experience is Ann E. Burg's Rebekkah's Journey, a meticulously researched historical fiction picture book which describes President Franklin D. Roosevelt's plan to shelter 1000 Jews in upstate New York. The facts are given a human perspective through the eyes of seven-year-old Rebekkah.

Extension Ideas: Social Studies

• In 1998, the principal of Whitwell Middle School in Whitwell, Tennessee wanted to open her students eyes to the world beyond their small, rural community. Students and teachers began collecting six million paper clips to symbolize the six million Jews killed in the Holocaust. The project took on a life of its own, which is chronicled in an excellent documentary titled Paper Clips. You can find an informative discussion of that film at the American Historical Association site. This movie is appropriate for grades four and up. After viewing the film, students can discuss which understandings of the Holocaust were confirmed, and what new information was gained. Older students may even wish to research media reactions to this project; not all were supportive.
• Students can research Holocaust memorials throughout the world. How are the victims and heroes of this tragic event remembered?

Do you have another resource you use for teaching the Holocaust? Does your class read a Holocaust related novel, and if so, what are the themes upon which you focus? Would love to hear from you; please email me your thoughts!

Enemy Pie

Enemy Pie
by Derek Munson
Universal Themes:

Acceptance, Choices, Friendship, Conflict Resolution, Differences, Perspectives, Relationships

Before Reading Questions

• Who here has a best friend? What special qualities make this person a friend?
• What is the opposite of a friend? Is it a stranger, is it an enemy, or is it something else?
• Today's book is Enemy Pie. Before I show you the front cover, I'll tell you what appears there: a large pie with a note that reads, "For My Best Enemy." We talked about a best friend; is there such a thing as a "best enemy?" And why would you want to give something as delicious as a pie to your enemy?
• Let's look at the front cover. Do you think you'd enjoy enemy pie? What might be this character's intentions with this pie?

Summary

One boy's perfect summer seems to be ruined when his worst enemy, Jeremy Ross, moves in down the block. Fortunately, though, Dad has a recipe for enemy pie. But it seems that the pie will only be effective if the recipient is treated kindly before eating it. Reluctantly, the boy agrees to spend time with Jeremy.

As the boys spend the day shooting hoops, jumping on the trampoline, and throwing water balloons at the girls, our protagonist begins to realize that Jeremy isn't a bad kid at all; in fact, he and Jeremy share many traits and interests. So imagine his confusion and consternation when the pie is finally served. He desperately wants to tell Jeremy, "Don't eat it! It's poison!" But then he realizes that Dad, wise old Dad, is eating the pie as well, and enjoying himself immensely. The lesson here is pretty clear, and well delivered.

After Reading Questions

• Why didn't the main character like Jeremy Ross?
• Why did his father suggest enemy pie?
• So, did the pie work? 
• What else might his Dad have suggested? Why was the pie a clever idea?
• At what point did we, the readers, realize what was happening? (You may also wish to tell students that when the reader knows something that a character does not, it is called dramatic irony. Dramatic irony is a terrific way of building suspense in a story. Remember when we heard that music in Jaws? Dramatic irony!).

Extension Ideas: Language Arts

• Before reading Enemy Pie, have students create lists about friends, while practicing parts of speech. For example, the first prompt might be, "Another name for friend is ____" (these would be nouns). Another prompt might be, "Friends are always ____" (adjectives). Then, "Friends always _____ (verbs, along with some other words if needed). And possibly, "Friend never ______" (again, verbs). Later, adverbs can be added to the verb phrases to complete them. Again, I would do this brainstorming before reading the book, and then again after.
• Using the lists from above, have students create a "Friend Poem." Boys, it seems, are especially reluctant to writing poetry, but I've found that they will do so, and with great success, if I 1) ask them to write bulleted lists from their prior experience (and thus tap into their schema), and 2) create a template for the poem, which provides a structure for their thoughts. So the template for a Friend Poem might simply be, "A friend is someone who..." and the lines that follow can be rhyming couplets, or simply verse.
• Taken one step further, the ideas from the first bullet can be used to create a Word Cloud, which is a cool, free form poem. Wordle.net allows you to enter words and phrases, and then transforms them into a variety of configurations which you can later change. 

Extension Ideas: Math

• The subject of pie is a perfect introduction to fractions. Students can solve problems involving addition and subtraction of fractions, as well as equivalent fractions, using visuals as a concrete reference. Suppose, for example, Dad bakes three pies for when the boys invite the girls over. Each pie is sliced into eight slices, and two slices are eaten from each pie. If the remaining slices are placed together into pie plates, how many total pies are there? Do any separate pieces remain? And so on.
• For the older set, how about a lesson on pi? Apart from the pun, pies lend themselves nicely to the study of terms such as radius, diameter, circumference, area, and, of course, pi.

Extension Ideas: Science

• Very simple and quick pudding (creme) pies can be made in class using instant pudding. Many stores sell small graham cracker tart shells which can be used rather than large pie crusts; this allows each student to create their own pie, which can be topped as they like (with sprinkles, whipped cream, mini-marshmallows, etc.).
• Do you have another Science idea for here? I'd love to hear it and will gladly post it!

Extension Ideas: Social Studies

• If your class is presently studying history, what evidence is there of conflict between two groups of people? (European settlers vs. the Native Americans, Colonists vs. the British, North vs. the South, etc.) Do these conflicts originate from a failure to know and understand the perspectives of the opposing side? Are the differences between the two conflicting groups truly irreconcilable, or are the two groups simply refusing to compromise? Students can be asked to write a bulleted list summarizing the view points of both sides, with the intention of arguing one side or the other. The challenge is, they will not know which side they are arguing until seconds before their turn. The "argument" portion can be either a full-class debate or a one-on-one confrontation, where students are paired and must carry on a dialogue in front of their peers. Several peers may be chosen to act strictly as a jury or panel of judges rather than debate.