Module 13- American Born Chinese, Gene Luen Yang.

Yang, Gene Luen. American Born Chinese. Dongguan City, Guangdon Province, South China Printing Co. Ltd.; 2010.

Summary
The Monkey King of Flower-Fruit Mountain was a deity in his own right. He had been born of a rock, purged the Flower-Fruit Mountain of the Tiger-Spirit, and mastered thousands of of minor disciplines as well as the four major heavenly disciplines. Despite all this, he still wasn’t invited to the dinner party of the gods. Jealous and angry, the Monkey King mastered even more disciplines in hopes of gaining a place among the gods, but the gods merely asked him to recognize his place as a lowly monkey. After refusing to accept this, Tze-Yo-Tzuh, creator of all existence, trapped the Monkey King under a large pile of rocks. Because of the Monkey King’s pride, he would not return to his normal monkey shape which would allow him to simply wiggle out from beneath the rocks.
Meanwhile, Jin, a first generation Chinese-American, is struggling to fit in at school. There are only two other Asians at school, and they are all bullied. Jin falls in love with a white girl from school, but her white friend asks Jin not to talk to her anymore because he is Chinese. Angry and depressed, Jin wishes to be different. Selling his soul, Jin becomes a white boy with curly blond hair and names himself Danny.
Danny’s cousin Chin-Kee comes to visit for a while and even attends American high school with Danny. Chin-Kee has a heavy accent, wears traditional Chinese clothing, and says things the white students deem offensive. Deeply ashamed and embarrassed of his cousin, Danny feels that his life is over.
Back under the pile of rocks, The Monkey King is convinced by a holy man to return to his original form. He does and escapes from his rock prison. He is then confronted by the most powerful gods and given a mission.
Back at the American high school, Danny attacks his cousin in a fit of rage. Danny knocks off Chin-Kee’s head, and we discover Chin-Kee is the Monkey King. He makes Danny reveal his true form then explains he came to serve as Jin’s conscience, as a signpost to his soul. The Monkey King is also the father of Jin’s best friend who has forsaken his true form, just as Jin did. Jin then confronts his best friend and over time the two begin to embrace their Chinese heritage.

Impressions
This is the best graphic novel I have ever read. It’s so much more than just a superficial story with a lot of illustrations. This novel is meant to teach, not just to entertain. The feelings Jin and the Monkey King struggle with- not having anyone be able to see your own self-worth, wishing you were someone or something else, hiding your own identity at the expense of your conscience- are common among everyone, teens especially. Yang alternates between the story of the Monkey King and Jin/Danny until the very end in a fun, poignant ending. This book is so honest and open, and the illustrations are bright and colorful as well as effective at conveying both humor and emotion.

Reviews
Greg McElhatton. American Born Chinese. Read About Comics. Retrieved November 12, 2010 from http://www.readaboutcomics.com/.
"Yang’s American Born Chinese is one of the stronger examples of multiple, intertwined narratives that I can remember. Each of the three threads—the Monkey King, Jin, and Danny—stands on its own initially as its own, independent story. It’s not until we get to the end of the book that one sees how the plots of the three are connected, doing so in a fairly delightful manner. None of the stories feel like they’re getting short shrift from the others, and that balance between the narratives helps keep the reader interested in all three. At the same time, it’s clear from the beginning that the three stories are connected when it comes to the themes of identity and acceptance. All of our main characters are desperate to shed something connected to themselves—the Monkey King’s species, Jin’s Chinese heritage, and Danny’s cousin—for the sake of how other people perceive them. Yang neatly sidesteps the chance for this to become a story that preaches or speaks condescendingly to the reader, though. The basic theme is stated quickly and then left in the background for the reader to think about; while the basic idea permeates the book, one never feels like Yang is hitting you over the head with the ideas."

Cornog, Martha. Library Journal, 3/15/2007, Vol. 132 Issue 5, p54. Retreived November 12, 2010, from Academic Search Premier database.
"A National Book Award finalist and ALA's Printz Award winner, this fable stars the mythological Monkey King, realistic youngster Jin Wang of Taiwanese parentage, and TV sitcom teen Danny. All three are dogged by an unwanted identity and humiliated by others' prejudice. The Monkey King trains to be a god but is unceremoniously bounced out of heaven and urged by "he who is" (the great god) to be what he is: a monkey. Jin tries to be accepted and romance a fellow student but gets picked on by classmates. Danny does well with friends until Chinese cousin Chin-Kee, a bitingly funny bundle of racist stereotypes, makes his annual visit and behaves so offensively that Danny must change schools. Finally, the three stories suddenly merge, to center on Jin coming to terms with his minority experience and moving beyond his own fear and hostility. Coalescence comes almost too quickly, but the trivision approach and treatment are unique and moving. The art is simple, colorful, and both attractive and effective. Some potty humor; recommended for teen and adult collections."

Suggestions for Library Use
In a library with some kind of teen reading program, this book would make be an excellent featured novel. Teens could read it, discuss how it feels to be different, if there are truly are benefits of just being yourself, etc.
This book is fun, easy, and fast to read and as such would appeal to a lot of teens. For use in a school, or a library that works very closely with homeschoolers, it would be fun to read this book as part of the English curriculum to study more unique forms of literature. Teens could then write and illustrate their own short graphic novels, write their own stories of instances when they were singled out for somehow being different, etc. They could even partner together as most graphic novelists have color experts that help with illustrations.

Module 12- King of the Mild Frontier: An Ill-Advised Autobiography, Chris Crutcher

Crutcher, Chris. King of the Mild Frontier: An Ill-Advised Autobiography. New York: Greenwillow Books, 2003.

Summary
Chris Crutcher, author of Angry Management, Whale Talk, The Sledding Hill, and the highly challenged book, Deadline, takes readers back to his childhood in rural 1960s Idaho. Crutcher is terrible at sports yet never stops trying to impress girls with his "skills," tries to woo a girl by presenting her with a giant scab, stinks up a bus with Limburger Cheese and mink urine, has perfect church attendance to win a mysterious prize, and is talked into all sorts of pranks and trouble-making by his older, wiser, and more manipulative brother. Add to all his misadventures buck teeth, pride, a propensity for bawling, and a raging temper, and this book is a very honest look at some experiences that are only funny to look back on. It's not until college that Crutcher learns to use his emotions as positive motivators. This inspires him to become a therapist and teen novelist. Throughout the book, Crutcher mentions how characters or situations in his novels are drawn from his own experiences.

Impressions
There were parts of this books where I could not stop laughing. The descriptions about spreading cheese and mink urine all over the senior's fieldtrip bus were priceless! Crutcher is a master of imagery and deadpan humor. Crutcher's style is also semi stream of consciousness, however, and I often found myself confused as to what point in life various stories were taking place or what the story was about. I was also really surprised at the very adult language used. This book uses a lot of profanity, including multiple uses of the f-word, so watch out if you're planning on reading this to youth.

Reviews
Roback, Diane; Brown, Jennifer M.; Bean, Joy; Zaleski, Jeff. Publishers Weekly, 3/3/2003, Vol. 250 Issue 9, p77. Accessed November 3, 2010, from Academic Search Premier database.
"In this funny, bittersweet and brutally honest autobiography, Crutcher recounts his journey from a boyhood misspent in remote Cascade, Idaho ("The information highway was a single-lane logging road winding through steep mountains, dead ending at some nameless 'crick' ") to his present life as a writer. The author displays the same impeccable comedic timing that characterizes his young adult novels. Among the many laugh-out-loud episodes he recalls are his older brother's knack for always gaining the upper hand (he talks young Chris into peeing down the heat-register in the living room and convinces him that Jesus had an "older, smarter brother" named "Esus"), plus the author's penchant for "perty girls," which lost him his front teeth when he tried to impress a girl while playing softball. Nothing tops his misadventures in small-town sports ("If you didn't show up for football practice on the first day of your freshman year, they simply came and got you"), including his days as a terrified 123-pound freshman ("with all the muscle definition of a chalk outline") and his initiation as a letterman (involving oysters, an olive and a large dose of humiliation). It is precisely this sense of humility that allows readers to laugh with young Chris, rather than at him. Crutcher can also turn from hilarity to heartache, as when he discusses his mother's alcoholism or his own legendary temper (which plagued hm in his childhood but which he attributes to the compassion he brings to his work as a family therapist). Readers will clasp this hard-to-put-down book to their hearts even as they laugh sympathetically. Ages 13-up."

Carter, Betty. Horn Book Magazine, May/Jun2003, Vol. 79 Issue 3, p368.
Accessed November 3, 2010 from Academic Search Premier database.
"Crutcher, best known for his novels and short stories, has discovered his most effective voice in this collection of episodic, autobiographical essays. Informal essays invite self-revelation, humor, loose structure, and even moralizing; Crutcher responds to all four elements. He writes in an easy, conversational tone, as if he were sitting down swapping stories with his good friend, the reader. He moves back and forth in time, as storytellers do, letting one incident connect to the next thematically rather than chronologically. And what stories he has to tell. There's the time he wants to impress a girl playing baseball and winds up leaving one of his front teeth implanted in the bat. And the time he takes Paula Whitson, the girl of his dreams, to the White Christmas Ball sporting a zit the size of Everest in the middle of his forehead. And even the time Crutcher, full of adolescent cruelty, sponsors the school's most unpopular girl for carnival queen. Crutcher relates direct lessons from his father on relativity and manners, and indirect lessons from his mother on courage. Some of these stories--his own Stotan week, the penis-in-the-popcorn-bag legend--found their way into his novels. But most serve as introductions to his meditations on such subjects as anger or heroism or religion or cruelty, themes that inform all his work. Crutcher concludes that life gives him "a rich pool for stories"; he, in turn, shares that gift with readers. Dive in."

Suggested Library Use
Due to the very mature content (sexuality, death, gratuitous language, etc.), I would not actively promote this book to youth for fear of some serious backlash from parents and teachers. I would, however, include it with a display of Crutcher's other works because it is a funny, poignant book that gives a lot of insight into Crutcher's novels and hope to other kids who might consider themselves losers or outsiders.

Module 11- The Day-Glo Brothers, Chris Barton

Barton, Chris. The Day-Glo Brothers. Charlesbridge Publishing: Watertown, MA, 2009.

Summary
Bob and Joe Switzer were brothers, but were very different. Bob liked to get up early, study hard, and wanted to be a docter when he grew up so he could help people. Joe liked to stay out late and preferred creating magic tricks to working. Joe also wanted to help people, but through entertainment. In college, Bob sustained a serious injury which put his dreams of med school to an end. While recovering in his parents' dark basement, Bob and Joe found some eyedrop liquid that glowed in the dark. Their dad was a pharmacist and often had chemicals and medicines lying around the house.
Bob and Joe knew they had stumbled upon something great. They began experimenting with chemicals, eyewash liquids, blacklight, and colors until they invented day-glo colors- those bright neon greens, oranges, and yellows we use today for everything from traffic cones to clothes.
Through their invention of colors, Bob and Joe were able to help people afterall.


Impressions
It absolutely boggles my mind that Bob and Joe Switzer invented neon colors! They invented colors we see everyday. Invent colors? That's amazing! This book is fantastic! I can't stop thinking about the Switzers inventing colors! The illustrations are 50s style cartoons in black and white with very gradual additions of day-glo colors, orange, green, yellow- that start out faint and end with eye-popping intensity. It really adds to the quirkiness and charm of this book. This book is a must-read for young inventors, science enthusiasts, and big-dreamers.

Reviews
Callaghan, Anne Chapman. School Library Journal, Aug2009, Vol. 55 Issue 8, p118. Retrieved October 29, 2010 from Academic Search Premier database.
"Gr 4-6--Before 1935, fluorescent colors did not exist. Barton discusses how two brothers worked together to create the eye-popping hues. Joe Switzer figured out that using a black light to create a fluorescent glow could spruce up his magic act, so the brothers built an ultraviolet lamp. They began to experiment with various chemicals to make glow-in-the-dark paints. Soon Joe used fluorescent-colored paper costumes in his act and word got around. Through trial and error, the brothers perfected their creation. The story is written in clear language and includes whimsical cartoons. While endpapers are Day-Glo bright, most of the story is illustrated in black, white, gray, and touches of color, culminating in vivid spreads. Discussions on regular fluorescence and daylight fluorescence are appended. This unique book does an excellent job of describing an innovative process."

Kirkus Reviews, 6/15/2009, Vol. 77 Issue 12, p653. Retrieved October 29, 2010 from Academic Search Premier database.
The Switzer brothers were complete opposites. Older brother Bob was hardworking and practical, while younger brother Joe was carefree and full of creative, wacky ideas. However, when an unexpected injury forced Bob to spend months recovering in a darkened basement, the two brothers happened upon an illuminating adventure--the discovery of Day-Glo colors. These glowing paints were used to send signals in World War II, help airplanes land safely at night and are now found worldwide in art and advertisements (not to mention the entire decade of 1980s fashion). Through extensive research, including Switzer family interviews and Bob's own handwritten account of events, debut author Barton brings two unknown inventors into the brilliant light they deserve. Persiani, in his picture-book debut as well, first limits the palette to grayscale, then gradually increases the use of color as the brothers' experiments progress. The final pages explode in Day-Glo radiance. Rendered in 1950s-cartoon style, with bold lines and stretched perspectives, these two putty-limbed brothers shine even more brightly than the paints and dyes they created.

Suggestions for Library Use
Coupled with other books about famous inventions and discoveries, this book would make a super fun storytime for all ages. Little kids could color with neon and older kids could make up their own inventions and put them on paper. It would also be fun to observe colors under a black light as part of this storytime featuring day-glo.

Module 10- Show Way, Jacqueline Woodson

Woodson, Jacqueline. Show Way. New York: Putnam Juvenile, 2005.



Summary
A Show Way is secret map in the form of a quilt used to guide runaway slaves. Author Jacqueline Woodson's ancestors used to sew these Show Ways to show fellow slaves the way to freedom and to help each family member remember the path of her own life. By tracing her mother's side of the family, Woodson then shows how subsequent generations of her family are linked together by figurative threads, and that these figurative threads can also help us remember who we are and what our personal maps are to our dreams.



Impressions
The fact that this book is a family history of the author makes the book much more touching and personal. This book makes history come alive. Also, the subject matter is also interesting- I had never heard of a Show Way Quilt before.



Reviews
Oluonye, Mary N. School Library Journal, Nov2005, Vol. 51 Issue 11, p111. Retrieved October 27, 2010 from Academic Search Premier database.
"K-Gr 5-- Soonie's great-grandma was only seven when she was sold away from her parents in Virginia and sent to South Carolina. All she had was a piece of muslin from her mother, two needles, and bright red thread. She was raised by Big Mama, who cared for the plantation children and at night whispered stories of freedom. Big Mama taught great-grandma how to sew messages and directions into quilt patterns, a Show Way. The quilt-making tradition is passed down through successive generations of women in the family. Finally, readers meet the narrator, who grew up to become a writer and tell the stories of many people's Show Ways. A poignant trail at the end of the book shows eight generations of women and the author's baby painted against the background of quilt patterns. Show Way is a sophisticated book that introduces readers to the passage of time, family traditions, and the significance of quilts and their patterns in African-American history. The gorgeous, multimedia art includes chalk, watercolors, and muslin. An outstanding tribute, perfectly executed in terms of text, design, and illustration."

Kirkus Reviews, 9/15/2005, Vol. 73 Issue 18, p1037. Retrieved October 27, 2010 from Academic Search Premier database.
"Show Ways are quilts with secret meanings--guides to freedom. In this beautiful volume, quilts are the connecting threads of the generations, from Soonie's great-grandmother, sold away from her Virginia home as a girl of seven, to Soonie's great-great-granddaughter Toshi, Woodson's daughter. It's a celebration of mothers--all of those strong women through the generations who "loved those babies up." Gorgeous multimedia art includes watercolors, chalk and fabric, photographs incorporated into original art and joyous watercolor figures jumping broom. Patchwork and crazy quilts are two common motifs used, the latter, with jagged stitching resembling railroad tracks, representing the harshest of times. Whether quilts were actual maps to freedom or such stories are simply folklore, quilts are a perfect device to portray the generations of a family. Like Deborah Hopkinson's Sweet Clara and the Freedom Quilt (1993) and Under the Quilt of Night (2001) and Doreen Rappaport's Freedom River (2000), this takes a difficult subject and makes it accessible to young readers. One of the most remarkable books of the year. (Picture book 5+)"

Suggestions for Library Use
Combined with other picture books about slavery, the underground railroad, and maybe even a biography about Harriet Tubman or another famous abolitionist this would make a fantastic storytime about slavery. Paired with books about the Civil War or the South, or an experience of a child in the North during the Civil War (Polacco's January's Sparrow?), or even books about the Civil Rights movements in the 60s, this would make an interesting American History-themed storytime about one topic from different perspectives. For the storytime craft project, I'd provide construction paper and scissors or even just crayons for children to draw their own "Show Ways." They could make up symbols and make a map to their house, a treasure map, etc.

Module 9- The 39 Clues Book 1- The Maze of Bones, Riordan, Rick

Riordan, Rick. 39 Clues Book 1- The Maze of Bones. New York: Scholastic, 2008.

Summary
Amy and Dan Cahill have been raised by their unlikeable great-aunt during the week and their beloved grandmother, Grace, on the weekends because their parents died under very mysterious circumstances. When Grace Cahill dies, she leaves her very large extended family a choice- accept their inheritance of 1 million dollars or forfiet their money for the first of 39 clues to a dangerous search that will lead them to the source of their family's power. Surprisingly, mild-mannered Amy, signs her and her brother up for the clues. Despite their relatives being much more good-looking, famous, wealthy, and powerful, Amy and Dan do very well finding the clues within the clues that lead to the first clue in this National Treasure/Da Vinci Code-esque book. Tricking their au pair to come with them, Amy and Dan's findings eventually lead them to the catacombs of Paris where they narrowly escape death, fight other family members, and find the second of 39 clues that will lead them to Vienna. All the while, Amy and Dan are finding out secrets never before revealed about their parents and the reader is lead to believe their parents died trying to solve the mystery of the 39 Clues.

Impressions
"Clues within the clues that lead them to their first clue?" Yes, The 39 Clues are that confusing. Once you get used to the idea of never actually finding the solution to a clue, however, The Maze of Bones, is a really fun, fast read. It's also full of historical information that's actually interesting. I found myself learning all kinds of cool things about Benjamin Franklin, his life, his inventions, etc.

Reviews
Hersh, Marilyn. School Library Journal, Feb2009, Vol. 55 Issue 2, p58-59. Retrieved October 23, 2010 from Academic Search Premier database.
“This is the first installment (Scholastic, 2008) of a projected 10-book series about 39 clues to a family's secret 500-year-old history left in a will by Grace Cahill, the last matriarch of the most powerful family in the world. The people mentioned in her will have the choice of inheriting one million dollars instantly or competing to win the fortune by collecting all the clues. Orphans Amy and Dan Cahill attend their grandmother's funeral and are swept into a worldwide search. The first clue, to "seek out Richard S," leads the youngsters to Poor Richard's Almanac, Ben Franklin, and the catacombs below Paris. This is an involved tale with lots of characters and plot twists that set the stage for the nine books that will follow. The children escape a fire, a bomb, a sink hole, and outsmart disreputable Cahills. Along the way, they learn about their dead parents and world history. The Maze of Bones was written by Rick Riordan; other authors will be writing some of the other titles. David Pittu's narration is measured and powerful, and he easily assumes foreign accents as the roles demand. The second clue is given at the end of the book. Scholastic has devised an online game (the39clues.com) where readers play a part in the story and can win over $100,000 in prizes. Listeners will be hooked and eagerly await the next title.”

Publishers Weekly, 9/22/2008, Vol. 255 Issue 38, p58-59. Retrieved October 23, 2010 from Academic Search Premier database.
“Built around a ripe conceit--wealthy matriarch scatters cryptic clues to a mysterious fortune around the globe--this first installment in a projected t0-book series is tons of fun. Lead-off hitter Riordan (The Lightning Thief) mixes just the right proportions of suspense, peril and puzzles in a fast-paced read (Riordan mapped the narrative arc for all 10 volumes, but other high-profile authors will be writing for the series, too). Likable orphans Amy and Dan Cahill have moxie (plus Dan can memorize numbers instantly) and frailties (Amy hates crowds). As the siblings compete with less honorable members of the Cahill clan, all distantly related to Benjamin Franklin, to win the fortune by collecting all 39 clues (only two are found in this first book), they learn about their dead parents, each other and world history. The humor is spot on--one uncle is credited with inventing the microwave burrito. The only flaw? The story does not end so much as drop off a cliff. (The second book, One False Note by Gordon Korman, is set to arrive in December.) While waiting, readers can collect cards, each of which contains evidence, and play the online game (www.the39clues.com), for which Scholastic is offering over $100,000 in prizes. This ought to have as much appeal to parents as it does to kids--it's Webkinz without the stuffed animals, and a rollicking good read. Ages 9-12.”

Suggestions for Library Use
This book would be really fun for patrons to read, and then have the library stage their own 39 Clues-type hunt around the library's home city or state with students needing to find clues about local festivals and landmarks, famous locals, city/state history, etc.
This book would also be a fun additional to the fifth grade curriculum. Fifth grade is when students learn about U.S. History, the Founding Fathers, etc., and a book that presents history in such a fast-paced, interesting manner would be welcome among 10 year olds.
This book would also be a nice addition to a historical mystery display along with other books and movies like The Da Vinci Code, National Treasure, Sahara, Indiana Jones, etc.

Module Eight- Mockingjay, Suzanne Collins and The Lightning Thief, Rick Riordan

Collins, Suzanne. Mockingjay. New York: Scholastic Press, 2010.

Summary
In this final installment of the Hunger Games trilogy, Katniss, despite surving the Hunger Games twice, is in serious trouble with the Capitol. The survivors of the District 12 massacre are safe in rebellious, underground District 13

Impressions
I think I'm the only person in the world who hates the Hunger Games series. I find Katniss to be completely obnoxious and aggravating, and I had to read this book twice to understand what was going on. All the action, plot twists, and many, many, many characters just make the story confusing instead of rich with intrigue. All the secondary and tertiary characters make it hard to understand who thinks and says what, who's who, and when they're killed off, I have a hard time remembering if I'm supposed to have liked them or not.
While I'll hand it to Collins that the first book was innovative and thought-provoking, since then Collins is just trying to push the boundaries of to be edgy and hip. I find the trilogy gratuitously violent, and quite frankly, disgusting. Additionally, Collins' style is choppy and hard to follow and her characters, even the protagonists are completely unlikeable.

Reviews
Corbett, Sue. People, 9/13/2010, Vol. 74 Issue 8, p69-69. Accessed 10 October 2010 from Academic Search Premier database.

"It's an off-putting premise for a series aimed at teens: 24 kids fight for survival against nature and each other until only one is left alive. Oh, and it's all televised. That's the plot of Collins' hugely successful Hunger Games trilogy, but it doesn't do it justice. The first two books delivered nonstop action, a fully realized dystopian world and an acute rebuke of our media saturation and obsession with appearance. This final installment, the grimmest yet, is a riveting meditation on the costs of war.
The series' narrator is Katniss Everdeen, a "tribute," or contestant, in the annual ritual staged by the ruling despots in the Capitol. Against all odds, both Katniss and Peeta, another tribute, survive by posing as lovers, winning over the TV audience. Meanwhile there's a boy back home who is Katniss' real soulmate. In Mockingjay Katniss' outsmarting of the Capitol has fanned a rebellion, but she's a reluctant poster girl. Collins puts the reader right inside Katniss' head as she grows into the role, and it's a bloody, terrifying process. Clear your schedule before you start: This is a powerful, emotionally exhausting final volume."

Miller, Laura. New Yorker, 6/14/2010, Vol. 86 Issue 17, p132. Accessed 10 October 2010 from Academic Search Premier database.

"Children...don't run the world, and teen-agers, especially, feel the sting of this. "The Hunger Games" could be taken as an indictment of reality TV, but only someone insensitive to the emotional tenor of the story could regard social criticism as the real point of Collins's novel. "The Hunger Games" is not an argument. It operates like a fable or a myth, a story in which outlandish and extravagant figures and events serve as conduits for universal experiences."

Suggestions for Library Use
This book belongs on the shelf with no fanfare, displays, or other attention. It is not good writing, it's not a good story, the characters are dull, secondary and tertiary characters are far too abundant and make the story confusing, the "romance" is bizarre, and the violence and drama are far too exagerrated. Any moral Collins is trying to convey gets overshadowed by the extreme bloodshed and general confusion.

Riordan, Rick. The Lightning Thief. New York: Disney-Hyperion, 2006.

Summary
Zeus' master lightning bolt has been stolen and Percy Jackson is the prime suspect. Percy Jackson, however, is a junior high student that's about to be kicked out of yet another school for failing grades and bad behavoir. When mythical creatures start appearing in Percy's life, he realizes there's something about his past his mother hasn't told him. Percy is the son of Posiedon, god of the sea and brother of Zeus. Percy is immediately sent to Camp Half-Blood, a camp for children of Greek Gods and mortals, where he will be proctected. Meanwhile, Zeus has declared war if his lightning bolt is not returned by the summer solstice. With days to go, Percy and his friends decide to find and return the bolt themselves.

Impressions
This book is a lot like Harry Potter- a misunderstood hero, his super-smart gal pal, his faithful if not a tad clumsy buddy, all living in the real world yet being part of a fantasy, and saving everyone from destruction. The Greek Mythology introduced througout the story, however, really makes this book original and fun.
The characters are relatable, despite their immortal talents and abilities, and their banter is believeable. This book makes you feel as though it's possible to be an Olympian.

Reviews
Publishers Weekly, 8/1/2005, Vol. 252 Issue 30, p68-69. Accessed 12 October 2010 from Academic Search Premier database.

"For this fast-paced adventure that zaps characters from Greek mythology into modern times, Bernstein gets the reading rhythm just right. He conveys Riordan's notes of humor, sarcasm and downright amazement in the voice of 12-year-old Percy Jackson, a smart kid who seems to be a magnet for trouble. But one day Percy discovers that being kicked out of a different school every year and dealing with learning challenges like ADHD is nothing compared to the truth of his life: he's a demigod, the son of Poseidon. Of course, among other things, that means an action-packed mission to the Underworld to find Zeus's stolen lightning bolt and return it to Mount Olympus (specially accessed as the 600th floor in the Empire State Building). Listeners will be hanging on every zippy chapter here and will be eager to find out where Percy heads next in this planned series."

Goldsmith, Francisca; Mandell, Phyllis Levy. School Library Journal, Oct2005, Vol. 51 Issue 10, p79. Accessed 12 October 2010 from Academic Search Premier database.

"At the outset of this fast-paced tale by Rick Riordan , it would seem that Percy Jackson is just another New York kid diagnosed with ADHD, who has good intentions, a nasty stepfather, and a long line of schools that have rejected him. The revelation of his status as half-blood offspring of one of the Greek gods is nicely packaged, and it's easy to believe that Mount Olympus, in modern times, has migrated to the 600th floor of the Empire State Building (the center of Western civilization) while the door to Hades can be found at DOA Recording Studio, somewhere in LA. With his new friends, a disguised satyr, and the half-blood daughter of Athena, Percy sets out across the country to rectify a feud between Zeus, Hades, and Poseidon. Along the way they must cope with the Furies, Medusa, motorcycle thug Aires, and various other immortals. Mythology fans will love this take and kids who haven't been inculcated with the Classical canon will learn aspects of it here while having no trouble following a rollicking good--and modern--adventure."

Suggestions for Library Use
This book is a great example of fantasy for ages 11+. It would appeal to both boys and girls, but should be marketed to boys because of the male narrator and strong male protagonists. Also, many of the antagonists (Medusa, etc.) are women. This would make a fun Guys Read book. Or as a reading incentive program, if a child completed the book, they could get to watch the movie version.

Module Seven- Does My Head Look Big In This?, Randa Abdel-Fattah Stargirl, Jerry Spinelli

Abdel-Fattah, Randa. Does My Head Look Big In This? New York: Orchard Books, 2005.

Summary
Amal is a typical 16 year old. She loves watching TV, texting with her friends, and has a crush on her lab partner. Amal is also Muslim and has decided on her own- in fact her parents try to talk her out of this a number of times- to wear the hijab full-time. Overnight, everything becomes an issue of religion and the problems Amal encounters are suddenly about so much more than fitting in with the cool kids at school.


Impressions
This book goes back and forth between being very stirring, and being completely forgettable. For example, the chats Amal has with her elderly Greek Orthodox neighbor are very touching ,and I have found myself thinking about them often. On the other hand, most of this book is written very weakly with bland, flat characters. I can't remember what some of Amal's best friends' names are or even how the book ends. Abdel-Fattah needs to work on consistency. Overall, this is an ok book that would certainly appeal to teenage girls.
Some of the words and references used by the characters don't make a lot of sense so I wonder if the American version has been changed from the original Australian or if Australian teens actually talk that way?


Reviews
Andronik, Catherine M.. Library Media Connection, Nov. 2007, Vol. 26 Issue 3, p78-78. Retrieved October 10, 2010 from Academic Search Premier database.
"Amal, whose parents are Palestinian immigrants, is, like all teens, intent on discovering who she is including the depth of her religious beliefs. One of the decisions she must make is when to start wearing the hijab, or headscarf. Her choice to wear the hijab results in controversy in school, among her friends, and within her immediate and extended family. Just when Amal starts coming across as too preachy, fortunately, her funny, spunky, and irreverent nature asserts itself. Some of the pop culture references seem dated. With so much misunderstanding surrounding Islam in today’s world, teens may appreciate a high school-centered story featuring a Muslim girl who is more like than unlike them in many ways."

Rochman, Hazel. Booklist, 7/1/2007, Vol. 103 Issue 21, p60. Retrieved October 10, 2010 from Academic Search Premier database.
"The first-person present-tense narrative is hilarious about the diversity, and something heartbreaking... Without heavy preaching the issues of faith and culture are part of the story, from fasting at Ramadan to refusing sex before marriage. More than the usual story of the immigrant teen's conflict with her traditional parents, the funny, touching contemporary narrative will grab teens everywhere."

Suggestions for Library Use
I would like to use this in my library's after school program. Because my library is located in a very multi-ethnic community, this book is a positive, uplifting way to teach about diversity, especially to girls who can be very cruel to each other for many reasons including religion and ethnic background. This would also be an excellent book for high school students to read and discuss in a social studies class. This book is vibrant and the dialogue would certainly appeal to the 15-18 year old crowd.








Spinelli, Jerry. Stargirl. New York: Knopf Books for Young Readers, 2002.


Summary
All the students at Mica High are more or less the same. They don't attend football games, they all dress roughly alike, and they all know their places within different circles of friends. When Stargirl, a girl who has actually named herself Stargirl, transfers to Mica High everything begins to change. Stargirl dresses any way she wants- often in costume- writes greeting cards, finds out when classmate's birthdays are and sings "Happy Birthday" in the lunchroom on her Ukelele, and cheers for the other team in basketball. At first Stargirl is an enigma and other students find her intriguing, but as the schoolyear wears on they begin to find her personality and differences annoying and Mica High bands together to make her life miserable.
Leo, the narrator of this book, is one of the average Mica High students. He is also in love with Stargirl. And Stargirl loves him back. Together they do all the things Stargirl loves- play with her pet rat, meditate in the desert, document the neighbor kid's life through photo-essay, etc. until the kids at school make Leo's life too miserable. Leo knows Stargirl should mean more to him than the approval of Mica High, but in the end, peer pressure wins out. The book ends with Stargirl's heartbreaking disappearance from Leo's life.


Impressions
I loved this book! Loved it! This book is written so lyrically it's like poetry. The characters are so full of life, wit, and charm. Spinelli makes you fall in love with Stargirl and yet still see how she's so annoying. You want Leo to forget his friends and just be with Stargirl, and at the same time you want him to have other friends and a positive high school experience. And while the ending breaks your heart, you feel happy at the same time because ultimately both Stargirl and Leo end up with what is best for them.



Reviews
Follos, Alison. School Library Journal, November 2004, Vol. 50 Issue 11, p. 65. Retrieved October 12, 2010 from Academic Search Premier database.
"Stargirl is eccentric, creative, and kind. She strums her ukulele while singing in the high school cafeteria. She's the embodiment of creative optimism and wears her heart upon her sleeve. She is oblivious to the adolescent affront caused by her idiosyncrasies. Then one day she hears the whispered sneers, and Stargirl is no more. Spinelli captures the magic of individualism while encouraging readers to honor differences and avoid the traps of conformity."


Emminger, Kelly. Journal of Adolescent & Adult Literacy, Oct2001, Vol. 45 Issue 2, p170. Retrieved October 12, 2010 from Academic Search Premier database.
"Stargirl touches upon many issues that teens can relate to such as individuality, conformity, first love, school, the power of love and hate, the power of an individual over a group and the power of a group over an individual, loneliness, and cliques. Stargirl had the power to ignite and captivate the attention of an entire high school. She captivated the other students simply because she was not like "them." What could possibly be so scary about a genuinely nice person like Stargirl? She is not a part of any existing groups or cliques such as the jocks, the nerds, or the pretty cheerleaders. She is an outsider. The cliques are "them" and Stargirl is simply Stargirl. Soon, as a result of his affection for Stargirl, the students also shun Leo. In the end he chooses "them" over her.
Spinelli's novel raises issues about individuals who live on the fringe. Stargirl is an example, because other students see who she is as unacceptably different. She can never be one of them."


Suggestions for Library Use
This is not necessarily a good book about how being yourself is ok as Stargirl and Leo are themselves and get torn to shreds by their classmates, however, this book would start a good discussion with teens about bullying. Specifically why people who are different, even if their differences are refreshing, optimistic, or otherwise good are picked on. For example, who decides why we bully other people? Why do we allow others to be bullied?