1. Rebecca Holtsclaw
Picture Books:
1. Bradford, Wade. Why Do I Have to Make My Bed? New York: Tricycle
Press, 2011.
ISBN 978-1-58246-327; 31 pp; Age 3 – 7; historical
fiction; housekeeping, mothers and son, Egypt, Greece,
ancient civilizations; picture book w/ watercolor
illustrations; illustrated by Johanna van der Sterre
Summary: A mother tells her son why he has to make his
bed even though he has already done other chores. She
tells him about ancestors who have asked the same question going back
farther in time. The story goes all the way back to prehistoric times. The
pages use phrases and vocabulary set in each time frame. The watercolor
illustrations add details about the time period including the approximate
dates. The end of the book includes one to two paragraphs about each time
period and what it may have been like for the kids who lived during that
time.
Analytical Comments:
Old vocabulary and terms used which will need to be explained;
example papyrus scrolls
Uses similes on each page which may need to be explained
Illustrations show stereotypical scenes from ancient civilizations that
may or may not be accurate
Could be used to support/introduce 6th
grade social studies theme of
ancient civilizations
Good resource for having students compare and contrast different
time periods including present day
Teaching Ideas:
Do a webquest on different ancient civilizations to learn about what life
was like for kids
Research to see if the images and ideas presented are accurate or not
Create a Venn diagram to show how different eras are similar and
different
Create a picture book of chores students have to do today
Interview grandparent or older individual to learn how chores are
different now and in the past
2. Cole, Henry. On the Way to the Beach. Greenwillow Books, 2003.

2. Rebecca Holtsclaw
ISBN 0-688-175-155; 32pp; Ages 4 – 8;
realistic fiction; seashore animals, nature,
movable books; picture book w/acrylic paints
Summary: The story follows an unseen child
narrator through several habitats. In each
place the reader is asked to stop and observe
the different plants and animals that can be found. Every other page folds
open to reveal an I-Spy type of illustration that invites readers to identify
plants and animals in their natural habitats. The end challenges students to
sit still, listen and watch in their own environments. The last page includes a
key to show where each animal and plant are at.
Analytical Comments:
Technical vocabulary will be hard for students to read/decode;
example: tanager
Students may not be familiar with the plants and animals mentioned
and therefore would have a harder time identifying them
Fold out pages can increase engagement and interactivity, but may get
damaged easily
Key at the back will support adults and students who are not familiar
with the organisms mentioned in the book
Illustrations add great detail showing the living beings in realistic form
and color
Teaching Ideas:
Observe their natural surroundings
Research/discover living organisms that can be found in their
neighborhoods/local area
Photograph/draw living creatures from their own area or other habitat
Create I-Spy book or PowerPoint to display plants and animals from a
specific area
Visit museums, ponds, or other local displays habitats
Research about pollution and what students can do to help preserve
nature
3. Gower, Catherine. Long-Long’s New Year. Boston: Tuttle Publishing,
2005.
ISBN 0-8048-3666-3; 28pp; Grade Level: 1st
; historical fiction; holidays,
traditions, New Year, China; picture book w/ painted illustrations; illustrated
by He Zhihong

3. Rebecca Holtsclaw
Summary: Long-Long rides into the big city
with his grandfather to help sell cabbages. They
are trying to earn enough money to buy the
supplies needed for their family’s New Year
celebration. While in the city Long-Long helps
out different citizens and encourages people to
buy his grandfather’s cabbages.
Analytical Comments:
Long-Long does a lot to help out other
citizens, this can be used to teach about
Chinese culture and the importance of the
group
Illustrations add many details to the setting and show cultural details
about the New Year festival
There are several Chinese words used throughout the book; they are
explained on the last page of the book
The author included a retelling of the first Chinese Spring Festival
which helps explain why certain traditions exist
Could be used with 6th
grade world cultures social studies curriculum
Teaching Ideas:
Take a field trip to Nagasaki China-town to learn about the history of
Chinese culture in Japan
Brainstorm ways students can help in their own communities and then
as a class pick a volunteer activity to participate in
Create a bulletin board to compare and contrast how New Year’s is
celebrated in different cultures/countries
Draw pictures of their family celebrating New Year’s or another
holiday/celebration
Take a field trip to a retirement home to learn about what life was like
for them when they were growing up
4. Ho, Minfong. Peek! A Thai Hide-and-Seek. Cambridge: Candlewick Press,
2004.
ISBN 0-7636-2041-6; 30pp; Grade Level:
Kindergarten; realistic fiction; hide-and-seek,
fathers, daughters, animals, Thailand, rhyme;
picture book w/ illustrations in watercolor and
cut paper collage; Illustrations by Holly Meade

4. Rebecca Holtsclaw
Summary: A father and daughter couple plays hide-and-seek around their
house and yard. As the father searches for her he comes across a different
animal on each page. Each animal makes a different noise that the father
thinks could be his daughter. He finally finds her at the end.
Analytical Comments:
Each page repeats the same phrasing changing slightly for each
animal; “Jut-Ay, peek-a-boo,”
The pages use onomatopoeia to describe each animal
The daughter is hiding in each illustration so readers can find her
There is a pair of rhyming lines on each page which can be used to
reinforce rhyming skills
The animals and the noises they make are specific to Thailand so
students may not be familiar with them or may know other sounds
that the animals make
Teaching Ideas:
Create a page for a class picture book by drawing an animal and using
the repetitive lines to write the words for Japan (or the place where
the students are from)
Use the same technique (paint paper and then cut it out into shapes)
to create animals for a bulletin board
Take a field trip to the Bio Park or other zoo; discuss how the animals
are the same or different and the sounds that they make
Use Frames to create an animation of one of the pages – animals and
other characters could move in and out of the hiding places, while the
students read the book aloud for the audio
Make masks for each of the characters and act out the story
5. McDermott, Gerald. Pig-Boy. New York: Harcourt Children’s Books, 2009.

5. Rebecca Holtsclaw
ISBN 978-0-15-216590-1;
29pp; Grade Level:
Kindergarten/1st
Grade;
Folklore – Hawaii;
trickster, Pele, shape
shifter; picture book w/
gouache, colored pencil
and pastel on heavy
watercolor paper
Summary: Pig-Boy gets himself into trouble many different times. Each time
he comes up with a clever way to escape. His escapes require him to change
into another form. Grandmother protects Pig-Boy and reminds him to always
escape if something goes wrong. The illustrations use repetitive color to
provide continuity throughout the book. There are also references to other
Pig-Boy tales in the illustrations. Read the introduction by the author to learn
more about the folktale history of Pig-Boy.
Analytical Comments:
Shape shifting was not explained so some students may not be
familiar with this idea or may be confused by it
References Hawaiian gods and goddesses which students may not be
familiar with
Includes Hawaiian flora and fauna
Great tool for comparing and contrasting folktales (especially trickster
talks) from different cultures
Mood created by illustrations is magical and whimsical
Teaching Ideas:
Create a Venn diagram to compare and contrast different trickster
tales
Introduce Hawaiian mythology which students can then research more
in depth
Write and illustrate their own trickster/shape shifter tale
Create story board or frieze of Pig-Boy’s different forms
Create state brochure using Microsoft Publisher
6. McDermott, Gerald. Raven: A
Trickster Tale for the Pacific
Northwest. New York: Harcourt
Brace & Co., 1993.
ISBN 0-15-265661-8; 29pp; Grade
level: 2nd
; folktale; Northwest

6. Rebecca Holtsclaw
Indians, Pacific Indians, legends, trickster tales; picture book w/ gouache,
colored pencils and pastel illustrations
Summary: Raven sees that the people of the world live in darkness so he
goes in search of light. He finds light in the Sky Chief’s house. He changes
into a pine needle so that the Sky Chief’s daughter will drink him. Then he is
reborn as a boy. In the Sky Chief’s house he finds a ball of light and takes it
away. He places it high in the sky to light the whole world. Now people feed
Raven as a thank you for bringing the light.
Analytical Comments:
Students may have questions about Raven changing forms and the
Sky Chief’s daughter getting pregnant
Great to use with 4th
grade social studies standards on regions of the
U.S.
Raven is depicted in red, blue, green, and black geometric patterns in
his different forms
The author uses page breaks to show movement in the story, shows
different scenes on the same page
The author includes background information about Raven and the
Pacific NW on the title page
Teaching Ideas:
Create a picture book about how something came to be
Compare and contrast this with other trickster tales
Write to historical sites and/or Native American tribes in the Pacific NW
to get more information about the region and the people who live
there
Create a totem showing traditional animals, colors and styles
Invite a traditional story teller to come in and share oral stories
7. Moniz, Michael. Wazzyjump. Simply Read Books, 2011.
ISBN 978-1-897476-58-1; 36pp; Grade level: 1st
;
fantasy, trickster tale; forest animals, fox, lion, friendship,
magic; picture book w/ watercolor illustrations
Summary: Of all the forest animals Wazzyjump is the
most mysterious and magical. Lion, the king of the forest,
wants Wazzyjump’s powers for himself. He convinces the animals to find

7. Rebecca Holtsclaw
Wazzyjump. The animals look, but can’t find him so they give up, except for
Fox. Fox continues to search for Wazzyjump with plans to keep his powers
for himself instead of give them to Lion. When Fox does find Wazzyjump
they become best friends. Lion finds out and goes to get Fox and
Wazzyjump. When he finds them he learns to have fun and becomes friends
with them as well.
Analytical Comments:
Modern day folktale
Includes Fox as a trickster character
Teaches readers to be friends, not
be greedy or bossy, and to not gossip
Watercolor illustrations add detail to
each character
The illusive Wazzyjump can be
found on each page in the margins; look
for light colored printing
Teaching Ideas:
Write and illustrate their own trickster tale
Create a mask for one character in the book
Act out how the animals responded when Bear told about Wazzyjump
or how the animals became friends
Make a Venn diagram comparing and contrasting with another trickster
tale
Research animals that live in your area (use these to help write
folktale)
8. Myers, Tim. Basho and the Fox. New York: Marshall Cavendish, 2000.
ISBN 0-7614-5068-8; 30pp; Grade Level: 3rd
; fiction; Matuso, Basho, 1644
– 1694, foxes, haiku, poetry; picture book w/ watercolor illustrations;
illustrations by Oki S. Han
Summary: The great poet Basho lives alone in the
mountains. One day he meets a fox eating his
cherries who challenges him to write a poem better
than foxes can write. Basho works on poems
throughout the seasons, but the fox keeps saying
he wants a better one. Finally Basho delivers a
poem that the fox likes. Basho and the foxes share
the cherries from then on.

8. Rebecca Holtsclaw
Analytical Comments:
The author includes a preface that tells a little history about haiku
poetry and Basho, one of Japan’s most famous poets
Three of Basho’s haikus are included in the book
The illustrations beautifully show the seasons changing as is typical in
much of Japanese art
Great to use as an introduction to haiku poetry and the yearly haiku
contest
The illustrations show incredible detail; they are some of my favorite
illustrations because of the mood they create in the story
Teaching Ideas:
Research Basho and other famous Japanese poets and artists; create a
PowerPoint presentation sharing about the person’s life and work
Write and illustrate your own haiku to enter into the annual haiku
contest
Take a walking field trip to the local art museum; look for traditional
Japanese art themes in the works there
Compare and contrast fox as a trickster in stories from other cultures
Go on a nature walk and observe; take photos and use the experience
to inspire our own writing and illustrations
9. Pinkney, Jerry. Puss in Boots. New York: Penguin Young Readers Group,
2012.
Left: Winter
Above: Summer

9. Rebecca Holtsclaw
ISBN 978-0-8037-1642-1, 30pp; Grade Level: 2nd
; fairy tales; folklore,
France, king, cats, tricks; picture book w/ graphite, color pencil, and
watercolor illustrations
Summary: There was a miller who had three
sons. When he passed away he left his
youngest son his cat. The cat is very clever
and works to make his new master’s life
better. He tricks the king into believing that
his master is a Count. He also tricks the evil
sorcerer to gain land and a house for his
master. His plans work in the end and he is
rewarded with a job working for the king.
Analytical Comments:
Illustrations show great detail especially
with the clothing of the time period; there is
one fold out page in the center
The author included information about the research he did to write the
book, this could be shared with students to help them understand how
much research goes into writing
Students may feel uncomfortable with the part where the master is
bathing in the river – the illustrations show him without a shirt and the
story discusses that he does not have any clothes
Puss is very clever and gains success through trickery, students may
get the wrong idea or wonder why this worked
Jerry Pinkney has several other retellings of fairy tales that could be
used in conjunction with this one to create unit study
Teaching Ideas:
Compare and contrast with other versions of Pussy in Boots; why do
you think the authors created it the way that they did?
Write an alternative ending to the book or the next part in the story;
what could happen next?
With a partner write an interview for one of the characters in the book
including the response, act out the interview for the class – you can
include props and costumes if you like
Create a board game showing all of the challenges that Puss had to
overcome to help the miller’s son reach success at the end
Use Google Earth to create a tour showing the different places where
this story and other Puss in Boots or cat stories came from

10. Rebecca Holtsclaw
10. Polacco, Patricia. The Junkyard Wonders. New
York: Philomel Books, 2010.
ISBN 978-0-399-25078-1; 45pp; DRA 38; Grade
level: 2nd
;realistic fiction; Special Education,
teaching, making friends, self-esteem; picture book
w/color mixed media illustrations
Summary:Polacco recounts her time in a special
education class that the school dubbed the
“junkyard.” She tells about how the students worked together to create
wondrous objects out of scraps and junk. Her group rebuilt a model airplane
that stood for the students’ unique abilities and possibilities. The class is
guided by Mrs. Peterson who helps these misfit kids believe in themselves
and achieve great wonders. At the end Polacco tells where all of her
junkyard tribe members ended up (including NASA and Paris as a fashion
designer). Polacco’s illustrations are mixed media of pencils and markers.
Analytical Comments:
Some higher level vocabulary such as Tourette’s
One character passes away; students may need support after hearing
about a student their own age dying
Background knowledge about differences including learning paces,
non-communicable diseases and families may be needed
Great to use for teaching about differences, acceptance, anti-bullying,
and believing in yourself (use during Bully Prevention Month)
Illustrations capture the mood of each page through facial
expressions, body language and color
Teaching Ideas:
Visit a junkyard; use items to create own masterpieces
Create self-portraits that show/explain how the student is unique
Create skits about a time when they are someone they know was
bullied or picked on
Brainstorm ideas for standing up to and getting help if bullied
Write a poem about why the student is special and important
11. Ritchie, Alison. Duck Says Don’t! Intercourse, PA: Good books, 2012.
ISBN 978-1-56148-745-5; 24 pp; Grade Level:
2nd
; fantasy; pond animals, bossiness, ponds,
friendship; picture book w/ mixed media
illustrations of paint and colored pencil;
illustrations by Hannah George

11. Rebecca Holtsclaw
Summary: Goose is in charge of the pond. When she leaves for vacation she
lets Duck be in charge. Duck bosses all of the other pond animals around
and makes signs telling them what they cannot do. The other pond animals
leave. Duck gets lonely and decides to apologize and ask the other animals
to come back. He creates a special sign to send his message. The other
animals forgive Duck and move back to the pond just in time for Goose’s
return. Duck decides he does not want to be left in charge next time.
Analytical Comments:
Illustrations move story line along; many details (such as signs) are
only found in the illustrations and not in the text
Introduces students to different pond animals which they may not be
familiar with
Cut away scenes and split illustrations help to move action along
Students may relate to being bossed or bossing other around
Great story to use if students are having trouble with being bossy
Teaching Ideas:
Create signs about school rules to put up
Write and perform skits about being bossy or scenes from the book
Research about pond habitats and create a bulletin board display
Discuss a time when they were bossy or got bossed around;
brainstorm other ways of handling these situations
Go on a field trip to a pond/river/lake and study the animals there
12. Sheth, Kashmira. Tiger in My Soup. Atlanta: Peachtree Publishers,
2013.
ISBN 978-1-56145-696-3; 29
pp; Grade level: 1st
; imaginary
realistic fiction; reading,
siblings, babysitter, tigers;
picture book w/ illustrations in
acrylic on 100% rag
watercolor paper; illustrations
by Jeffrey Ebbeler
Summary: The main character is being babysat by his older sister. He keeps
asking her to read to him, but she is too busy. He decides to read by
himself. He imagines the
tiger from the book coming
to life at his house. All the
while his sister is too busy

12. Rebecca Holtsclaw
listening to her music to notice. Finally she agrees to read the book to him
while he is eating lunch, but watch out now the tiger is somewhere else!
Analytical Comments:
Stunning illustrations that convey plot often more than the text
Texture is clearly seen in illustrations due to heavy paper used
Encourages students to use their own imagination
Students learning to read may relate to this book as will students who
have to babysit younger sibling or who get babysat by older siblings
Illustrations have great detail that can be used with ELLs or non-
readers to help discuss what is happening in the story
Teaching Ideas:
Create their own tigers using paints and/or ripped paper
Write an imaginative story about something coming alive in their own
house
Put together a babysitting kit to help keep younger kids entertained
Cook soup: find recipe, gather materials, measure, follow directions,
enjoy
Cover words and let students write their own captions; share
13. Shulevitz, Uri. How I learned Geography. New York: Farrar, Straus,
Giroux, 2008.
ISBN 978-0-374-33499-4; 28pp; Grade Level: 3rd
; historical fiction;
refugees, maps, geography, childhood, 1935, hope; picture book w/ pen,
ink, watercolor and collage illustrations
Summary: The young boy and his family must flee
from their home because of the war. They end up
in another city with little food and must sleep on
the floor. One day that boy’s father comes home
with a map instead of food. The son is unhappy
that he has to go to bed without food. Soon he
learns to love the map and uses it as an escape.
He visits many different places around the world
through the map and understands why his father
bought it.
Analytical Comments:

13. Rebecca Holtsclaw
Mentions real life struggles such as war, hunger, and poverty which
may make students uncomfortable or which may bring up difficult
questions
The author included his own history in the back of the book including
some of his drawings from when he was a kid
Several Japanese cities are mentioned in the book which may help
students to connect with the story
The illustrations help depict the mood of each scene with the use of
color; the illustrations when he is travelling in the map have a magical
feel to them
Great to use with geography lessons for intermediate grades
Teaching Ideas:
Create a Google Earth tour to show the different
places where Shulevitz family moved to or where he visited
on the map as a kid
ResearchWWII and what it was like for kids during
that time (could read books like Sadako and the Thousand
Paper Cranes)
Choose a place you would like to visit in another
country – research it and create a poster encouraging
others to visit
Visit the Nagasaki Peace Park and Bomb Museum to
learn about how Japan was connect to WWII
Put together a food drive for kids in our area or
around the world; put together boxes with toys, books,
etc… that we can send to kids who are less fortunate than
us
14. Yashima, Taro. Umbrella. New York: Puffin Books, 1958.
ISBN0-14-050240-8; 33pp; Grade Level: Kindergarten; realistic fiction;
umbrella, rain, growing up, Japanese, immigrants; picture book w/ colored
pencil and ink illustrations
Summary: Momo receives an umbrella and
rain boots for her third birthday. She waits
and waits for it to rain so she can use her
new gifts. She tries to convince her mom
to let her use the umbrella to block the sun
and the wind, but her mom says no. Finally
it rains and Momo can use her new gifts.

14. Rebecca Holtsclaw
Analytical Comments:
Includes several Japanese words and characters – does a good job of
explaining what they mean or including English translations
Illustrations use rough lines to show shape; there are very few
straight solid lines
Kids may relate to the fact that Momo is Japanese and lives in the
U.S.
Caldecott Honor Book
Students may relate to times that they got a special present or did
something for the first time like Momo did
Teaching Ideas:
Write a story about an important gift or
object that you have at home; bring it in to share
with the class
Create drawings on the sidewalk like Momo
did in the story
Write a page to a class book using Japanese
and English – work together with the Host Nation
teacher to find out what Japanese words the
students should be familiar with
Make a rain storm using our bodies – rub
hands together, snap, pat legs, pat legs harder and stomp feet, then
back down to rubbing palms together
Use a projector to outline each student’s head and shoulders then
students can use colored pencils to draw pictures of themselves similar
to Yashima’s illustrations
15. Zelinsky, Paul. Rapunzel. New York: Puffin Books, 1997.
ISBN 978-0-14-230193-7; 32 pp; Grade Level: 3rd
; fairytale/fantasy;
folklore, Germany, witch; picture book w/ realism painted illustrations
Summary: A married couple has to give up their daughter when the husband
is caught stealing rapunzel from a witch’s garden. He was stealing the herb
because the wife was craving it so badly. The witch raises the girl. She locks
the girl in the tower with the only entry at the top so she has to climb
Rapunzel’s hair to get in. When a prince figures out how to get in he and
Rapunzel fall in love. When the witch finds out she casts Rapunzel out into
the wilderness and the prince falls from the tower. After years of wandering
he finds Rapunzel again and they live happily ever after.

15. Rebecca Holtsclaw
Analytical Comments:
Caldecott Award winning book
Illustrations are extremely detailed with a
Renaissance feel
Students may make connections with other
versions of Rapunzel that they have
seen/read/heard
Some students may have questions about
feel uncomfortable when the parents give up the
child and/or when the prince falls from the tower
Promotes families with a mom and a dad
Teaching Ideas:
Use Pixie to create a cartoon movie version
of the story
Use storyboards to retell the story
Compare and contrast this version with other versions of the story
Discuss elements of art found in the illustrations
Visit an art museum to discuss the similarities and differences
between the art found in the book and other styles
Novels:
16. Allen, Crystal. The Laura Line. New York: Harper Collins Publishers,
2013.
ISBN 978-0-06-199274-2; 328pp; Grade Level: 7th
;
contemporary realistic fiction; school, self-perception,
popularity, grandmothers, African Americans, overweight,
slavery, friendship, family heritage, coming of age, baseball,
modeling, military; young adult novel
Summary: Laura dreads having to stay with her
grandmother for two weeks while her parents are at
National Guard training in part because of the slave shack
on her grandmother’s property. Throughout the stay she learns about her
family history, how to accept herself as she is, and how to make new
friends. She learns about her family history through the ledger that is kept in
the slave shack and from the stories her grandmother tells.
Analytical Comments:

16. Rebecca Holtsclaw
The Amistad story is referenced and explained briefly; it is an
important part of the story so students may want to learn about it
before or after reading the book
Could be used with a bullying unit as Laura gets picked on because of
her size
Has a very empowering message: you can do anything no matter your
gender, size, or race
Talks about crushes, dating, and kissing
Mentions going to church and the author writes explicitly about Jesus
Christ in the Acknowledgements
Teaching Ideas:
Research your family history and put together a presentation to share
with the class/school; find out if anyone from your family tree was
interested in the same jobs/activities that you are
Take a field trip to local historical sites especially ones about first
settlers and/or slavery (if possible)
Laura loved pitching and modeling and Sage is a fantastic
photographer; What is one of your passions? What resources/classes
are available to help you practice that passion?
Draw a family tree showing important people in your family
Create a skit showing either one way that Laura dealt with the bullies
or one way she could have dealt with them
17. Berk, Josh. Strike Three You’re Dead. New York: Random House, 2013.
ISBN 978-0-375-87008-8; 250pp; Grade Level: 6th
;
mystery; baseball, murder, Phillies, best friends,
detective stories; young adult novel
Summary: When Lenny and his best friends, Mike and
Other Mike, suspect that a famous baseball pitcher is
murdered they decide to investigate on their own.
Throughout the summer the enter contests, confront old
ball players, uncover secrets, and make new friends. This
trio learns a lot about themselves as they discover who
killed the young pitcher.
Analytical Comments:
Target audience: baseball fans/players
There are many baseball references that students may not get if they
are unfamiliar with the game
Two very strong female characters that help the boys out – good
literary role models

17. Rebecca Holtsclaw
Crime aspect is very mild – no blood or gore
The main character, Lenny, does sneak out of his house and
deliberately disobeys his parents several times in the story which could
send the wrong message
Teaching Ideas:
Go to a local baseball game, learn the rules and play outside
Use proper calculations to figure out pitching and batting averages
Research a less well known baseball player and create an Animoto
video about him/her
Create a crime lab and use forensics to analyze different data
Write a persuasive essay about which sports team is the best
18. Dembiki, Matt. Trickster: Native American Tales. Golden: Fulcrum
Books, 2010.
19. Friesner, Esther. Sprit’s Chosen. New York: Random House, 2013.
20. Fuller, Anne. Belle Boy: A Sister in the Rebel Ranks. Omaha: Fuller
Minds, 2010.
ISBN 978-0-9827430-1-0; 132pp; Grade Level: 9th
grade; historical fiction; Civil War, South, disguise,
coming of age; young adult novel
Summary: When Sammie Annie finds out that her
brother goes missing in action she decides to disguise
herself as a boy and join the Confederate Army. While
joining does not lead her to her brother it does lead her
on a journey of self-discovery. She learns what it means
to be a soldier and makes important friendships along the
way. In the end Sam and the rest of the Confederate
Army surrender and Sam gets to go home where an
unexpected surprise awaits her.
Analytical Comments:
Students may not be familiar with details about the Civil War so they
may want to research before or after reading; the author does include
a note at the beginning explaining some details
Wounds and battles are described in some detail; not very graphic
The author lives in Montana – students may be able to contact her and
or get her to come visit

18. Rebecca Holtsclaw
Sam fights for the South which may be frustrating or confusing for
students; discussions about all of the reasons behind the Civil War (not
just slavery) might help students understand her choice better
There is some mild information about relationships, kissing, and body
parts (ie Sam binds her chest)
Teaching Ideas:
Create a Goolge Earth tour of all the places Sam went
Research a battle, event, or person from the Civil War and create a
blog about it/him/her
Write the next chapter in the book – what happens now that Johnny
and Sam are back home (use detail from the book to support your
choices)
Write a letter or journal entry as if you were Sam or one of the other
characters in the book
Take a field trip to a historical Civil War site in real life or digitally; visit
the Civil War Trust for lessons and ideas
21. Gewirtz, Adina. Zebra Forest. Somerville: Candlewick Press, 2013.
ISBN 978-0-7636-6041-3; 200pp; Grade Level: 8th
grade;
contemporary realistic fiction; prison, outdoors, classic
literature, family, growing up; young adult novel
Summary: Annie and her younger brother, Rew, live with
their Gran on the edge of a forest. Their mother left them
and their father was killed by an angry man. One night an
escaped convict shows up at their door. He holds the family
hostage. Annie soon discovers that the escaped convict is
none other than her father, who is the angry man from
Gran’s story. The family learns how to live together again in the face of
many trials. In the end Annie’s dad turns himself back into the prison.
Analytical Comments:
There are several intense scenes where Annie’s father threatens to
hurt the family and/or restrains them; nothing bad happens to them,
but students may feel uncomfortable with these scenes
Annie and Rew are often visited by a social worker since Gran does not
always make them go to school; this may be a new idea to students or
it may give the wrong impression
Annie and Rew read several classic novels (especially Treasure Island)
and the author references them a lot: students may not be familiar
with these and so may need the references explained
The author includes a lot of descriptions of nature and the forest

19. Rebecca Holtsclaw
Makes reference to the Iran hostage crisis which students may not be
familiar with
Teaching Ideas:
Create a poster that shows how the Zebra forest changes in the
different seasons and how Annie and Rew change throughout the book
using descriptions from the story
Have a parole officer or security guard come in to speak about the
realities of prison life
Research one of the books, news items, or plants mentioned by the
author create a PowerPoint describing your item and why you think the
author included it in the book
Write a sequel (about one chapter) showing what life could be like
once Annie’s father is out of prison
Gewirtz used a lot of setting descriptions to mirror how the characters
were feeling and/or changing; find one example and draw a picture to
show the connection between the setting and the character
22. Paulsen, Gary. Vote. New York: Random House, 2013.
ISBN 978-0-385-74228-3; 131pp; Grade Level: 7th
grade; contemporary
realistic fiction; politics, middle school, interpersonal relations, humorous
stories, babysitting; young adult novel
Summary: Kevin decides that he will run for 8th
grade
class president to impress his girlfriend, Tina. During the
campaign he works with different kids at school, his
family, and Markie, the four year old that he babysits to
become the best possible candidate.In the end he learns
what it really means to be a leader and sets up a
volunteer opportunity for the 8th
grade class trip.
Analytical Comments:
This is the 4th
book in a series about Kevin; the
other books are Liar, Liar, Flat Broke, and Crush
The cover art and length of the book give it a younger feel, but the
vocabulary is more of a 7th
or 8th
grade level
Discusses politics and uses a lot of political vocabulary
Great to use as a character study since it focuses on Kevin so intently,
also Kevin shows character flaws, but does not realize them in himself
Kevin shows a lot of growth from earlier books in which he was less
than honest
Teaching Ideas:

20. Rebecca Holtsclaw
Set up and participate in a real debate about issues that are important
to the students
Plan a fundraiser or volunteer opportunity for the class/school
Participate in the student government elections – run for office, be
campaign managers, set up debates, make poster, take poles, tally
ballots, etc…
Take a field trip to city hall, a town hall meeting, or other political
location near school to learn about the city’s elected officials and their
jobs
Write a journal entry from another character’s point of view, how
would Tina, JonPaul, Markie, etc… feel?
Research Gary Paulsen and put together a bulletin board to encourage
others to read his books
23. Senzai, N.H. Shooting Kabul. New York: Scholastic, 2010.
24. Snicket, Lemony. “What Could That Be at This Hour?”: All the Wrong
Questions. New York: Little, Brown and Company, 2012.
25. Woodson, Jacqueline. After Tupac and D Foster. New York: Puffin
Books, 2008.
ISBN 978-0-14-241399-9; Grade Level: 8th
– 9th
Grade;
realistic fiction; coming of age, friendship, Tupac Shakur,
African-Americans, Queens, New York, prison, foster care,
homosexuality; young adult novel
Summary: Two best friends have their lives change when they
meet a new girl, D. The three become best friends and grow up
together over two years. They deal with issues like Tupac’s hospitalization,
hearing, and death, gaining independence, and family issues. At the end the
girls learn more about each other and life in general.
Analytical Comments:
Newbery Honor Book
Students may not be familiar with Tupac or some slang used in the
book – background information may need to be gathered or
explanations given
D is in foster care which may bring up difficult issues especially if
students are or were in foster care or are adopted
Discusses homosexuality – students may have different opinions on
this topic so rules for fair discussions will need to be presented
The story brings up race issues such as profiling, unfair/biased court
hearing, poverty, etc…
Teaching Ideas:

21. Rebecca Holtsclaw
Take a field trip using public transportation to a concert or other
cultural experience
Research foster care and orphanages; set up a debate discussing
which is better and why
Create a bulletin board or other presentation to share information
about a famous person who is important to you
Discuss what makes a good friend. Make a picture book explaining how
to be a good friend
Make a movie recreating one of the most important scenes in the
book; explain why you chose this scene and why it was important to
the story
26. Zusak, Markus. The Book Thief. New York: Alfred A. Knopf, 2005.
Literature Alive Events:
27. Multicultural Read Aloud - Japanese; Friday, July 12, 2013; 1:00pm;
Sasebo Main Base Library; Children age 0 – 10
Description: A Japanese story teller read aloud traditional
Japanese folktales. She had accompanying illustrations,
which she checked out from the Sasebo City Public
Library. She re-told the stories The Peach Boy and The
Bamboo Princess. The accompanying illustrations are in
the traditional Japanese style of big books where the
pages are separate. Each photo has the words on the
back so that the reader can see them, but the audience only sees the
picture. The story teller had translated the story into English for this
presentation. The goal of this presentation was to introduce traditional
Japanese folktales and encourage more families to come to the library.
Analytical Comments: The kids who were present were between three and
seven. The youngest child had trouble sitting still for the whole story so it
may be better for four to seven year olds. This would be a great way to learn
about folktales or stories from other cultures at school. Kindergarteners and
first graders would really enjoy an event like this. Story tellers from other
cultures could present as well. This would be a great way for students to see
role models from their own culture and help give a voice to minority groups
in our area. The stories that were read would easily be transformed into
skits that students could practice or improvise. Students could learn stories
from different cultures and then present them to their class, other classes
and/or their parents. This could also be a good way to share similar stories
(like Cinderella stories) from different cultures.

22. Rebecca Holtsclaw
28. Jack and the Beanstalk Theatre Production; Saturday, July 13, 2013;
Harbor View Club, Sasebo, Japan; Missoula Children’s Theatre; Age to
perform – 5 to 18, all ages welcome to watch final showing
Description: The Missoula Children’s Theatre came to
base for one week. The kids auditioned for parts on
Monday, rehearsed all week and then performed on
Saturday. The purpose was to expose students to
participating in and watching live theatre. Students
practiced singing, dancing, acting, speaking, listening,
and fluency skills. The play was designed for children to
act in and watch. There were several overly cheesy parts
about eating healthy and being friends mixed into the
story of Jack and the Beanstalk.
Analytical Comments: Students in kindergarten through high school could
perform in the play. It is an ideal set up for an afterschool club or local
theater. I would take elementary students, first through fourth grade, to go
see the show. This type of event could be set up in many different ways.
Middle and high school students could use what they learned from watching
and participating in the show to write their own play based on a fairytale or
folktale. They could put together their own shows to perform for younger
students. Elementary students could compare and contrast this version with
others that we have read or seen. They could also perform simpler versions
of this story or other folktales. Reading plays can sometimes be confusing
and less meaningful than actually seeing it performed, so this experience
could help students connect to plays read in class. It could also help prepare
them to act in their own show as a discussion about different aspects of
acting such as volume, tone, rate, facial expressions, etc… could be held
after watching the performance.